Change search
Refine search result
1234567 101 - 150 of 27324
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 101.
    Adam, Eva
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Malek, Michelle
    Örebro University, School of Humanities, Education and Social Sciences.
    Stödinsatser: En kvalitativ studie om hur pedagoger upplever sitt arbete i skolan med elever med läs- och skrivsvårigheter2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 102.
    Adam, Hiba
    et al.
    Södertörn University, Teacher Education.
    Björklund, Jonatan
    Södertörn University, Teacher Education.
    Stopp! Nu får vi bryta!: en vetenskaplig essä om pedagogers förhållningssätt kring ”opassande” lekar2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 103.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    A Narratable Self as Addressed by Human Rights2017In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 15, no 3, p. 252-261Article in journal (Refereed)
    Abstract [en]

    The paper extends the critique in earlier research of human rights as exclusive of otherness and difference by introducing the work of Adriana Cavarero (2000) on a narratable self. Hence, the formation of human rights is thus about the relations between different narratable selves, not just Western ones. A narrative learning, drawing on Cavarero (2000), shifts the focus in human rights learning from learning about the other to exposing one’s life story narrative through relationality.

  • 104.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Claiming and Reaffirming Universality of Human Rights: Comparing the Role of UNESCO in Relation to the UN 1948 and 19932009Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The thesis explores the role of United Nations Educational, Scientific and Cultural Organization (UNESCO) in the drafting and formulation of the universal human rights in 1948 as well as its contribution at the Vienna Conference, when the universality of the human rights was reaffirmed after the Cold War. Using concept analysis on the reports published by UNESCO for the drafting of the Universal Declaration on Human Rights and the Vienna Declaration deepens the understanding of the influence of the organization within the United Nations (UN) system at these points in time. By applying an intersectional approach to the concept of “cultural dialogue”, the theoretical tool of “intersectional dialogue” is created in order to analyze and understand the process that occurred in the UN Commission when delegates from all over the world met to draft and discuss the universality of human rights. The conceptual framework of “universality” by Langlois is used in analyzing the parallel process of UNESCO in order to understand the universality of the human rights through local interpretations and particular values. The thesis held by Langlois, that the universality of human rights enables a global platform for oppressed and marginalized people to share their local stories based on particular values within a human rights discourse, is contested in the analysis.

  • 105.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Human Rights Learning: The Significance of Narratives, Relationality and Uniqueness2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Whereas educational policy is mainly concerned with the content of Human Rights Education (HRE), philosophers of education have widely explored the subject and her social condition in terms of social justice education. This thesis draws on philosophers of education in exploring the subject rather than the content of HRE, focusing the study on ontological rather than epistemological aspects of learning. In this thesis learning is explored through narratives, as a relational process of becoming. The turn to narrative is taken against the dominant historical narrative of human rights as a Western project. This turn concerns how claims toward universalism of human rights exclude difference and equally concerns how notions of particularity overshadows the uniqueness in life stories. The concept of uniqueness serves to elucidate the complexity of the subject, not easily reduced into social categorizations, a concept drawn from Adriana Cavarero and Hannah Arendt.

  • 106.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    In a Man's words - the politics of female representation in the public2017In: Studier i Pædagogisk Filosofi, ISSN 2244-9140, E-ISSN 2244-9140, Vol. 6, no 1, p. 55-68Article in journal (Refereed)
    Abstract [en]

    What one decides fi t for appearance through writing and speech bears a political signifi cance that risk being distorted through both language, reception in the public, and through calls for gendered representations. How can work of female philosophers be interpreted as a concern for the world from that of having to respond to a male-dominated discourse through which speech becomes trapped into what one might represent as ‘other’? In this paper, I explore the public reception of two female thinkers who question, in diff erent ways, the domi-nant notion of the author or philosopher as a male subject; what kind of limitations does the relative notion of ‘female’ pose political action, and how can privilege constitute a hindrance to feminist solidarity?

  • 107.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Paideia and Cosmopolitan Education: On Subjectification, Politics and Justice2017In: Philosophy as interplay and dialogue: viewing landscapes within philosophy / [ed] Torill Strand, Richard Smith, Anne Pirrie, Zelia Gregoriou, Mariana Papastephanou, Zürich: LIT Verlag, 2017Chapter in book (Other academic)
  • 108.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Reconciling Universality and Particularity through a Cosmopolitan Outlook on Human Rights2012In: Cosmopolitan Civil Societies: An Interdisciplinary Journal, ISSN 1837-5391, E-ISSN 1837-5391, Vol. 4, no 2, p. 22-37Article in journal (Refereed)
    Abstract [en]

    Human rights are today criticized as not compatible with different cultural values and the debate has circulated around Asian values and Islamic values as in dichotomy with human rights as universal ethics (Ignatieff, 2003). The theoretical dichotomy between universality and particularity is questioned pragmatically in this paper through a historical study. The working process of drafting the Universal Declaration of Human Rights (UDHR) in 1946-48, which included thousands of people, is explored as a cosmopolitan space in which individuals from different cultural contexts met to negotiate human rights through cultural narratives. The process where particular values were negotiated with universal notion on human rights resulted in a common proclamation (UDHR) without a common philosophical or ideological ground. This paper puts forth a thesis that human rights discourse can work as a cosmopolitan space, in which particular value systems meet in processes characterized by conflict and cohesion. Hence human rights can be understood as a master narrative compatible with different conflicting cultural narratives (Gibson & Somers, 1994).

  • 109.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Re-Thinking Relations in Human Rights Learning: The Politics of Narratives2014In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 48, no 2, p. 293-307Article in journal (Refereed)
    Abstract [en]

    Human Rights Education (HRE) has traditionally been articulated in terms of cultivating better citizens or world citizens. The main preoccupation in this strand of HRE has been that of bridging a gap between universal notions of a human rights subject and the actual locality and particular narratives in which students are enmeshed. This preoccupation has focused on ‘learning about the other’ in order to improve relations between plural ‘others’ and ‘us’ and reflects educational aims of national identity politics in citizenship education. The article explores the learning of human rights through narratives in relations, drawing on Hannah Arendt and Sharon Todd. For this re-thinking of relations in learning human rights, the article argues that HRE needs to address both competing historical narratives on the drafting of the Universal Declaration on Human Rights (UDHR) as well as unique life narratives of learners.

  • 110.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The praxis of ethics and justice in human rights learning: examining the limits of progressive education2017In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 2, no 1, p. 37-47Article in journal (Refereed)
    Abstract [en]

    School and education can be seen as an extension of the home as Hannah Arendt stresses, where children are protected in a space in which they can learn and grow, a space that is not yet public. This distinction of education as “not yet public” can be seen in contrast to John Dewey who explores notions of democracy as a process in education, where education and school is regarded as a mini society. This paper explores several challenges with progressive education and, specifically, of human rights education, through the work of Arendt (1959) and Dewey (1990) on the notions of responsibility and children’s human rights. Where do we as educators draw the distinction between taking responsibility of raising awareness of global injustices and human rights violations with the next generation without falling pray to dissolution that the gap between political imaginary and reality faces us with, or risking violating children’s “safe space” in school that according to Arendt should be a space that is neither private nor public, but a free zone for thinking and learning with others? Do we bring into the classroom discrimination and segregation by drawing on social categorizations with the pretext of questioning the same on the basis of “equal rights”? If ethical and relational dimensions of education are to be taken seriously then human rights education is a risky practice since it involves children’s sense of being and it raises questions that may not be dealt with properly or solvable for the children exposed.

  • 111.
    Adami, Rebecca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bron, Agnieszka
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The Way to Democracy Through Education and Learning in Sweden2007In: Journal für Politische Bildung, ISSN 2191-8244Article in journal (Other academic)
  • 112.
    Adami, Rebecca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hållander, Marie
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Testimony and Narrative as a Political Relation: the Question of Ethical Judgment in Education2015In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 49, no 1, p. 1-13Article in journal (Refereed)
    Abstract [en]

    In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in training narrative ethos in relation to violence witnessed in film. The article contributes by enhancing an understanding of a relational dimension to testimony and narrative, which, in an Arendtian sense, is also put forward as a political relation.

  • 113.
    Adamow, Goscha
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Förskolan i ett mångkulturellt samhälle: Pedagogers föreställningar kring mångkulturellt arbete på förskolan2010Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to describe, understand and analyze the thought behind the perception amongst pedagogues´ on multicultural work in preschools, based on an intercultural perspective. In this study, I questioned the pedagogues´ view on the work in preschools that prepares children for a life in a multicultural society and also the way they describe the cultural challenges.

    The study was accomplished and questions were answered by studying current literature and previous research in the field. I also interviewed four pedagogues from two different preschools located in separate areas.

    This study shows that many opinions that pedagogues expressed in the interviews can be traced back to an “us vs. them” perspective, in which your own culture, the Swedish one in this case, is the most critical and should receive the greatest attention in preschool. At the same time, the study shows that the more experience pedagogues had from multicultural preschools the greater acceptance they had for other cultures. These pedagogues also had an advanced in the development of intercultural competence.

     

  • 114. Adams, Liz
    et al.
    Börstler, Jürgen
    What It's Like to Participate in an ITiCSE Working Group2011In: ACM SIGCSE Bulletin, Vol. 43, no 1Article in journal (Other academic)
  • 115.
    Adams Lyngbäck, Elizabeth
    Stockholm University, Faculty of Social Sciences, Department of Education.
    I Don't Feel Like Myself: Women's Accounts of Normality and Authenticity in the Field of Menstruation2010Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of this master thesis is to contribute to a deeper understanding of women’s experiences in regard to menstrually related suffering. These particular experiences are examined in relation to notions of normality and authenticity. The study designed for this purpose is based on the life world of women in order to explore these ideas. The visceral signs originating from within the body are generally understood to be undetectable when working properly. Such is not the case for many women who menstruate. The cyclical change in physical and mental states associated with the menstrual cycle provide an opportunity to study how going in and out of different ways of being in the world influence human experience. Thematic interviews were conducted asking ten women living in Sweden to share their experiences of suffering related to the menstrual cycle. A phenomenological approach with focus on the body was used to study how changing ways of being in the world contribute to the construction of illness and health. Beginning with discussions about their experiences of suffering revealed that women thought in terms of when they felt like themselves and when they did not. Organization of time was interrelated with how women understood their experiences. Emphasizing recurring negative experiences lead to contemplation about causes of suffering and comparison of different states of being. The lack of ‘one’s selfness’ due to what is commonly referred to as PMS represents the dilemma these women describe. The need to have control over the outward representation of one’s self is discussed in light of different medical technologies like SSRI antidepressant use and hormonal therapies which revealed that women saw the origins of their suffering to be a product of society but tightly connected to their identity as women and were not willing to be without a menstrual cycle. Phenomenological ideas about embodiment were used to understand how suffering was seen both as a sign of health and as a part of the self.

  • 116.
    Adams Lyngbäck, Liz
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Experiences, networks and uncertainty: parenting a child who uses a cochlear implant2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this dissertation project is to describe the ways people experience parenting a deaf child who uses a cochlear implant. Within a framework of social science studies of disability this is done by combining approaches using ethnographic and netnographic methods of participant observation with an interview study. Interpretations are based on the first-person perspective of 19 parents against the background of their related networks of social encounters of everyday life. The netnographic study is presented in composite conversations building on exchanges in 10 social media groups, which investigates the parents’ meaning-making in interaction with other parents with similar living conditions. Ideas about language, technology, deafness, disability, and activism are explored. Lived parenting refers to the analysis of accounts of orientation and what 'gets done' in respect to these ideas in situations where people utilize the senses differently. In the results, dilemmas surrounding language, communication and cochlear implantation are identified and explored. The dilemmas extend from if and when to implant, to decisions about communication modes, intervention approaches, and schools. An important finding concerns the parents’ orientations within the dilemmas, where most parents come up against antagonistic conflicts. There are also examples found of a development process in parenting based on lived, in-depth experiences of disability and uncertainty which enables parents to transcend the conflictive atmosphere. This process is analyzed in terms of a social literacy of dis/ability.

  • 117. Adams, R
    et al.
    Lindberg, Vanja
    What is the word for engineering in Swedish: students conception of their discipline2007Other (Other academic)
    Abstract [en]

    Engineering education in Sweden as in the rest of the world is experiencing a decline in student interest. There are concerns about the ways in which students think about engineering education, why they join an academic programme in engineering, and why they persist in their studies. In this context the aims of the Nationellt ämnesdidaktiskt Centrum för Teknikutbildning i Studenternas Sammanhang project (CeTUSS) is to investigate the student experience and to identify and support a continuing network of interested researchers, as well as in building capacity for disciplinary pedagogic investigation. The Stepping Stones project brings together these interests in a multi-researcher, multi-institutional study that investigates how students and academic staff perceive engineering in Sweden and in Swedish education. The first results of that project are reported here. As this study is situated uniquely in Swedish education, it allows for exploration of a Swedish perspective on conceptions of engineering. The Stepping Stones project was based on a model of research capacity-building previously instantiated in the USA and Australia (Fincher & Tenenberg, 2006).

  • 118.
    Adamson, Lena
    Linköping University, Department of Education and Psychology. Linköping University, Faculty of Educational Sciences. Univ.,.
    Like circles on the water: a study of adolescent identity1999Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis explores the subject of identity development during late adolescence (16-20 years). Three questions were asked, each related to one domain of interest; a) how do adolescents perceive and describe themselves (adolescents' self-concept), b) what do they consider important in their lives (adolescents' existential questions), and, c) how do they describe their contacts with adult people (adolescents' contacts with adults)? The thesis includes three studies and uses a multimethodological approach, comprising interviews, a personality inventory, sentence-completion tasks and questionnaires.

    The results can be summarized as follows. The majority of the respondents had a positive view of themselves. An inconsistent self-concept was related to a number of negative factors. Existential questions mainly concerned one's personal future. Most respondents felt the need of adults in their lives, primarily due to adults' experience and knowledge.

    The main conclusions can be summarized in four points. First, identity development during late adolescence needs to be discussed in terms of processes of integration. This term emphasizes continuity and interaction, rather than autonomy and separation, terms that have dominated this field for a long time. Second, identity development during late adolescence can be illustrated by means of expanding circles. The centre is constituted by the adolescent's picture of her/himself (i.e., personal integration), whereas the periphery consists of the adolescent's picture of her /himself in relation to other people and society at large (i.e., social integration). Third, lack of personal integration at this age level signals an undesirable developmental process. Fourth, adolescent - adult interaction is one important factor in relation to social integration. Here the adolescent learns to develop her /his interactional skills in order to regulate and balance her /his own life space in relation to others'. However, the results also suggest that opportunities for social interaction between adolescents and adults outside their families are insufficient and need to be improved.

  • 119.
    Adamsson, Gustav
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Brunnman, Camilla
    Talent Management- hur fungerar det?: En kvalitativ fallstudie om hur Talent Management kan se ut och uppfattas i en organisation2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta examensarbete undersöker hur en multinationell organisation arbetar med Human Resources Management-fenomenet Talent Management. Vi har valt att titta på fenomenet från två olika perspektiv, det individualistiska och kollektivistiska, för att skapa en förståelse om hur Talent Management-arbetet fungerar och kan se ut. Den insamlade empirin är baserad på sju intervjuer med individer som alla har en relevant roll i förhållandet till det studerade fenomenet. Utifrån resultatet och teorin har vi i analysen sedan kunnat se att det finns både för- och nackdelar med Talent Management arbete. Den svåra utmaningen är att arbeta strategiskt och fokuserat med talangutveckling utan att övriga medarbetare missgynnas av arbetsätten som verksamheten använder. I slutsatsen behandlar vi en sammanfattande diskussion utifrån det insamlade resultatet och föreslår också framtida forskning inom ämnet. 

  • 120.
    Adbegovic, Anela
    et al.
    Kristianstad University, School of Education and Environment.
    Gucati, Shqipe
    Kristianstad University, School of Education and Environment.
    Pedagogers uppfattningar gällande språkutveckling hos tvåspråkiga barn i förskolan/förskoleklass2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur pedagoger uppfattar språkutveckling hos tvåspråkiga barn i förskolan samt i en förskoleklass. Med hjälp av semistrukturerade intervjuer vill vi synliggöra och utifrån dessa intervjuer skapa en förståelse för pedagogers uppfattningar, gällande språkutveckling hos tvåspråkiga barn.

    Den teoretiska bakgrunden vilar på fenomenografin i form av variationsteorin. Varför fenomenografin valdes som kvalitativ forskningsmetod är dels dess beskrivning av fenomen utifrån individers olika uppfattningar, samt metodens möjliggörande av en hypotetisk observation över mänsklig förståelse av diverse företeelser.

    Resultatet, med hänsyn till pedagogernas uppfattningar, visar att det är föräldrarna som bär ansvaret av att lära samt stödja sina barn i deras modersmålutveckling. Detta är något som ska ske i hemmiljön. Detta i sin tur förblir en god grund i modersmålet, vilket gör det enklare att utveckla andra språk. Vidare  visade resultatet på att pedagogerna har varierande uppfattningar kring fenomenet tvåspråkighet, dock med en gemensam uppfattning av svenska språkets väsentliga betydelse i förskolan.

  • 121.
    Addensten, Emelie
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Abbas, Amal
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Självreflektion avseende inkludering i förskolan: Förskollärares upplevelser av ett självreflektionsverktyg2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 122.
    Adeborn Fortea, Amanda
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Gardsiö, Annalina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Betydelselösa bestraffare: En granskning av lärarskildringar i skönlitteratur, riktad mot barn i åldrarna 10-12, i ett critical literacy-perspektiv2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 123.
    Adeborn Fortea, Amanda
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Parrow, Amanda
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    "Eleverna som behöver extra utmaning, hur gör jag?": En kvalitativ studie om lärares strategier för att möta understimulerade elevers behov i klassrummet.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien syftar till att undersöka vilka metoder fem verksamma lärare i Uppsala kommun använder för att tillmötesgå högpresterande och särbegåvade elevers behov i klassrummet, vilka svårigheter lärarna finner med nivåanpassningar samt vilket stöd de skulle önska för att kunna bemöta starka elever bättre. Intresset att undersöka understimulerade elevers situation i skolan kommer från personliga upplevelser och erfarenheter av att dessa elever hamnar i skymundan i klassrumsmiljön medan mycket resurser läggs på inlärningssvaga elever. En översikt av publicerad forskning visar på riskerna med att inte uppmärksamma särbegåvade elever på rätt sätt och ger förslag på hur särbegåvade elever kan stöttas.

     

    Studiens material samlades in genom observationer och intervjuer med fem lärare i Uppsala kommun. Datan analyserades därefter utifrån ett sociokulturellt perspektiv och med särskild utgångspunkt från teorin om den proximala utvecklingszonen.

     

    Resultatet visar att samtliga lärare som deltagit i studien inte känner att de har några nämnvärda svårigheter att bemöta de högpresterande eleverna i undervisningen. Lärarna finner det snarare problematiskt att finna tid att ta fram rätt material samt att hitta källor där konkret material finns. Lärarna är medvetna om vad eleverna behöver och hur de ska kunna tillmötesgå dem. Den mest frekvent nämnda metoden är fördjupningsuppgifter vilka ämnar att bredda elevernas kunskaper i det aktuella ämnet. En annan vanlig metod är öppna uppgifter där eleverna får möjlighet att utveckla och motivera sina lösningar efter egen förmåga. 

  • 124.
    Adegren, Anna
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Aidanpää, Ingela
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Att mäta avkodning: En jämförande undersökning av olika testers användbarhet2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Utifrån teorier om läsutveckling och språkets nivåer jämför vi olika avkodningstester som används i skolan. Syftet är att undersöka olika testers användbarhet gällande mätning av elevers avkodningsförmåga i årskurs 1. Fyrtioåtta elever delades upp i två grupper om 24 elever i varje grupp. Data samlades in i form av elevers poäng på tio olika deltester som mäter avkodning. En statistisk analys visade att de standardiserade testerna LegiLexi, LäSt och OLAF korrelerar högt med varandra och lärarskattningar. Dessa kan identifiera elever i risk för lässvårigheter samt fånga upp hela spridningen av avkodningsförmåga både i gruppen adekvata läsare och gruppen elever i risk för att utveckla lässvårigheter. LäsEttan och Skolverkets bedömningsstöd korrelerar lågt med andra tester och lärarskattning och uppvisar på grund av höga takeffekter och tveksam träffsäkerhet/sensitivitet en begränsad förmåga att identifiera elever i risk för lässvårigheter eller elever med adekvat läsförmåga. Vissa delar av bedömningsstödet är inte bättre än slumpen på att identifiera elever i risk för lässvårigheter. Vår rekommendation är att dessa två test bör kompletteras med andra avkodningstest med bättre psykometriska egenskaper.

  • 125.
    Adelgren, Linnéa
    et al.
    Jönköping University, School of Education and Communication.
    Lundqvist, Frida
    Jönköping University, School of Education and Communication.
    Teckenkommunikation - ytterligare ett sätt att kommunicera: En kvalitativ intervjustudie om kommunikation i förskolan2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här studien syftar till att utveckla kunskap om förskollärares användning av teckenkommunikation i förskolan. Frågeställningarna vi har i vår studie är: hur motiverar förskollärarna användandet av teckenkommunikation samt hur beskriver förskollärarna att de använder teckenkommunikation på förskolan? Studien är genomförd med kvalitativa intervjuer av förskollärare som valts ut för att de har erfarenhet av teckenkommunikation. Resultatet är bearbetat utifrån en tematisk analys, och analysen har ett sociokulturellt perspektiv där begrepp som mediering och den proximala utvecklingszonen är centrala. Förskollärarna motiverar användandet av teckenkommunikation som språkutvecklande och beskriver att de använder det i både vardagliga situationer samt i undervisningen. De belyser att teckenkommunikation behövs för att barn ska kunna göra sig förstådda oavsett vilka förutsättningar varje barn har. Resultatet visar att det finns en osäkerhet kring hur teckenkommunikation kan användas i förskolan. Samtidigt menar en del av förskollärarna att vårdnadshavare har en kritisk bild till användandet av tecken och förskollärarna betonar att det krävs mer kunskap om tecken för att belysa det som en fördel i barns språkutveckling.

  • 126.
    Adelmaid, Natalie
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Medarbetarnas arbets- tillfredställelse: Ledarens betydelse för medarbetarnas arbets- tillfredställelse2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka hur medarbetare upplever ledarskapets betydelse för deras arbets- tillfredställelse. Studien ansluter sig till Bernin, Nyberg & Theorell (2005) definition gällande arbets- tillfredställelsen, vilket innebär att medarbetarna har förutsättningar för att få god kontroll, delaktighet och autonomi i arbetet som bidrar med intellektuell stimulans, en ledare som skapar god och tydlig struktur samt visar omtanke om sina anställda. Den metod som använts för insamling av empiri var halvstrukturerade intervjuer. Slutresultaten i denna studie visade sig ha likheter med tidigare forskning inom detta ämnesområde. Bland annat är delaktighet, engagemang och meningsfullhet är tre nyckelbegrepp i denna studies resultat av empiri, vilket bekräftar teorin av den tidigare forskning som representeras av Wolven (2000). Undersökningen studerar hur fem medarbetare i försäljningsbranschen på olika arbetsplatser inom den privata sektorn i Göteborg upplever arbets- tillfredställelsens betydelse i förhållande till sin ledare. Studien är av kvalitativ metod med halvstrukturerad intervjuform.Resultatet visade att respondenterna vill ha utifrån deras erfarenheter, en ledare som är demokratisk samtidigt som han skall vara auktoritär i viss utsträckning. Respondenterna vill helst arbeta under frihet, eget ansvar och få utmanande och stimulerande uppgifter som bidrar till personlig utveckling samtidigt som ledaren sätter tydliga strukturer. De vill att ledaren involverar dem i beslut och diskussioner som berör organisationsstrukturen och dem själva som medarbetare, på så sätt upplever de meningsfullhet och att deras arbetsuppgifter har betydelse. Detta är vad respondenterna upplever bidrar till arbets- tillfredställelse.

  • 127. Adelswärd, Viveka
    et al.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Discourse about children with mental disablement: An analysis of teacher-parent conferences in special education schools1998In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 12, no 2, p. 81-98Article in journal (Refereed)
  • 128.
    Adelswärd, Viveka
    et al.
    Linköpings universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    …so one can plant a little seed…: An analysis of a teacher's way of solving a communicative problem in talks with parents2000In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 20, no 4, p. 191-205Article in journal (Refereed)
  • 129.
    Adelswärd, Viveka
    et al.
    Linköpings Universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Så kan man så ett litet frö: Analys av en lärares sätt att lösa ett kommunikativt problem i samtal med föräldrar1999In: Möten: En vänbok till Roger Säljö, Tema Kommunikation, Linköpings universitet , 1999Chapter in book (Other (popular science, discussion, etc.))
  • 130.
    Adelswärd, Viveka
    et al.
    Linköpings Universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Who is Cindy?: Aspects of identity-work in a teacher- parent-pupil talk at a special school2000In: Text - an interdisciplinary journal for the study of discourse, ISSN 0165-4888, Vol. 20, no 4, p. 1-24Article in journal (Refereed)
  • 131.
    Adelöw, Jonas
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Österman, Malin
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Vad uppfattar lärare vara mest centralt i arbete mot mobbning?2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 132.
    Adenling, Elinor
    Umeå University, Faculty of Social Sciences, Department of Education.
    Att bli miljömedveten: Perspektiv på miljöhandbokens textvärld2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation is the study of environmental consciousness as a discursive educational project. The empirical material consist of 18 environmental handbooks that have been published in Sweden during the years 1976-2007 of which 13 appeared between 1988 and 1995. The research work uses the basic assumptions of discourse analysis, namely that language is an important factor in the construction and development of social norms and values. Three areas recieve close attention: questions relating to the form and content of the handbooks, questions relating to the social circumstances in which the handbooks were produced and questions relating to the overall educational significance of the handbooks. In the first instance, the handbooks are examined in the light of three different contextual stories. They can be read as part of wider discussions of environmentally-concsious life-styles, as a development of earlier Swedish discussions about domesticity, health, thrift and consumption, and, finally they can be read as an expression of a narrative about a dominant aspect of modernity – science. The second part of the research work comprises an examination of the handbooks in terms of their audience and educational purpose. What kind of individual is to be shaped by these handbooks? What is anticipated as the desired or ideal environmentalist? Discourse analysis suggests that, collectively, the handbooks project an image of somone who displays qualities of motivation, investigation and judgement. They should be motivated to begin a process of change in their lives, to encourage others to do the same, and to adopt the environmental problems as their own personal problems. The second quality pursued in the handbooks is of someone who should take an active stance towards the environment as a pervasive element in their way of life. They should, therefore, adopt an investigative attitude to the surrounding world, cultivate certain cognitive properties such as watchfulness, thoughtfulness and being suspicious, and constantly ask questions about their surroundings with a view to understanding how actions in their private world has an effect on the wider world. And thirdly, the ideal environmentalist citizen should be someone who demonstrates judgement in balancing polarities and resolving the claims of different standpoints. They should give attention to separating right from wrong, wisdom from madness and, above all, to finding a way of linking their own efforts to what is worth striving for and what is worth avoiding or neglecting. In summary, the subjects identified in the handbooks are expected to avoid extreme positions, to place their own expectations about sustainability on a suitable level, and to be prepared for failure and feelings of guilt. The final part of the investigation – interpreting the wider significance of the handbooks – uses a pluralistic model of analysis which takes its departure from three concepts – ecological modernisation, governmentality and the risk society. Using these orientations, the extent of the discursive educational project of the environmental handbooks is highlighted. If the handbooks are regarded as modernist prescriptions, they are texts which highlights slow and careful change taking place within the present power structure of society. If they are regarded as texts that offer a governmentality prescription, they can be read as texts which promote the transformation of everyday micropractices. And if they are regarded as prescriptions for a risk society, they are texts which enable readers to come to terms with confusion and powerlessness in a complex and risky social context. One main result is that the environmental handbooks display interesting similarities, worthy of futher exploration, supported by a broadened empirical base.

  • 133.
    Adenling, Elinor
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Liljeström, Monica
    Umeå University, Faculty of Social Sciences, Department of Education.
    Studentpresentationer i pedagogik2018In: Digitalisering av högre utbildning / [ed] Stefan Hrastinski, Lund: Studentlitteratur AB, 2018, p. 95-98Chapter in book (Other academic)
  • 134.
    Adenling, Elinor
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olsson, Johanna
    Umeå University, Faculty of Social Sciences, Department of Education.
    Att mötas utan att mötas: Portfolios som pedagogiskt verktyg i nätbaserad utbildning2010In: Undervisning på tvären, Student- och lärarerfarenheter / [ed] Universitetspedagogiskt Centrum, Umeå universitet, Umeå: Universitetspedagogiskt Centrum, Umeå universitet , 2010, p. 11-28Conference paper (Refereed)
  • 135.
    Adenling, Elinor
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olsson, Johanna
    Umeå University, Faculty of Social Sciences, Department of Education.
    Erfarenheter av portfoliometodiken inom nätutbildning: Kritiska reflektioner och ”halleluja moments”2011In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 1, no 2, p. 77-87Article in journal (Refereed)
    Abstract [sv]

    Vid Pedagogiska institutionen vid Umeå universitet har nätutbildningen expanderat kraftigt under de senaste två och ett halvt åren, då institutionen började ge fristående helfartskurser i pedagogik via Internet. Vårterminen 2008 läste cirka 60 studenter och inför varje termin har sedan studenttillströmningen ökat, för att under våren 2010 uppgå till 240 studenter. Hösten 2008 infördes, med stöd av interna utvecklingsmedel, examinerande portfoliouppgifter på samtliga nätbaserade kurser med målsättningen att möta de utmaningar som både formen (nätundervisning) och den utökade och heterogena studentgruppen innebar. Syftet var att stärka studenternas förmåga att synliggöra sitt eget lärande, samt att minska anonymiteten mellan lärare och student. Uppgifterna var av självreflekterande karaktär där studenterna uppmanades att relatera det egna lärandet till kursinnehållet och att exempelvis identifiera framtida tillämpningsområden inom studier och arbetsliv. Studenterna fick under terminen individuell återkoppling av en och samma lärare. Intentionen med återkopplingen var bland annat att guida och uppmuntra studenterna till att inta ett personligt förhållningssätt till kursinnehållet. I artikeln argumenteras det för att portfoliometodik i flera avseenden kan sägas harmoniera väl med ett rådande synsätt på examination där ett sociokulturellt synsätt på lärande dominerar och livslångt lärande och självständighet framhålls som eftersträvansvärt. Detta medför att, det både utifrån ett student- och ett lärarperspektiv, kan kännas naturlig och relevant att använda portfolio som examinationsform inom nätutbildning. Samtidigt är det viktigt att problematisera och kritiskt reflektera över portfoliometodik som examinationsform och de förhållningssätt och ideal som skapas, vilket görs i artikeln med hjälp av en Foucaultinspirerad tolkningsram. I artikeln presenteras alltså både ett kritiskt perspektiv, men även de många ”halleluja moments” som arbetet med portfoliouppgifter inneburit för medverkande lärare och institutionen i stort. Erfarenheterna visar att arbetet med portfolio som examinationsform är dubbelbottnat: Å ena sidan kan det exempelvis bidra till en stärkt språklig kompetens och personlig utveckling hos studenterna. Å andra sidan kan portfoliometodik sägas leda till en ökad kontroll och självdisciplinering som sträcker sig bortom själva examinationstillfället.

  • 136.
    Adermark, Christopher
    Karlstad University, Faculty of Arts and Education.
    Matematik i Kunskapsskolan2008Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 137.
    Adiels, Lars
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Where did Technology Go?2009In: Strengthening the Position of Technology Education in the Curriculum / [ed] Arien Becker, Ilja Mottier, Marc J. de Vries, Delft: Delft University of Technology , 2009, p. 1-5Conference paper (Refereed)
    Abstract [en]

    In the beginning there was techne and episteme. Today we have difficulties with finding technology in the implementations of the curriculum in, at least, Swedish schools. So where did it go? I will give arguments that it is all there but it suffers from specialisation. If we think of techne appearing before the different natural science subjects it is a very natural thought that technology today is what is left "between" the more specialized subjects. However I believe that technology is created also in the meeting between two specialized subjects. When a physicist work with a chemist to solve a problem, than this work will very easy appear as technology from one or both parts view. Also not a revolutionary thought this may explain why the Swedish higher education is organized as it is and why we have diffculties to make a working curriculum for the lower grades.

  • 138.
    Adiguzel, Funda
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Konflikthantering i förskolan: En undersökning hur pedagoger ser och hanterar barns konflikter2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med forskningsarbetet är att undersöka pedagogernas syn på konflikthantering samt hur barns konflikter förebyggs i förskoleverksamheten. För att uppnå ett trovärdigt resultat har kvalitativa samtalsintervjuer i samband med barnobservationer använts som metod för undersökningen.

    Genom datainsamlingen kan det konstateras att konflikter tillhör förskolans vardag och kan vara både stora och små. Konflikter kan uppstå av många olika anledningar och något som pedagoger är överens om är att konflikter uppstår främst i samband med missförstånd mellan barnen. De menar att missförstånd har en central plats i barns konflikter och barn kan missförstå varandra både verbalt och icke verbalt beroende på situationen. Pedagoger har ett stort ansvar vid arbete med barns konflikter och konflikthantering, det kan vara konstruktivt eller destruktivt beroende på hur det hanteras. Det kan även handla om öppna och dolda konflikter. En slutsats som kan dras är att Vygotskij´s sociokulturella teori genomsyrar i pedagogernas arbete med att hantera och förebygga barns konflikter. I teorin ligger kommunikationen centralt och det har en stor betydelse vid detta studieområde, utan kommunikation kan konflikter inte hanteras. Det kräver att pedagoger stöttar och vägleder barns lärande utifrån den proximala utvecklingszonen. Genom pedagogens närvaro, delaktighet och vägledande arbetssätt kan barns lärande vidareutvecklas. Det är en god förutsättning för pedagoger att ha barns utvecklingszon som utgångspunkt vid lärande av konflikthantering. Konflikter och konflikthantering ses som ett lärandetillfälle för både barn och pedagog. Barn som lär sig att behärska sig, blir både tålmodiga, lyhörda och även mer empatiska. De värnar om varandra ännu mer och lär sig att vara en bra kompis. Så småningom ökar de sina sociala färdigheter och använder prosociala handlingar gentemot varandra. Även pedagoger tar lärdom för vidare arbete med konfliktsituationer. De reflekterar och ifrågasätter sitt handlande och bearbetar sina brister för att göra bättre ifrån sig. Det är ett bra sätt att utvecklas inom sin pedagogiska roll.

  • 139.
    Adilagic, Dalila
    et al.
    Kristianstad University, School of Education and Environment.
    Adilagic, Edin
    Kristianstad University, School of Education and Environment.
    Omsorgsfull bedömning: en studie av högstadieelevers upplevelser av utvecklande bedömning och vad lärares omsorg kan betyda för dessa upplevelser2014Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Den här undersökningen beskriver vad som karakteriserar bedömning som en grupp högstadieelever upplever som utvecklande, samt vilken betydelse lärares omsorg kan ha för detta förfarande. Enligt forskning är kommunikationen mellan elever och lärare viktig när det gäller bedömning. Stor vikt läggs idag vid formativ bedömning som betydande faktor för elevers lärande i skolan. Formativ bedömning kräver ett samarbete mellan eleven och läraren. I undersökningen intervjuades elva elever i årskurs 9. Undersökningen visar att tydlig kommunikation mellan elever och lärare är av stor betydelse för att bedömningen ska upplevas som utvecklande. En utvecklande bedömning upplevs när läraren tydligt visar på elevers styrkor och svagheter. I undersökning framkommer också att elever känner sig bekräftade och upplever bedömning som utvecklande när läraren tar sig tid till bedömningen. Resultatet analyserades utifrån Noddings omsorgsetiska teori. Omsorg från lärares sida visade sig då ha stor betydelse för att bedömningen ska upplevas som utvecklande; för att elever ska uppleva en vilja att lära sig. Det vi kallar ”omsorgsfull bedömning” riktas både mot vad eleven kan i nuläget och mot hur eleven kan ta ett steg framåt. Vidare riktas den såväl mot eleven som individ som mot elevens prestationer.

  • 140.
    Adinolfi, Lina
    et al.
    The Open University, UK.
    Link, HollyUniversity of Pennsylvania, Philadelphia Pennsylvania, USA.St John, OliverÖrebro University, School of Humanities, Education and Social Sciences.
    Translanguaging - researchers and practitioners in dialogue2018Collection (editor) (Refereed)
  • 141.
    Adler, Sebastian
    et al.
    Halmstad University, School of Social and Health Sciences (HOS).
    Missner, Mario
    Halmstad University, School of Social and Health Sciences (HOS).
    Dömd till livstids lärande: Lärande och kompetensutveckling inom företagshälsovården2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I dagens samhälle är ständig utveckling och förnyelse viktiga överlevnadsvillkor för företag inte minst inom branschen företagshälsovård. Konkurrensen ökar och företagen måste ständigt se till att ligga i framkant och det har allt oftare konstaterats att den viktigaste tillgången är att utveckla de anställdas kompetens. Syftet med studien är att studera personals uppfattningar kring kompetensutvecklingen inom företagshälsans olika yrkesgrupper samt att genom den identifiera hur gynnsamma förhållanden för lärande kan skapas. För att få svar på syftet har vi använt oss av kvalitativa intervjuer som datainsamlingsmetod. Sammanlagt genomfördes sex intervjuer där fem olika yrkesgrupper representerades och företagets Vd. Studien har en fenemenografisk ansats som medför dataanalysmetod som består av sju steg. Eftersom vi var ute efter variationer av yrkesgruppernas olika uppfattningar var den fenemenografiska ansatsen mest optimal.

    I resultatet framkommer det ett flertal uppfattningar kring kompetensutveckling, lärandestrategier och hur gynnsamma förhållanden för lärande kan skapas. Vidare finns det gemensamma uppfattningar om att yrkesgrupperna har ett stort handlingsutrymme och att det är nödvändigt för att arbetet ska fungera. En av studiens slutsatser är att tid för reflektion är viktigt för gynnsamma förhållanden. Genom att få mer tid att kunna reflektera över det som har skett tror vi medför ett mer kreativt tänkande och en utveckling av kompetens. En annan intressant slutsats som framkom är att varje yrkesgrupp är i behov av den konsultativa kompetensen och att den aldrig är färdigutvecklad.

  • 142.
    Adolfson, Paulina
    Mälardalen University, School of Education, Culture and Communication.
    Arbete med barn som har diagnoser i förskolan: - Utifrån ett förskollärarperspektiv2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte var att undersöka hur förskollärare arbetar med barn som har diagnoser i förskolan, och hur förskollärare går tillväga för att hjälpa barnen, i relation till professionalism. Jag har också valt att undersöka stödet förskollärare får från andra professionella. Jag använde mig av kvalitativ metod och har intervjuat sju förskollärare för att få fram hur deras arbetssätt ser ut med barn som har diagnoser i förskolan samt hur förskollärare ser på sin roll i relation till professionalism. Resultatet visar förskollärares olika syn på diagnos, att de hjälper barn både på egen hand och med hjälp av andra professionella samt erfarenheter av samarbete med andra professionella. Förskollärare beskriver även sin professionella roll och ansvar utifrån barnperspektiv och relation till föräldrar. De slutsatser som kan dras av min studie är framförallt att området jag studerat är viktigt att reflektera över. Både jag och samtliga förskollärare jag har intervjuat har kommit till insikt i hur arbetet med barn med diagnoser och hur samarbetet med andra professionella ser ut, samt reflektioner kring att vara professionell

  • 143.
    Adolfsson, Carl-Henrik
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Kunskapsfrågan: En läroplansteoretisk studie av den svenska gymnasieskolans reformer mellan 1960-talet och 2010-talet2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In a society where the labour market is becoming increasingly knowledge intensive and more differentiated, education has assumed greater importance for the capitalist states integrative functions as for the competitiveness in the global economy. As a consequence, the educational system has become a key governing resource for the state to meet and manage different kinds of social changes and problems. Against this background the thesis raises the main question - “what kind of societal problems are the educational reforms studied here considered to be the solution of?” The aim of this thesis is to deepen the understanding of the changes of the formation of knowledge in Swedish upper secondary curriculum between the 1960s and 2010s. In what way attained these changes in view of knowledge legitimacy in relation to the socioeconomic context? And what do these changes mean in terms of the attribution of the positioning of upper secondary school pupils and teachers?

     

    This thesis draws on a “classical” theoretical framework of curriculum theory (i.e. the frame-factor theory) this means that the analytical focus is directed at the relationship between the content of the curriculum and the social context. With theoretical and methodological inspiration from critical realism and critical discourse analysis (CDA) the thesis argue for an alternative way to theoretical and empirical examined this relationship. Three historical reform periods are used to explore the discursive changes in the formation of knowledge in the Swedish upper secondary education reforms.

     

    The results show how changes in socioeconomic conditions, such as economic crisis, over time have acted as important triggers for governing mechanisms embedded in the control of the educational system. These changes and mechanisms, in turn, have resulted in some major discursive knowledge shifts between the reforms studied, from the 1960s combination of an economic-rational and an objective-subject knowledge discourse, through the deregulated goal-rational and socio-cultural oriented knowledge discourse of the 1990s towards the 2010s knowledge discourses that are characterized by an increased focus on learning outcomes and measurability. Against the background of these discursive shifts, the analysis also points to some underlying continuities in terms of a general “reform imperative”, based on a number of overarching values ​​such as efficiency and rationality. The result show how this imperative was embedded in all three educational reforms and has ruled the order of discourses about what was deemed to be legitimate curriculum knowledge, a professional teacher and a desirable pupil.

  • 144.
    Adolfsson, Carl-Henrik
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Läroplansteorin efter den ”realistiska vändningen”: exemplet kunskapsfrågan2013In: Den femte nordiska läroplansteorikonferensen i Uppsala : Curriculum and/or didactics – a discussion revisited. Towards a transnational curriculum theory?, Uppsala universitet, 2013Conference paper (Refereed)
    Abstract [sv]

    Läroplansteorin har de senaste två decennierna kommit att präglas av en så kallade språklig eller diskursiv vändning. Med det använda språkets konstituerande funktion som en central utgångspunkt uppfattas språket som en aktiv social handling som inte kan skiljas från den sociala praktik som denna sker inom. För det läroplansteoretiska forskningsfältets vidkommande har detta medfört flera viktiga analytiska möjligheter inte minst när det gäller exempelvis att studera läroplansförändringar över tid samt hur policy rör sig och omformuleras mellan olika kontexter. I detta paper kommer jag dock argumentera för att denna diskursiva vändning i flera fall dragits för långt. Konsekvensen har blivit att språkets konstituerande effekter i alltför stor utsträckning kommit att överbetona med en långgående kunskapsrelativism som följd och där exempelvis icke-diskursiva element av verkligheten tappats bort i de läroplansteoretiska analyserna. Jag kommer i detta sammahang därför lyfta fram behovet av en realistisk vändning inom läroplansteorin som delvis återvänder till den klassiska läroplansteorins utgångspunkter men där samtidigt vissa betydelsefulla analytiska insikter från diskursteorin tas med.

    Syftet med detta paper är att med utgångspunkt från den kritiska realismen samt med några exemplifierande empiriska nedslag diskutera innebörden av en sådan realistisk vändning. Utifrån den kritiska realismen förstås verkligenheten som såväl strukturerad som stratifierad. Detta innebär att diskursers konstituerande effekter inte negligeras men samtidigt understryks att dessa inte heller utgör fritt flytande meningssystem utan är såväl förankrade som villkorade av reella (i betydelsen icke-diskursiva) betingelser. Analytiskt fokus riktas utifrån detta realistiska perspektiv mot de strukturer och tillhörande mekanismer som finns inbäddade i en viss praktik samt den kontext (som innefattas av såväl diskursiva som materiella element) som kommer att påverka (men inte determinera) utfallet av dessa mekanismer. Med detta möjliggörs en förklarande analys som, i enlighet med den klassiska läroplansteorins utgångspunkter, rör sig bortom läroplanstexten till de bakomliggande strukturer och kontextuella villkor.        

    Med resultat hämtade från en studie av kunskapens formering och legitimering i gymnasieskolans reformmaterial mellan 1960-talet och 2010-talet påvisas empiriskt innebörden av en sådan realistisk vändning. Resultaten pekar på flera diskursiva förskjutningar av kunskapens konstituering över tid men också hur dessa diskursers legitimitet var kopplade till de inbäddade strukturer och mekanismer som förstås forma utbildningspolitiken i relation till den samtida samhällskontexten. Med denna analys visar jag bland annat hur förändrade reella samhällsekonomiska villkor över tid utgjort en viktig påverkanskraft på utbildningspolitiken samt i förlängningen läroplansförändringar.

  • 145.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Alvunger, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Teachers' selection of content in an age of standard-based policy2017Conference paper (Refereed)
  • 146.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Alvunger, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Teachers’ selection of content in the age of standard-based policy2017Conference paper (Refereed)
  • 147.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Alvunger, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    The nested systems of local curriculum innovation2016In: ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, 22-26 August, 2016, 2016Conference paper (Refereed)
    Abstract [en]

    In school systems around the world there is an increasing focus on students' academic achievement and performance and higher demands for school decision makers to gradually improve school results. In this respect Sweden is no exception. The last years you find a number of different national policy initiatives in line with these transnational policy trends: a new curriculum for the compulsory school (Lgr11) and the upper secondary school (Gy11), a new school law (SFS 2010:800), a reform for career services for teachers with the introduction of “first-teachers” in 2013 and the establishment of new authorities like the School Inspectorate in 2008. In turn, all these reforms have resulted in intensive school improvement work in Swedish municipalities.

    Curriculum innovation is a dynamic research field. During the last decades important empirical findings have emerged as well as theoretical models explaining and supporting successful school development and school leadership (cf Fullan, 2001; Hargreaves & Fullan, 2012; Hallinger, 2011). Recent research has also pointed out how strategies and aspects of different actors and levels in the school system interact. A current discussion concerns how school reforms and improvement efforts are used to increase student achievement, with special regard to significance and potential of the local and regional leading and management. Another question is how school improvements solutions on a more general basis is possible to roll out when research also argues for the need of versatile and context-specific school improvement efforts (Hopkins, Stringfield, Harris, Stoll & Mackay 2014).

    The aim with this paper is twofold. Firstly, the paper wants to contribute to and develop a deepened theoretical understanding of local school curriculum innovation. The local curriculum context is defined as an “open nested school system” with different sub-systems, e.g. the classroom, teacher work-units, school leadership teams, the local school authority etc. (Resnick, 2010). Although these systems are internally related, the curriculum actors in each system stand on its own logic and conditions (i.e. loosely coupled). Therefore you will find different arguments, perceptions and notions in the sub-systems and that they are nested in context-specific ways (Resnick 2010). Our primary hypothesis is that centrally initiated curriculum changes and improvement initiatives are unlikely to be successful, unless these actively engages all the sub-systems and re-couples the nested systems of the curriculum (Adolfsson & Håkansson, 2015).

    Secondly, the empirical aim is to explore how different curriculum actors in a medium-sized Swedish municipality understand their functions, interact and respond to central aspects in local curriculum work. By looking into and explaining relationships between the sub-systems – the local school authority, principals and teachers – important features and factors for organising robust school improvement processes can be identified. Of particular interest is the introduction of first-teachers in 2013. First-teachers are a new function in Swedish public and independent schools, engaged in school improvement and thus curriculum actors. Previous research has shown that first-teachers might strengthen the idea of distributed leadership in schools, but at the same time also challenge, to some extent, existing leadership relations and authority – primarily that of the principal (Alvunger, 2015). However, we know – so far – little of how this might impact the school organization and relationships between the sub-systems in school improvement. Our aim is guided by the following research questions:

    -        How do the curriculum actors understand and describe their functions in relation to each other in local curriculum work?

    -        What are perceived as primary challenges and needs among the curriculum actors? What strategies do they suggest and use to deal with these challenges and needs?

    -        How can the local curriculum work be explained and understood from the perspective of nested school systems?

    Methods and material (400)

    The study draws on material from two recently finished “ongoing evaluation” projects conducted in a medium-sized municipality (65,000 inhabitants) in the southeastern part of Sweden. As a way to support schools’ improvement work, researchers in the first project have studied processes and outcomes of nine schools’ development work over three years by collecting and analysing data from different levels of the local school system. The second project focused and analysed the implementation of the national reform for career services for teachers. Together the projects have resulted in a rich empirical material from various contexts in the local school organisation that enable a thorough analysis of the school improvement work on different levels (i.e.in different sub-systems).

    This paper is based on a “mixed-method” design (Cresswell, 2010). Along with Cresswell and Clark (2007) we argue that such a methodological research design is a way of preserving the complexity and deepening the perspective of the research questions being addressed while at the same time it is possible to obtain different but complementary data on the same phenomenon. In line with the theoretical points of departure and the general aim to elucidate patterns of actors’ understanding, interaction and responses on general aspects of improvement work, following methods and empirical data have been used: i) a content analysis of central policy documents ii) questionnaires and iii) semi-structured focus group interviews.

    As a first step central documents regarding the local school organisation, policy and vision, leading and management structure, evaluations, school improvement strategies were analysed. The purpose was to conduct a contextual analysis and to create a map of the organisation, central strategies and content of the improvement work in the municipality.

    During the project three different teacher surveys were conducted (n=250; n=160; n=157). In these online questionnaires teacher’s perceptions of central dimensions of the local improvement work was investigated. Another important purpose was to explore teachers’ notions of patterns of changes as a result of the improvement work.    

    Finally, as a way to deepen the understanding of the improvement work in the municipality semi-structured focus group interviews with representatives from the local school authority (8 interviews), principals (12 interviews), and first-teachers (14 interviews) were carried out. The main focus in these interviews was the experiences and notions of the schools’ improvement work.

    Expected outcomes/Results (300)

    The results of the study clearly show that the local school organisation consists of different nested sub-systems. Both similarities and differences in how the curriculum actors interact and respond to central aspects in curriculum work can be identified. There is a common view that the work should be based on teaching practices and collegial learning, where the themes “classroom leadership” and “language and concept development” have been agreed upon collegially (bottom-up). However, the sub-systems argue for different strategies and disagree on how to work with these themes. The development unit on local authority level has decided that specific resources and interventions are to be directed for peer observation and feed-back sessions between teachers (top-down). This limits the possibilities for principals to respond to the requests from the teachers who favour pedagogical dialogues for exchanging experiences and developing teaching. All in all, this presents challenges for the school improvement work. In this respect first-teachers as a new sub-system may create conditions for better communication between other sub-systems (e.g. subject teacher teams, work-units, principals) because they operate on different levels. However, there are almost no collaborative arenas or networks for communication within the first-teacher system. Furthermore, the introduction of first-teachers seem to present challenges for the principals who must improve their internal communication as a sub-system in order to be educational leaders and to on-ward engage first-teachers and teachers in school improvement work. The results support our hypothesis that centrally initiated curriculum innovation initiatives are unlikely to be successful, unless these actively engages all the sub-systems and re-couples the nested systems of the curriculum.

    References

    Adolfsson, C-H & Håkansson, J (2015). Building School Improvement Capacity and Learning Capital – A Swedish Case Study. Contribution to the ECER-conference in Budapest, September 2015.

    Alvunger, D. (2015.) Towards New Forms of Educational Leadership? – The Local Implementation of Förstelärare in Swedish Schools. Special issue: Educational Leadership in Transition. Nordic Journal of Studies in Educational Policy, 2015, 1: 30103, http://dx.doi.org/10.3402/nstep.v1.30103

    Creswell J, & Plano Clark, V. (2007), Designing and conducting mixed methods, SAGE Publications, London.

    Cresswell, J.W. (2010). Mapping the developing landscape of mixed methods research. I Abbas Tashakkori & Charles Teddlie, red: Sage Handbook of Mixed Methods in Social & Behavioral Research, s 45-68. Thousand Oaks: SAGE Publications

    Fullan, Michael (2001). The new meaning of educational change. 3. ed. New York: Teachers College Press

    Fullan, M. (2006). Turnaround leadership. San Francisco: Jossey-Bass.

    Hallinger, Philip (2011). Leadership for Learning: Lessons from 40 Years of Empirical Research. Journal of Educational Administration, v. 49 n. 2 p. 125-142.

    Hargreaves, Andy & Fullan, Michael (2012). Professional capital: transforming teaching in every school. New York: Routledge.

    Hopkins, D., Stringfield, S., Harris, A., Stoll, L. & Mackay, T (2014). School and system improvement: a narrative state-of-the-art review, School Effectiveness and School Improvement, 25:2, 257-281.

    Resnick, Lauren B. (2010). Nested System for the Thinking Curriculum. Educational Researcher, vol. 39 No. 3  183-197.

  • 148.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Alvunger, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    The Selection of Content and Knowledge Conceptions in Teaching in an Era of Standards-based Policy Reforms2017Conference paper (Refereed)
  • 149.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Alvunger, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    The Selection of Content and Knowledge Conceptions in Teaching in the era of standard based policy reforms2017Conference paper (Refereed)
    Abstract [en]

    The Selection of Content and Knowledge Conceptions in Teaching in the era of standard based policy reforms

     

    Proposal information (research question, theoretical framework so on) (600 words) 

    This study is part of the project 'Understanding Curriculum Reforms - A Theory-Oriented Evaluation of the Swedish Curriculum Reform Lgr 11'.  In the last two decades transnational organizations and agreements have become increasingly important as driving forces in the making of curriculum. The international education policy movement towards so-called standards-based curricula has been characterized by top-down accountability and linear dissemination (Andersson-Levitt, 2008; Sivesind & Karseth, 2010). This also applies to the formation of Swedish curriculum policy discourses. The latest Swedish curriculum for compulsory School “Lgr11” can foremost be described in line with such a standards-based curriculum, where the objectives and standards, but also the content, are prescribed and put in the foreground for what students ought to do and know (Sundberg & Wahlström, 2012).

    Although these policies are transnational and nationally oriented, it is in the same time up to schools and teachers on the local level to interpret and enact the curriculum, in classrooms and in the interaction between teachers and students. This unarguably raises questions about the curriculum-in-use, i.e. how is teaching performed? The ‘what’ that is prescribed in the (trans-)national policy is one thing, but researchers rarely take notice of the fact that recontextualisation, selection, translation, relocation and refocus of content indeed occurs in the local school setting. Therefore, the overall aim of this paper is to explore how a standards-based oriented curriculum, Lgr 11, is enacted at the local school level.

    In a first step, the process of the selection of teaching content will be studied. A central question here is how and on what foundations the selection of teaching content is made when prescribed content and learning outcomes is given a central role in the curriculum structure? Secondly – which relates to the selection of content – we examine how the same curriculum is achieved in teaching and learning practices at classroom level in terms of knowledge content. What content seems to dominate the teaching in favour for another under a standard-based oriented curriculum like Lgr 11?

    To understand the conditions for teachers’ selection of content we bring theoretical inspiration from a “classical” framework of curriculum theory in terms of the “frame-factor theory” (Dahlöf, 1967; Lundgren, 1989). This theoretical perspective puts the relationship between teaching processes, outcomes and external (frame-) factors in focus. In other words, to understand processes and outcomes in the teaching practice you have to, from this theoretical perspective, analyse the frame-factors, for example time, equipment, the composition of the class and (of course) the current curriculum, that in different ways enable and limit these processes and outcomes.  When we in a next step examine the curriculum content in teaching we bring inspiration from Deng & Luke’s (2008) discussion about different knowledge classification schemes and conceptions. From this discussion we derived three conceptions of knowledge, in terms of an academic disciplinary knowledge conception; a practical knowledge conception and an experiential” knowledge conception. These knowledge conceptions will be used to identify and discuss different aspects of lesson content in the investigated teaching practice.    

    Methodology and method (400 words)

    With a classical curriculum theory framework, the present study focus on teaching and lesson content in terms of enacted and achieved curricula. In other words, and with Doyle’s (1990) conceptual framework, we are interesting in the relationship between the programmatic and classroom level of the curriculum. This in turn links us to classic classroom studies addressed by e.g.  Bellack, Kliebard et al.1966; Gustafsson 1977; Jackson 1968/1990; Lundgren 1981, but now against a backdrop of the ‘new’ scenario of transnational policy.

    The study is based on an extensive empirical material from six municipalities in Sweden and consists of three different sources. Firstly, semi-structured interviews with representatives from the local school authority, teachers, principals and students in grade 6 (12-13 years old) where the main focus has been their views on the impact of the curriculum for the compulsory school Lgr11 with particular attention on the organisation of teaching, the dominating content in teaching and the interaction between teacher and students and students and students. Secondly, documents related to teaching such as local pedagogical plans, lesson plans, tests, work sheets, material produced by students and so on have been analysed. Thirdly, 71 lessons of teaching in the social studies subjects Civics, History, Geography, Religion have been video-recorded, transcribed, coded and analysed from organisation of teaching, content and the interaction in the classroom. The study on teachers’ selection of content will mainly draw from interviews and documents in order to look at contextual factors, while the analysis of knowledge content in teaching generally is based on interviews with teachers and 71 video-recorded lessons.

    Conclusion (300 words)

    In the last section of the paper, we will discuss the empirical results in relation to our theoretical points of departure. Here we show how the Swedish curriculum in great extent is influenced by a standards-based tradition where both content and performance are put in the foreground. From a frame-factor theoretical perspective we then discuss the consequences on the possibilities for the teachers selecting content. Besides struggling with the crowding of content teachers are under constant pressure to hold on to a tight schedule in order for the different curriculum tasks to fit into an over-arching plan for the whole semester. The teachers have to make sure that they can assess knowledge and competences according to the knowledge requirements in the “time slots” reserved for each curriculum task in the subjects. Teachers indeed focus on central concepts deriving from academic disciplines foregrounded in the syllabuses, while they at the same time employ a strategy to patch subjects and their specific content together.

    The analysis of the video recorded lesson show that the general pattern of teaching comes in the shape of whole class teaching with the teacher as central actor. Because the teacher has to ensure that all students get the ability to reach the knowledge requirements, the lesson content to a great extent is prescribed and comes in the shape of subject matter-oriented facts, concepts and competences. Because of the combination of crowding of content, teachers’ time constraint and the knowledge requirements in the curriculum, our results also show that teachers – more or less – have to neglect initiatives from students in order to keep the lesson on the “right” track. Content that is not considered to fit in the current lesson, for example student’s experiences, interests and questions, is to a high degree dismissed.

     

    References

    Andersson-Levitt, K. M. (2008), Globalization and curriculum, in M. F. Con-nelly, red, The SAGE Handbook of Curriculum and Instruction, (s 329-348), Sage Publications, Thousand Oaks, California.

    Bellack, A.A.; Kliebard, H.M.;Hyman, R.T. & Smith, F.L. (1966). The language of the classroom. New York: Teachers College Press.

     

    Deng, Z & Luke, A (2008). Subject matter. Defining and theorizing school subjects. In connnelly, Michael (Ed). The SAGE Handbook of Curriculum and Instruction. Thousand Oaks: Sage Publication.

    Dahllöf, U. 1967: Skoldifferentiering och undervisningsförlopp [School differentiation and teaching processes]. Stockholm: Almqvist & Wiksell.

    Gustafsson, C. (1977). Classroom Interaction. A study of pedagogical roles in the teaching process. Stockholm: Gotab.

     

    Jackson, P. W. (1968/1990). Life in classrooms. New York: Teachers College Press.

     

    Lundgren, U. P. (1981). Model analysis of pedagogical processes. Lund: Liber/Gleerup.

     

    Lundgren, U. P. (1989), Att organisera omvärlden [Organising the world around us], Utbildningsförlaget, Stockholm.

    Sivesind, K. & Karseth, B. (2010), Conceptualising curriculum knowledge within and beyond the national context, European Journal of Education 45 (1),103- 120.

    Sundberg, D. & Wahlström, N. (2012), Standards-based curricula in a denationalized conception of education: The case of Sweden, European Educational Research Journal 11 (3), 342–356.

    Utbildningsdepartementet (The Ministry of Education) (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011 (Lgr 11). [Curriculum for the Compulsory School, Preschool Class and the Leisure-time Centre 2011; in Swedish]. Stockholm: National Agency for Education.

  • 150.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Alvunger, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    The selection of content and knowledge conceptions in the teaching of curriculum standards in compulsory schooling2018In: Transnational Curriculum Standards and Classroom Practices: The New Meaning of Teaching / [ed] Ninni Wahlström & Daniel Sundberg, London: Routledge, 2018, p. 98-115Chapter in book (Refereed)
1234567 101 - 150 of 27324
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf