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  • 101.
    Magnússon, Gunnlaugur
    et al.
    Mälardalen University, Eskilstuna, Sweden.
    Göransson, Kerstin
    Karlstad University.
    Nilholm, Claes
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Varying access to professional, special educational support: a total population comparison of special educators in Swedish independent and municipal schools2018In: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802, Vol. 18, no 4, p. 225-238Article in journal (Refereed)
    Abstract [en]

    Independent schools are securely established in the Swedish education system. Prior research shows they generally have fewer pupils in need of support and lower proportions of special educators. Here, results are presented from a total population study of Swedish special educators (n = 4252) examined after 2001. The aim was to explore and compare the occupational situations of special educators working in Swedish municipal and independent schools. This is done by studying their occupational situations and the values they express regarding identification of – and work with – special support. The results show that while the respondents are demographically similar and express similar values, they have very different occupational situations. Those employed in independent schools have fewer years’ experience as special educators, are more often employed part‐time than full‐time and are more likely to hold other positions in schools (such as head teacher) than those employed in municipal schools. The results further illustrate different organisational approaches towards special educational support. Apparent is that independent schools offer professional special educational resources to a lower degree and utilise them differently. This is likely to influence the situation of pupils in need of support, and has consequences for the image of the Swedish education system.

  • 102.
    Magnússon, Gunnlaugur
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Göransson, Kerstin
    Karlstad University, Sweden.
    Nilholm, Claes
    Uppsala University, Sweden.
    Varying access to professional, special educational support: a total population comparison of special educators in Swedish independent and municipal schools2018In: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802, Vol. 18, no 4, p. 225-238Article in journal (Refereed)
    Abstract [en]

    Independent schools are securely established in the Swedish education system. Prior research shows they generally have fewer pupils in need of support and lower proportions of special educators. Here, results are presented from a total population study of Swedish special educators (n = 4252) examined after 2001. The aim was to explore and compare the occupational situations of special educators working in Swedish municipal and independent schools. This is done by studying their occupational situations and the values they express regarding identification of – and work with – special support. The results show that while the respondents are demographically similar and express similar values, they have very different occupational situations. Those employed in independent schools have fewer years’ experience as special educators, are more often employed part‐time than full‐time and are more likely to hold other positions in schools (such as head teacher) than those employed in municipal schools. The results further illustrate different organisational approaches towards special educational support. Apparent is that independent schools offer professional special educational resources to a lower degree and utilise them differently. This is likely to influence the situation of pupils in need of support, and has consequences for the image of the Swedish education system.

  • 103.
    Magnússon, Gunnlaugur
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Nordmark, Jonas
    Mälardalen University.
    Rytzler, Johannes
    Mälardalen University.
    Pedagogikens centrala frågor: En läsning av Klaus Mollenhauers Forgotten Connections. On Culture and Upbringing2018In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 1, p. 151-161Article, book review (Other academic)
  • 104.
    Magnússon, Gunnlaugur
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Rytzler, Johannes
    Mälardalen university.
    Approaching higher education with Didaktik: university teaching for intellectual emancipation2019In: European Journal of Higher Education, Vol. 9, no 2, p. 190-202Article in journal (Refereed)
    Abstract [en]

    European higher education has been highly influenced by theBologna-process, entailing coordination and standardisation frompolicy to teaching practices. This led to increased demands onuniversity teachers. Courses in university pedagogy are requiredas part of competence development and have become decisivefor employment. Constructive Alignment has become a popularmodel, being in line with Bologna-process ideals. Emerging is aninstrumental view of higher education that risks excavatinguniversity pedagogy of its pedagogical dimensions and reducingthe autonomy of the university teachers with focus onstandardisation and emphasis on effective output.This paper proposes a Didaktik-approach to university pedagogy.We argue that Didaktik can help revive relational and emancipatoryelements of higher education. By viewing the relationship betweenteachers and students as a gathering around common interests, wemaintain that Didaktik emphasises teachers’ reflections regardingthe subject, the students, and other educational dimensions.

  • 105. Magnússon, Gunnlaugur
    et al.
    Rytzler, Johannes
    Mälardalens högskola.
    Didaktik som alternativ till en instrumentell högskolepedagogik2018In: Högskolepedagogisk utveckling i teori och praktik / [ed] Eva Ärlamalm-Hagsér & Marie Öhman, Västerås: Mälardalens högskola , 2018, 1, p. 9-22Chapter in book (Refereed)
    Abstract [sv]

    I denna artikel diskuterar vi rådande utbildningspolitiska ideal för högre utbildning och deras konsekvenser för högskolepedagogikens pedagogiska och didaktiska dimensioner. Högskolepedagogik kontextualiseras som utbildningsfenomen i relation till en internationell utbildningspolitisk utveckling. Sedan diskuterar vi John Biggs Constructive Alignment (CA), som ett exempel på högskolepedagogiskt uttryck för denna utveckling. Vi menar att CA, trots det sympatiska perspektivet på studentens handling och lärande, gör undervisning och utbildning instrumentell och urholkar olika vetenskapliga ämnestraditioner. Vi föreslår att undervisning i högre utbildning borde diskuteras i termer av didaktik, som förankrar undervisningen i ämnet och den pedagogiska relationen mellan lärare, student och ämne. Vi betraktar didaktik som en teori om utbildning och  undervisning som bevakar utbildningens innehållsliga och mellanmänskliga dimensioner. Därmed argumenterar vi för didaktik som ett radikalt svar och möjligt alternativ till det rådande utbildningspolitiska idealet.

  • 106.
    Miškolci, Jozef
    et al.
    Comenius University, Bratislava.
    Magnússon, Gunnlaugur
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Nilholm, Claes
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Complexities of preparing teachers for inclusive education:: case-study of a university in Sweden2020In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591XArticle in journal (Refereed)
    Abstract [en]

    Sweden is internationally regarded as an inclusive educational system. This study explores how teacher education programmes in Sweden have been organised as regards inclusive education (IE). Specifically, the study examines how teacher candidates and staff perceive teacher pre-service training for IE in terms of its curriculum and pedagogical practices towards students. The question was explored through a case-study of a large, well-respected university in Sweden, using semi-structured interviews and group-discussions with teacher candidates and staff members, and document analyses. The study revealed that the university makes several purposeful efforts to prepare its teacher candidates to practise IE, e.g. all teacher education programmes have a specific course on inclusion, while this content is also infused into several other courses. Nonetheless, the study also demonstrates that teacher candidates lack a deeper understanding of relationship between special education and inclusion, which can probably be attributed to the wider socio-political context dominated by the special education narrative.

  • 107.
    Möllås, Gunvie
    et al.
    Högskolan i Jönköping.
    Gustafson, Katarina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Klang, Nina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Göransson, Kerstin
    Karlstad universitet.
    Specialpedagagogers/speciallärares arbete i den dagliga skolpraktiken: en analys av sex fallstudier2017Report (Other academic)
    Abstract [sv]

    Vilka arbetsuppgifter ingår i specialpedagogernas vardagspraktik? Vilka kontextuella villkor och förutsättningar bidrar till att forma den specialpedagogiska yrkesrollen samt vilka strategier använder specialpedagogerna sig själva av för att stärka och forma sin yrkesroll? Frågorna ligger till grund för den analys av sex fallstudier som presenteras i den här rapporten. Studien utgör den tredje delstudien inom ett större forskningsprojekt ”Speciella yrken? Ett projekt om speciallärares och specialpedagogers arbete och utbildning”, vilket har finansierats av Vetenskapsrådet. Samtliga respondenter är anställda som specialpedagoger, men har varierande bakgrund och utbildning. Syftet har varit att undersöka hur specialpedagogrollen konstitueras i grundskolans vardagliga och lokala praktiker. Datamaterialet består av dokument, fältanteckningar från observationer, informella samtal och intervjuer samt respondenternas egna dagboksinspelningar. Rapporten riktar sig främst till verksamma aktörer inom grundskolan på olika nivåer (förvaltningspersonal, rektorer, elevhälsans personal, specialpedagoger, speciallärare, lärare m fl), blivande specialpedagoger och speciallärare samt lärarutbildare. 

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  • 108.
    Möllås, Gunvie
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Gustafson, Katarina
    Klang, Nina
    Göransson, Kerstin
    Karlstads universitet, Institutionen för pedagogiska studier.
    Specialpedagogers/speciallärares arbete i den dagliga skolpraktiken: En analys av sex fallstudier2017Report (Other academic)
    Abstract [sv]

    Vilka arbetsuppgifter ingår i specialpedagogernas vardagspraktik? Vilka kontextuella villkor och förutsättningar bidrar till att forma den specialpedagogiska yrkesrollen samt vilka strategier använder specialpedagogerna sig själva av för att stärka och forma sin yrkesroll? Frågorna ligger till grund för den analys av sex fallstudier som presenteras i den här rapporten. Studien utgör den tredje delstudien inom ett större forskningsprojekt ”Speciella yrken? Ett projekt om speciallärares och specialpedagogers arbete och utbildning”, vilket har finansierats av Vetenskapsrådet. Samtliga respondenter är anställda som specialpedagoger, men har varierande bakgrund och utbildning. Syftet har varit att undersöka hur specialpedagogrollen konstitueras i grundskolans vardagliga och lokala praktiker. Datamaterialet består av dokument, fältanteckningar från observationer, informella samtal och intervjuer samt respondenternas egna dagboksinspelningar. Rapporten riktar sig främst till verksamma aktörer inom grundskolan på olika nivåer (förvaltningspersonal, rektorer, elevhälsans personal, specialpedagoger, speciallärare, lärare m fl), blivande specialpedagoger och speciallärare samt lärarutbildare. 

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    Fulltext
  • 109. Möllås, Gunvie
    et al.
    Gustafson, Katarina
    Klang, Nina
    Göransson, Kerstin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Specialpedagogers/speciallärares arbete i den dagliga skolpraktiken: En analys av sex fallstudier2017Report (Other academic)
    Abstract [sv]

    Vilka arbetsuppgifter ingår i specialpedagogernas vardagspraktik? Vilka kontextuella villkor och förutsättningar bidrar till att forma den specialpedagogiska yrkesrollen samt vilka strategier använder specialpedagogerna sig själva av för att stärka och forma sin yrkesroll? Frågorna ligger till grund för den analys av sex fallstudier som presenteras i den här rapporten. Studien utgör den tredje delstudien inom ett större forskningsprojekt ”Speciella yrken? Ett projekt om speciallärares och specialpedagogers arbete och utbildning”, vilket har finansierats av Vetenskapsrådet. Samtliga respondenter är anställda som specialpedagoger, men har varierande bakgrund och utbildning. Syftet har varit att undersöka hur specialpedagogrollen konstitueras i grundskolans vardagliga och lokala praktiker. Datamaterialet består av dokument, fältanteckningar från observationer, informella samtal och intervjuer samt respondenternas egna dagboksinspelningar. Rapporten riktar sig främst till verksamma aktörer inom grundskolan på olika nivåer (förvaltningspersonal, rektorer, elevhälsans personal, specialpedagoger, speciallärare, lärare m fl), blivande specialpedagoger och speciallärare samt lärarutbildare. 

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  • 110.
    Nilholm, Claes
    et al.
    Malmö högskola.
    Almqvist, Lena
    Mälardalens högskola.
    Göransson, Kerstin
    Mälardalens högskola.
    Lindqvist, Gunilla
    Högskolan Dalarna.
    Is it Possible to Get Away from Disability-Based Classifications in Education?: An Empirical Investigation of the Swedish System2013In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 15, no 4, p. 379-391Article in journal (Refereed)
  • 111.
    Nilholm, Claes
    et al.
    Fakulteten för lärande och samhälle, Malmö högskola, Sweden.
    Almqvist, Lena
    Mälardalen University, School of Health, Care and Social Welfare.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Lindqvist, Gunilla
    Dalarna University, Sweden.
    Is it Possible to Get Away from Disability-Based Classifications in Education?: An Empirical Investigation of the Swedish System2013In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 15, no 4, p. 379-391Article in journal (Refereed)
    Abstract [en]

    Disability classifications is given a minor role in the Swedish national policy onspecial needs in schools. In the present study questionnaires are used toinvestigate the actual importance of medical diagnosis in obtaining specialsupport as well as attitudes towards such practices. The study involves differentlevels of the educational system as well as different occupational groups withincompulsory schooling and preschool. The results show that: 1) disability-basedcategories are seen as less needed in practice by chief education officers than byprincipals; 2) disability-based classifications have stronger support among schoolstaff than in the guiding documents and among principals and chief educationofficers; 3) a disability-based approach has stronger support at the compulsoryschool level than at the preschool level; 4) the group most in favour of disabilitybasedclassifications is teachers and those most against are chief educationofficers, principals and SENCOs.

  • 112.
    Nilholm, Claes
    et al.
    Malmö högskola.
    Almqvist, Lena
    Mälardalens högskola.
    Göransson, Kerstin
    Mälardalens högskola.
    Lindqvist, Gunilla
    Högskolan Dalarna.
    Is it Possible to Get Away from Disability-Based Classifications in Education?: An Empirical Investigation of the Swedish System2013In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 15, no 4, p. 379-391Article in journal (Refereed)
  • 113.
    Nilholm, Claes
    et al.
    Malmö högskola.
    Almqvist, Lena
    Mälardalens högskola.
    Göransson, Kerstin
    Mälardalens högskola.
    Lindqvist, Gunilla
    Jönköping university.
    What is the problem? – explanations of school difficulties by eight occupational groups2013In: International Journal of Special Education, ISSN 0827-3383, E-ISSN 1917-7844, Vol. 28, no 1, p. 161-171Article in journal (Refereed)
    Abstract [en]

    Data from four different questionnaires are analyzed.  Explanations of school problems are compared for chief education officers, principals (in municipal and independent schools), subject teachers, class teachers, special teachers, special educational needs coordinators (SENCOs), and  assistants. Explanations involving deficits tied to the individual child were by far most common. Teachers and principals were the groups least likely to view teachers as a cause of school problems. Principals were even less likely to do so than the teachers themselves, and this was also the group that was least likely to consider the functioning of classes as an explanation of school difficulties. A school-leadership paradox is identified, meaning that principals discern causes of school problems that are not within their influence.

  • 114.
    Nilholm, Claes
    et al.
    Malmö högskola.
    Almqvist, Lena
    Mälardalens högskola.
    Göransson, Kerstin
    Mälardalens högskola.
    Lindqvist, Gunilla
    Jönköping university.
    What is the problem? – explanations of school difficulties by eight occupational groups2013In: International Journal of Special Education, ISSN 0827-3383, E-ISSN 1917-7844, Vol. 28, no 1, p. 161-171Article in journal (Refereed)
    Abstract [en]

    Data from four different questionnaires are analyzed.  Explanations of school problems are compared for chief education officers, principals (in municipal and independent schools), subject teachers, class teachers, special teachers, special educational needs coordinators (SENCOs), and  assistants. Explanations involving deficits tied to the individual child were by far most common. Teachers and principals were the groups least likely to view teachers as a cause of school problems. Principals were even less likely to do so than the teachers themselves, and this was also the group that was least likely to consider the functioning of classes as an explanation of school difficulties. A school-leadership paradox is identified, meaning that principals discern causes of school problems that are not within their influence.

  • 115.
    Nilholm, Claes
    et al.
    Malmö högskola, Sweden.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Forskning om inkludering: en SMART översikt2015In: Delrapport från SKOLFORSK-projekte: Tre forskningsöversikter inom området inkludering/specialpedagogik, Stockholm: Vetenskapsrådet , 2015, p. 1-30Chapter in book (Other academic)
  • 116.
    Nilholm, Claes
    et al.
    Malmö högskola.
    Göransson, Kerstin
    Mälardalens högskola.
    Forskningen om inkludering - en SMART översikt2015In: Delrapport från SKOLFORSK-projektet: Tre forskningsöversikter inom området inkludering/specialpedagogik, Vetenskapsrådet , 2015, p. 1-30Chapter in book (Other academic)
  • 117.
    Nilholm, Claes
    et al.
    Uppsala universitet.
    Göransson, Kerstin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    What is meant by inclusion?: An analysis of European and North American journal articles with high impact2017In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, ISSN ISSN 0885-6257, Vol. 32, no 3, p. 437-451Article in journal (Refereed)
    Abstract [en]

    The purpose of this review is to further our knowledge about what is meant by inclusion in research addressing the topic. While it is common to remark that inclusion is defined in different ways in research, few attempts have been made to map and analyse different types of definitions and whether there are patterns to be find in how the concept is used. The 30 most cited journal articles from a North American and a European research arena were selected for analysis. Each article was analysed in relation to genre, theoretical tradition and inclusion concept used. The review yielded several important results. To name a few, a divide was identified between position articles, with developed discussions about and analyses of the meaning of inclusion, and empirical articles, where inclusion signifies that children with disabilities are placed in the mainstream. In addition, writing within a critical theoretical tradition was much more common among positional papers. Further, both arenas are dominated by Anglo-Saxon researchers. It is argued that the conceptual confusion characterising the field impedes its development.

  • 118.
    Ramsten, Camilla
    et al.
    Mälardalens högskola.
    Marmstål Hammar, Lena
    Mälardalens högskola.
    Martin, Lene
    Mälardalens högskola.
    Göransson, Kerstin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    ICT and Intellectual Disability: A survey of Organizational Support at the Municipal Level in Sweden2017In: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 30, no 4, p. 705-713Article in journal (Refereed)
    Abstract [en]

    Background Young adults today have grown up in a society where information and communication technology (ICT) support empowerment and social participation. Young adults with mild-to-moderate intellectual disability are at risk for marginalization by the digital divide. The aim was to map and describe how municipal organizations in Sweden organize support in terms of policy and strategies to enable the use of ICT in social care for adults with a mild-to-moderate intellectual disability.

    Methods A quantitative, cross-sectional survey including all municipalities in Sweden (n = 290) was conducted (response rate: 51%, n = 147). Descriptive statistics were used.

    Results Findings indicate a lack of organizational support for staff as well as for young adults with mildto-moderate intellectual disability.

    Conclusion Municipalities request more knowledge about strategies for making ICT available. Despite the lack of comprehensive strategies for ICT, some Swedish municipalities have taken the initiative in this area

  • 119.
    Rytzler, Johannes
    et al.
    Mälardalen University.
    Magnússon, Gunnlaugur
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Didaktik som lärarutbildningens innehåll och form.: Motstånd, utmaningar och möjligheter.2020In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 29, no 1, p. 49-64Article in journal (Refereed)
    Abstract [en]

    Didaktik as content and form in Teacher Training: Resistance,challenges and possibilities. The aim of this article is to, through apedagogical-philosophical argument, illustrate how didactical perspectivescan contribute to a more nuanced understanding of the transformativecontent and pedagogy of teacher education. We begin by discussing thepedagogical challenges both teacher-educators and teacher-students facewithin teacher education, namely the existential trial of shifting from apupil perspective to a teacher perspective. By addressing rather than ignoringthese challenges, we attempt to show that there is an inherent and potentialpedagogy of teacher education. By problematizing the relationshipbetween pedagogy and didactics we illustrate how didactics risk beingviewed instrumentally if severed from their pedagogical roots. We thenintroduce didactical perspectives, rooted in a German speaking traditionand argue that these can be seen as not only appropriate as content forteacher education, but also as a pedagogical point of departure for teachereducators. Finally, we suggest that a university pedagogy with a didacticalorientation can attend to the existential transformation from a student toa teacher and give the becoming teachers both relevant knowledge andlanguage for their future practice.

123 101 - 119 of 119
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