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  • 101.
    Asplund, Fredrik
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Fysisk aktivitet i skolan: En fallstudie om hur fysisk aktivitet påverkar arbetsro, stress och skolprestationer inom matematik2019Självständigt arbete på avancerad nivå (yrkesexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med denna studie var att belysa elever och lärares upplevelser av hur daglig fysisk aktivitet påverkar dem i skolan. För att begränsa studien valde jag att endast fokusera på hur de påverkas inom ramen för en matematiklektion. Studien fokuserade på två klasser i årskurs 6 som infört extra fysisk aktivitet inom ramen för hela skoldagen. Tidigare forskning lyfts fram och jämförs med resultaten i denna studie. Studiens frågeställningar besvaras genom både kvalitativ metod i form av intervjuer samt kvantitativ metod i form av enkäter. Resultatet visade ett visst stöd till den tidigare forskningen. Resultatet av studien indikerar att elever kände sig lugnare efter fysisk aktivitet men även arbetsro, koncentration och skolprestationer upplevdes ha en viss positiv påverkan. Av detta resultat väcktes funderingar om vilket ansvar skolan har för att erbjuda extra fysisk aktivitet i skolan.

  • 102.
    Augustsson, Carin
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Öberg, Sara
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    “Om barn ska behandlas rättvist måste de behandlas olika.” Inkludering av barn i behov av särskilt stöd i förskolan: - En kvalitativ studie om förskollärares uppfattningar om hur förskolan anpassas för barn i behov av särskilt stöd.2018Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med studien är att belysa förskollärares uppfattningar om hur förskolan anpassas för barn i behov av särskilt stöd och om detta stöd främjar inkludering i verksamheten. Studien baseras på följande frågeställningar: Hur uppmärksammas och utreds behov av stödinsatser hos barn i behov av särskilt stöd, enligt förskollärare? Vilka möjligheter kan det praktiska arbetet skapa för att inkludera barn i behov av särskilt stöd och ge dem det stöd de behöver, enligt förskollärare? Hur beskriver förskollärare att de följer upp stödinsatser som ges? Studien bygger på en kvalitativ forskningsansats och utgår ifrån systemteori och sociokulturellt perspektiv. Vi har genomfört sex kvalitativa intervjuer vid två olika förskolor i en kommun i norra Sverige. Resultatet i vår studie visar att förskollärarna har ett liknande arbetssätt i utredningen av stödinsatser för barn av särskilt stöd. Samtliga förskollärare beskriver vikten av att ha ett nära samarbete med specialpedagog, samt vårdnadshavarna. I resultatet framgår det att förskollärarna anser att arbetet med barn i behov av särskilt stöd ska gynna hela barngruppen. De stödinsatser som görs för barnet ska enligt förskollärarna delas in i delmål för att möjliggöra barnets utveckling och lärande. För att inkludera barn som är i behov av särskilt stöd, blir slutsatsen att förskollärare behöver utgå ifrån en gemensam barnsyn samt förhållningssätt.

  • 103.
    Backman, Ylva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik. ylva.backman@ltu.se.
    Circles of Happiness: Students' perceptions of bidirectional crossovers of subjective well-being2016Ingår i: Journal of Happiness Studies, ISSN 1389-4978, E-ISSN 1573-7780, Vol. 17, nr 4, s. 1547-1563Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The mental well-being of the world’s adolescents has decreased in the last 20–30 years. Such a trend is visible also in Sweden, a country otherwise considered a positive example in terms of child well-being. In Sweden, students in lower secondary school are especially exposed. From a salutogenic orientation, this study qualitatively explored 200 Swedish students’ (grades 5–9) perceptions of the role of happiness in school. Students perceived happiness as both promoting and being promoted by five aspects: learning, school engagement, appreciation of subjects or lesson content, others’ happiness, and prosocial behavior. Hence, five perceived bidirectional crossovers of subjective well-being were found. These were compared to the findings of previous research about the determinants and effects of happiness. The students’ perceptions both add new direction for future research and align in several respects with decades of earlier research.

  • 104.
    Backman, Ylva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Filosofi med barn och olika kunskapsformer2011Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 105.
    Backman, Ylva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Knowledge and justification in education for democracy and active citizenship2010Ingår i: Abstracts: Active citizenship, NERA's 38th Congress, Malmö, 11-13 March 2010, 2010, s. 213-Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Primary schools, as well as universities, are avenues for learning. The gaining of new knowledge is significant to both of these educational institutions, no matter whether it regards spelling out a new word or recognizing how many percent of the universe that consists of dark matter. In this paper I discuss the relationship between issues in epistemology and learning. In Plato's dialogue Teaitetos he presents what is often called the "classical analysis of knowledge". According to this analysis, to have knowledge of a proposition is to have a true, justified belief about that proposition. This analysis has been criticised by for instance Gettier (1963) and restated in different versions. For instance, some versions excludes the truth condition, while the justification condition is often considered necessary for knowledge. In this paper I wish to remain fairly neutral regarding what constitutes sufficient conditions for knowledge, but I do focus on the relevance of justification in knowledge, learning and education for democracy and active citizenship.According to Kurfiss (1988), critical thinking, which is relevant to Swedish school curricula, is defined in terms of justification. Hence, justification seems relevant also to critical thinking and critical dialogue, which in turn is relevant to school. According to Longino (1990), a relevant property of a transformative critical dialogue (in scientific practice) is that it is not authoritarian. Hence, the status of a presented argument ideally does not depend on age or title of the person uttering an argument, but rather on the strength of the argument. I argue that this kind of critical dialogue is also relevant for learning democracy and active citizenship, as well as for the attaining of propositional knowledge in ordinary educational settings.

  • 106.
    Backman, Ylva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ragnar Ohlsson och Kian Sigge: Den barnsliga relativismen2014Ingår i: Tidskrift för politisk filosofi, ISSN 1402-2710, Vol. 2014, nr 3, s. 40-54Artikel i tidskrift (Refereegranskat)
  • 107.
    Backman, Ylva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Students’ ethical voices on psychosocial environment in school2011Ingår i: Abstracts - NERA's 39th congress in Jyväskylä in March 2011, 2011Konferensbidrag (Refereegranskat)
  • 108.
    Backman, Ylva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Students’ Reasoning about Learning and Well-being in School: On the epistemic privilege of Swedish early adolescent students2016Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The recent emphasis on performance in standardized testing of Swedish students is visible in reports from both national and international agencies. According to the reports, there has been a steep decline in the internationally measured performance of Swedish students in school since the 1990s. In fact, the performance of Swedish students in the Programme for International Student Assessment (PISA) has declined more dramatically than any other OECD country in the last decade. This has influenced a national debate about factors promoting knowledge acquisition. Alongside the drop in performance, young Swedish people’s mental problems have increased since the 1990s. The impact of one’s well-being on performance has been widely acknowledged in previous research, and two explicit targets in both current andprevious Swedish national curriculum for the compulsory school are learning and well-being. Meanwhile, the importance of encouraging early adolescents’ (10–14 years) participation in improving their own standards is acknowledged in several recent reports from influential non-governmental organizations such as the WHO and UNICEF. However, advancing students’ development requires a keen understanding of their current situation, something impeded by the fact that data on early adolescents is relatively scarce. Furthermore, a large amount of previous research has been focused on risk factors related to illness in children, rather than factors promoting well-being. The aim of this thesis is to explore early adolescent students’ reasoning about learning and well-being in school. A qualitative design with open-ended writing tasksand interview questions was constructed in order to facilitate the incorporation of students’ reasoning about learning and well-being into the research, in accordance with the study’s salutogenic point of departure and the specific standpoint epistemology that I propose and use in the thesis.The empirical data includes (1) written reflections by 200 students in grades 5–9 from 11 classes in four different schools (rural and urban), which were part of the Swedish compulsory school system and which were located in two municipalities in the northern part of Sweden, and (2) interviews with 24 students, from 12 to 15 years old, from two municipally run schools, which were also part of the compulsory school program in northern Sweden. Four sub-studies were conducted and presented in four journal articles. The data in sub-studies I, II, and IV consisted of the written reflections described above, while the data in sub-study III consisted of the interviews described above. The first sub-study concerned early adolescent students’ previous positive experiences and indicated that the students found aspects both within and beyond the classroom relevant for having a good time in school. In more detail, the students’ positive experiences concerned (i) interaction with teachers, (ii) freedom of choice regarding work and workmates, (iii) the atmosphere for discussions, (iv) school subjects and success, (v) learning processes in outings, (vi) friends, and (vii) primary (basic) needs. The results show a perceived complex relation between learning and well-being in school, which may well be studied further in future research. The second sub-study investigated students’ preferred states of affairs. The students emphasized a variety of views of what kind of structures, content, actions and attitudesmay have a positive impact on the learning environment in school. The variousreflections provided by the students were understood as falling under four themes: (i) influencing educational settings; (ii) striving for reciprocity; (iii) managing time struggles; and (iv) satisfying well-being needs. Besides providing perceived opportunities for change in school concurring with previous research, the results also point towards great variety and certain inconsistencies in the students’ perceptions about factors promoting learning.In the third sub-study, the interview data was analyzed using a distinction between decision methods and criteria of rightness, which has rarely been used in empirical research. Six forms of variety in the students’ moral reasoning were found, denoted as follows: (i) interpersonal variety in decision method dimension, (ii) intrapersonal variety in decision method dimension, (iii) interpersonal variety in criterion of rightness dimension, (iv) intrapersonal variety in criterion of rightness dimension, (v) interpersonal variety between the two dimensions, and (vi) intrapersonal variety between the two dimensions. The use of the distinction between decision methods and criteria of rightness enabled a nuanced understanding of varieties in students’moral reasoning, and may be useful in large-scale studies, for example, to explore the rate of occurrence of each respective form of variety. Future research could also examine the potential context dependence of the different forms of varieties. In the fourth sub-study, five perceived bidirectional crossovers of subjective wellbeing (i.e., perceived two-way transmissions between happiness and other aspects within the school domain) were noted in the students’ written reflections. These were: (i) happiness and learning, (ii) happiness and school engagement, (iii) happiness and appreciation of subjects or lesson content, (iv) happiness and others’ happiness, and (v) happiness and prosocial behavior. Besides providing novel hypotheses aboutbidirectional crossovers of subjective well-being, this sub-study supplied a systematic framework for interpreting qualitative outputs and provided conceptual as well as analytical direction for future research about happiness in education. I provide a definition of the formal expression “bidirectional crossovers” of subjective well-being, which may provide analytic categories for future research, while the more informal expression “circles of happiness” could be used in education, allowing teachers and students to conceptualize everyday events in the classroom. In the final parts of this thesis, students’ reasoning about the conditions for and effects of learning and well-being in school in all the four sub-studies are compared with previous empirical research through the use of established and novel definitions and theory. The comparison shows considerable correspondence between the students’ reasoning and previous research, providing evidence to the effect thatSwedish early adolescent students’ reasoning is trustworthy regarding the conditions for and effects of learning and well-being in school. There are also novel researchgenerating hypotheses formulated directly based on the students’ reasoning. The trustworthiness and novelty of the students’ reasoning about the conditions and effects of learning and well-being in school provides evidence for an epistemic privilege for the students participating in this study. This constitutes a starting point for futureresearch in which the claims about epistemic privilege in the standpoint epistemology proposed here can be further tested for Swedish early adolescent students in general.KEYWORDS: education, epistemic privilege, happiness, learning, moral reasoning, standpoint epistemology, well-being

  • 109.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Hertting, Krister
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Öhrling, Kerstin
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Omvårdnad.
    Improving the School Environment from a Student Perspective: Tensions and opportunities2012Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, nr 1, s. 19-35Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Managerial documents for the national school system in Sweden have emphasised taking students’ voices as a starting point in forming education, and several previous studies have indicated the benefits of giving students opportunities to participate in school. This study aimed to explore students’ reflections on what they would do if they were to decide how to make school the best place for learning. A total of 200 students aged 11 to 15 years from four schools (rural and urban) in two municipalities in the northern part of Sweden participated. The empirical data consisted of the students’ written reflections. The findings fall within four themes: (i) influencing educational settings; (ii) striving for reciprocity; (iii) managing time struggles; and (iv) satisfying well-being needs. Tensions between the students’ previous experiences and future visions appeared. The findings can offer direction regarding aspects of the learning environment in school that could be improved.

  • 110.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Hertting, Krister
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Öhrling, Kerstin
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Omvårdnad.
    Learning within and beyond the classroom: compulsory school students voicing their positive experiences of school2012Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 56, nr 5, s. 555-570Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study was to describe, reflect upon, and create a deeper understanding of aspects relevant for promoting a positive school environment from a student perspective. The data was analyzed by using an inductive phenomenological method and based on written responses from 200 Swedish students from grades 5–9. The results indicated that the students found aspects within, as well as beyond, the classroom relevant for a positive school environment. For instance, outings were considered relevant for building and maintaining friendships and for learning processes. Moreover, the students discussed formal and informal conditions and considered social as well as structural circumstances important for having a good time in school. The relation between learning and well-being was also emphasized by the students.

  • 111.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Teodor
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Arbetsvetenskap.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Strömberg, Caroline
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Samhällsvetenskap.
    Mental well-being and philosophy for persons with acquired brain injuries2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    According to previous reports, mental well-being is conducive to increased pro-social behavior and achievement in several domains. Previous studies have also indicated that P4C has a positive impact on mental well-being. In this paper, we discuss how philosophical dialogues affect the mental well-being of persons with acquired brain injuries (ABI), a group for which increases in mental and social well-being as well as performance are especially important. The paper is based on a small-scale study carried out by the researchers in the ongoing research project Education for Participation – Philosophizing back a ”new” life after acquired brain injury (funded by the Swedish Research Council). The research group has attempted to assess effects of two single group small-scale interventions (a weak experimental pre-test post-test design with the two experimental groups as control groups before the intervention started) that were made in the northern part of Sweden. The two groups participated in twelve philosophical dialogues each during a period of fifteen weeks from January 2015 to May 2015. In addition to the persons with ABI, staff participated in the philosophical dialogues in both groups. Besides cognition and communication measurements, the research group measured subjective well-being, which is targeted in this paper. Individual in-depth semi-structured interviews were carried out with all of the participants with ABI based on the following two subjective well-being measurements: (i) the Cantril Ladder, and (ii) The Satisfaction With Life Scale. To utilize the Cantril Ladder, we partly adapted it for the study population and translated it to Swedish. We used the recommended non-verbal ladder device ranging from 0–10, where the top was described as the best life, and the bottom the worst life, as the interviewee defined it. Each interviewee was asked questions about how he/she defined the best and the worst possible future life in terms of happiness and unhappiness, where he/she thinks he/she stands on the ladder today, where he/she stood five years ago, where he/she stood before the ABI, and where he/she will stand in the future. The Satisfaction With Life Scale ranges form 1–7 and contains the following five items: 1) ”In most ways my life is close to my ideal.”, 2) ”The conditions of my life are excellent.”, 3) ”I am satisfied with my life.”, 4) ”So far I have gotten the important things I want in life.”, and 5) ”If I could live my life over, I would change almost nothing.”. (We used a Swedish translation of the questions.) The data collection was finished in June 2015. In this paper, we present some preliminary results. In short, the processed data (to date) indicate that the philosophical dialogues were accompanied by an increase in subjective well-being among the participants with ABI, which makes the case stronger for P4C/PWC as an educational method applicable also in special needs education.

  • 112.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Teodor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Strömberg, Caroline
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Samhällsvetenskap.
    P4PABI: Philosophy for persons with acquired brain injuries2012Ingår i: Abstract book: the 40:th Annual Congress of the Nordic Educational Research Association, Copenhagen: Nordic educational research association, NERA , 2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    AimThe aim of this study is to examine to what extent philosophical dialogue can be a good tool for persons with acquired brain injuries (ABI) to regain lost abilities and develop new capabilities that are relevant for participating in the society.Methodological frameworkThe empirical data has been collected during nearly two years of philosophical practice with students at the Brain injury program at Framnäs folk high school in northern Sweden. All students at the program have ABI. Persons with ABI may have lost their ability to take positions and they often have difficulties to give arguments and to express themselves clearly. The students that participated in this study have had an ABI and are left with such severe residual functional capacity that their lives have totally changed. The philosophical practice has been inspired by basic ideas from philosophy with children. It is important that individuals with disabilities are viewed as experts in their own recovery process, where their feelings and experiences are treated as valuable in guiding subsequent rehabilitation decisions. Both students and staff have been provided the opportunity to make their voice heard during this project. Hereby, we have approached the experienced utility of philosophical dialogues for persons with ABI from three perspectives; that of the students, the staff and us as participating researchers in the project group.ConclusionsIn general, the preliminary results indicate that the philosophical practice with the students with ABI has been positive for the students to regain lost abilities and develop new capabilities relevant for participating in society

  • 113.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Teodor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Strömberg, Caroline
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Samhällsvetenskap.
    P4PABI: Philosophy for persons with acquired brain injuries2012Konferensbidrag (Refereegranskat)
  • 114.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Teodor
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Arbetsvetenskap.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Strömberg, Caroline
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Samhällsvetenskap.
    Research methods for the Swedish research project Education for Participation : Philosophizing back a ‘new’ life after acquired brain injury2017Konferensbidrag (Refereegranskat)
  • 115.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Teodor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Persson, Anders
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Vetenskapliga tankeverktyg: till grund för akademiska studier2012 (uppl. 1)Bok (Refereegranskat)
    Abstract [sv]

    I princip alla vetenskapliga studier vid universitet och högskola kräver kunskaper och färdigheter inom kritiskt tänkande, etik, kunskapsteori, vetenskapsteori, metodteori och vetenskapligt skrivande. Denna bok ger en introduktion till dessa områden.Författarna vägleder läsaren till att upptäcka det intressanta, begripliga och samtidigt problemfyllda med frågor som: Vad är kunskap? Vad skiljer vetenskap från annat? Hur samlar man in data? Hur ska man förhålla sig till källor? Vilka metoder leder till tillförlitliga slutsatser? Var går gränsen för vad man får göra inom forskning? Hur argumenterar och skriver man vetenskapligt?Genom hela boken finns övningar, exempel och förslag till vidare läsning. På bokens webbplats finns ytterligare material för att underlätta och fördjupa lärandet av bokens innehåll. Vetenskapliga tankeverktyg – till grund för akademiska studier vänder sig till studenter inom alla akademiska områden. Den kan användas vid introducerande moment i utbildningar eller som resurs vid skrivande av rapporter, uppsatser och examensarbeten.

  • 116.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Gardelli, Teodor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Strömberg, Caroline
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Samhällsvetenskap.
    Group Argumentation Development through Philosophical Dialogues for Persons with Acquired Brain Injuries2020Ingår i: International Journal of Disability, Development and Education, ISSN 1034-912X, Vol. 67, nr 1, s. 107-123Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The high prevalence of brain injury incidents in adolescence and adulthood demands effective models for re-learning lost cognitive abilities. Impairment in brain injury survivors’ higher-level cognitive functions is common and a negative predictor for long-term out- come. We conducted two small-scale interventions (N = 12; 33.33% female) with persons with acquired brain injuries in two municipa- lities in Sweden. Age ranged from 17 to 65 years (M = 51.17, SD = 14.53). The interventions were dialogic, inquiry-based, and inspired by the Philosophy for Children Programme, a participatory thinking skills approach with documented higher-order cognitive outcomes, such as developed argumentation skills, in other target groups. Philosophical dialogues were conducted once a week in the two groups, totalling 12 dialogues per group. Group argumentation development was measured through compared scores from struc- tured observations of filmed dialogues early and late in the inter- vention. Large positive changes in mean scores from early to late in the intervention, together with constantly high facilitator quality, suggest argumentation development in the sample due to the intervention.

  • 117.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Gardelli, Teodor
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Människa och teknik.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Strömberg, Caroline
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Samhällsvetenskap.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Research Methods in the Swedish project Education for Participation: Philosophizing back a ‘New’ Life After Acquired Brain Injury2018Ingår i: Parecidos de familia: Propuestas actuales en Filosofía para Niños / [ed] García, F; Duthie, E. & Robles, R., Madrid: Anaya , 2018, s. 482-490Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Annually, more than ten million people in all age groups in the world experience an acquired brain injury (‘ABI’), which is a brain injury caused after birth by external forces (e.g. motor vehicle accidents) or certain internal factors (e.g. stroke). Brain injury survivors are often left with long-term impairments in cognitive, social, or emotional functioning. Despite a promising outset, research on the effectiveness of philosophical dialogues as an educational method for persons with ABI to increase their cognitive, social, and emotional functioning has, to our knowledge, been virtually non-existent. The present research project targets this and uses a pretest-posttest and mixed-method triangulation design and attempts to measure effects of two small-scale interventions carried out in the northern part of Sweden. In this text, the project’s research design, data production, and data processing are described. 

  • 118.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Six forms of variety in students' moral reasoning: an age-old distinction enabling new methods and findings2015Ingår i: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 10, nr 2, s. 227-240Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this study, the age-old distinction between decision method and criterion of rightness, commonly employed in normative ethics, was used to attain a detailed understanding of inter- and intrapersonal variety in students' moral reasoning. A total of 24 Swedish students, 12–15 years of age, were interviewed. Inter- and intrapersonal varieties in and between the two dimensions of moral reasoning were found, constituting six novel forms of varieties. We describe several explanations proposed within the field of social-cognitive domain theory, and argue that these do not suffice to explain all the found forms of varieties in students' moral reasoning. Some limitations of the present study are discussed, and some suggestions for future research are given.

  • 119.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Teodor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Strömberg, Caroline
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Samhällsvetenskap.
    PhilosoFilm: On the combination of film and philosophical dialogue2013Konferensbidrag (Refereegranskat)
  • 120.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Teodor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Strömberg, Caroline
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Samhällsvetenskap.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Philosophy with Children - How and why?2012Ingår i: Abstract book to the 40th Annual Congress of the Nordic Educational Research Association, Nordic educational research association, NERA , 2012, s. 92-93Konferensbidrag (Refereegranskat)
  • 121.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Haglund, Liza
    Södertörns Högskola.
    Gardelli, Viktor
    Persson, Anders
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Philosophy with children: moral argumentation and the role of pictures2012Ingår i: Education for complex thinking through philosophical inquiry. Models, advances, and proposals for the new millennium.: Proceedings of the 14th ICPIC Conference / [ed] Marina Santi; Stefano Oliverio, Padova: Liguori , 2012, s. 131-140Konferensbidrag (Refereegranskat)
  • 122.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Haglund, Liza
    Södertörns Högskola.
    Persson, Anders
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Viktor
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ethics in school: from moral development to children's conceptions of justice2009Konferensbidrag (Refereegranskat)
    Abstract [en]

    A main issue in Swedish school debate is the question of how to teach the student a common value system based on democracy and western humanism. The debate is rather intense, to say the least. Not only is the premise that there exists one value system that we share a target for critique, but there is also the question of what value education is or could be. There is, as well, quite a body of research on children's moral development, where many take as their departure the work of Kohlberg. However, there has been little or no attention on how the individual learner conceptualizes and makes meaning out of ethical issues. That is, descriptions of processes. In this paper we will present what we take to be urgent questions that need to be investigated against the background of prior research and practical work at Södra teatern in Stockholm, Sweden. For eight years in a row, Södra teatern has had as a main project to lead a practice on the subject of philosophy with children. Several groups of youths in the age of nine to eighteen have regularly met to discuss philosophical thoughts and problems, which in a democratic manner are settled for discussion by the participants. Today this philosophical practice has spread to the north of Sweden. In Backman's final exam within the teacher education she has explored the development of children's (7‐8 years old) ability to argue for different ethical positions, both verbally and in writing and painting. This practice has been inspired by the tradition at Södra teatern, but customized to fit a regular school class in Luleå, with very little experience of philosophical discussion. In the very short period of five weeks Backman has been able to see quite significant changes in the children's ability to argue for their ethical positions. The study was initiated by examining some argumentative abilities of the pupils, for instance the ability of expressing an argument for an ethical position in writing. In the final part of the study, the same ability was examined in very similar circumstances, and the augment of expressed arguments in writing was significant. Another consideration that was raised as a consequence of the study regards the pupil's conceptualizing of ethical issues. In some conversations about the notion of justice it became clear that children interpreted the term very differently. This is not very surprising but important to pay further attention to. As mentioned earlier, there has been very little attention on how individual children conceptualize ethical issues. In this paper we argue that more interest should be put on investigating these issues in more depth, and we will do this by an outlining of a research application.

  • 123.
    Balto, Asta
    et al.
    Luleå tekniska universitet.
    Johansson, Gunilla
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gal dat oahppá go sturrola: hvordan styrke det samiske perspektivet i skolen? : et skoleinitiert forskningsprosjekt ved to skoler/förskolor/fritidshem i Sápmi2007Ingår i: Gal dat oahppá go sturrola: forskning och skolutveckling i sameskolor 2005-2007, Luleå: Luleå tekniska universitet, 2007Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 124.
    Balto, Asta
    et al.
    Sami University College.
    Johansson, Gunilla
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gal dat oahppá go sturrola: teacher thinking, knowledge and discourse - to highlight cultural knowledge and decolonizing processes in indigenizing Sámi schools in the north of Sweden2007Ingår i: Nordic Perspectives of Lifelong Learning in the New Europe: NERA's 35th Congress. Abstracts, Faculty of Education, University of Turku , 2007Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The main idea of this project, which is initiated from the school level, is to strengthen the Sámi perspective in school activities. In this study teachers implement new practices. And by describing, analyzing and highlighting how cultural knowledge, decolonizing and vitalizing processes in teacher thinking, knowledge and discourse influence on the pedagogical activity, we will be able to study the process of the development in indigenizing Sámi schools (Many Indigenous Peoples struggle for indigenizing; maintaining and vitalizing their cultures).Researchers do use a critical perspective on this democratic approach of collaborative action research. Social constructivist models of analyzing teaching and learning hold both challenges and promises for educators. Teachers in Sámi preschools and in compulsory schools study characteristics of cultural practices and they integrate these findings in the daily work within groups of children of age 2 - 12 years old. Teacher's multicultural competence is considered to be the basic ground, deeply connected to the cultural heritage of the Sámi people and partly to the curriculum for Sámi schools. The study also involves parents, home environment and "elders" in the teaching and learning processes and the local cultural practice is partly integrated in the daily work.

  • 125.
    Balto, Asta Mitkijá
    et al.
    Sami University College, Samisk Högskole, Kautokeino.
    Johansson, Gunilla
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    The Process of Vitalizing and Revitalizing Culture-Based Pedagogy in Sámi Schools in Sweden2015Ingår i: International Journal about Parents in Education, ISSN 1973-3518, E-ISSN 1973-3518, Vol. 9, nr 1, s. 106-118Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The Sámi schools provide Sami children an education that also deals with Sami and is equivalent to an education in the Swedish nine-year compulsory school. Both Sámi and Swedish language are used in the Sámi schools. Sámi schools are an option for all parents who claim to be Sámi. The main purpose of this study was to learn, describe, analyse and work with processes aiming to strengthen the Sámi cultural and linguistic competencies within the Sámi school system. Sámi Schools in Sweden and their staff have not yet been able to reconstruct a Sámi school platform of their own. Teacher education or training of teachers, in Sweden has few adaptations for the appropriate education of teachers working at Sámi Schools. Regardless of this situation, teachers and parents expressed a vision of a Sámi School with cultural sensitivity and that also takes the culture into account in the curriculum and activities. The idea for the three-year participatory action research project discussed in this paper was initiated by the rectors of two Sámi primary - and preschools in Sweden. The research model and the research objectives of the study were developed together with the teachers, rectors, to some extent the parents and elders. The research project focused on how the Sámi School community could be enabled to activate their cultural knowledge and practices to make them part of the curriculum and the schools’ everyday life. This article discusses how to 1) examine the possibilities for a Sámi-culture-based pedagogy and the conditions required to enable them, and how to 2) recognize challenges, weaknesses and the strengths therein. The research project was conducted in two Sámi schools in Sweden with 115 children, their parents and elders, and 30 teachers as actors in the collaborative, collective process. The rectors and teachers were leading the processes. Results included transforming and integrating Sámi culture and language into pedagogy and curriculum content. Practices were improved. The positive research results were disseminated to both State and Sámi educational and political authorities. The need for a continued Sámi education and competence-building for teachers and staff was highlighted. No actions have yet been taken by the various informed authorities to continue the school development or the capacity building of Sámi teacher’s professional skills.

  • 126.
    Balto, Asta Mitkijá
    et al.
    Sámi University College (SUC), Alta.
    Johansson, Gunilla
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Un processus fondé sur la culture: revitaliser la pédagogie dans les écoles sámi en Suède2017Ingår i: Quelle éducation pour les peuples autochtones?, Paris: L'Harmattan , 2017, s. 201-214Kapitel i bok, del av antologi (Refereegranskat)
  • 127.
    Barza, Sorina
    et al.
    Department of Mathematics, Physics and Engineering Sciences, Karlstad University.
    Johansson, Maria
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Persson, Lars-Erik
    Luleå tekniska universitet, Institutionen för teknikvetenskap och matematik, Matematiska vetenskaper.
    A Sawyer duality principle for radially monotone functions in Rn2005Ingår i: Journal of Inequalities in Pure and Applied Mathematics, ISSN 1443-5756, E-ISSN 1443-5756, Vol. 6, nr 2, artikel-id 44Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Let f be a non-negative function on ℝn, which is radially monotone (0 < f↓ r). For 1 < p < ∞, g ≥ 0 and v a weight function, an equivalent expression for sup ∫ℝ fg/f↓r(∫ℝn fp v)1/p is proved as a generalization of the usual Sawyer duality principle. Some applications involving boundedness of certain integral operators are also given. © 2005 Victoria University

  • 128.
    Berbäck, Emma
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Varför har vi läsläxa?2019Självständigt arbete på avancerad nivå (yrkesexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med denna studie är att synliggöra vad ett urval av lärare i årskurserna 1–3 anser vara avsikten med att ge eleverna läsläxa, samt att ta reda på om dessa lärares elever är medvetna om lärarnas avsikter. Denna kunskap kan bidra till att öka medvetenheten om syftet med läsläxa både hos lärare och elever och på så sätt göra läsläxan mer meningsfull för dem.

    För att ta reda på detta intervjuades tre lärare och sex elever i årskurserna 1–3, från samma kommun. Efter att intervjuerna var genomförda framkom det att de tre lärarna har överensstämmande avsikt med att ge sina elever läsläxa samt att de intervjuade eleverna var medvetna om lärarnas avsikt med läsläxan. Resultatet av denna studie visar att såväl lärarna som eleverna anser att läsläxan finns till för att eleverna ska träna på sin läsning. I denna undersökning framkom ytterligare ett intressant resultat, nämligen att eleverna inte förstod varför de jobbar med läsförståelsefrågor i tillhörande arbetsbok. Syftet med att svara på läsförståelsefrågor i tillhörande arbetsböcker var för eleverna oklart.

    Nyckelord: läsläxa, lärare, elever

  • 129.
    Berglund, Anders
    et al.
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Innovation och Design.
    Tretten, Phillip
    Luleå tekniska universitet, Institutionen för samhällsbyggnad och naturresurser, Drift, underhåll och akustik.
    Högström, Per
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Is video feedback in higher education worth a byte?2015Ingår i: Great Expectations: Design Teaching, Research & Enterprise: Design Teaching, Research & Enterprise - Proceedings of the 17th International Conference on Engineering and Product Design Education (E&PDE15) / [ed] Ahmed Kovacevic ; Guy Bingham; Brian Parkinsson, Glasgow: The Design Society Institution of Engineering Designers , 2015, s. 258-263Konferensbidrag (Refereegranskat)
    Abstract [en]

    Feedback can be given in various situations, like after examinations, project work, and course completion. It is widely accepted that feedback is important for students’ learning, and it can be used in various ways, such as, written, face-to-face, and with the assistance of video recordings. This study focuses on the use of video recorded feedback to gather knowledge on how video recorded feedback can enhance the students learning. Since feedback in the study was given in video recordings, an alternate way was introduced, which add further insights for teaching and learning at university levels. The results showed that 94% preferred video recorded feedback over written feedback and they, in general, preferred face to face feedback (59%). Although, follow-up questions showed that the students found the recorded option beneficial since they could review the video several times in order to see and hear exactly what was stated and what part of their work it related to. In conclusion, video feedback of student work was perceived to be beneficial and the students and the teacher positively accepted it.

  • 130.
    Bergman, Lotta
    et al.
    Malmö högskola.
    Hultin, Eva
    Örebro universitet.
    Molloy, Gunilla
    Stockholms Universitet.
    Lundström, Stefan
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Makt, mening, motstånd: litteraturundervisningens dilemman och möjligheter2009Bok (Övrig (populärvetenskap, debatt, mm))
  • 131.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Activity: ArctiChildren project: A good example of giving voice and space to students in an international cross-border network2014Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 132.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Activity: Creating opportunities for diversity and unpredictability: inviting children to be co-researchers2014Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 133.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Betydelsen av att bli uppskattad som lärare: påverkan på lärares identitet ochutveckling av professionen2010Ingår i: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 19, nr 3, s. 79-95Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Att bli uppskattad som lärare - vilken roll spelar det i den pedagogiska vardagen? Hur kan en lärares erfarenheter om uppskattning förstås ur ett teoretiskt perspektiv? Syftet med artikeln är att synliggöra, skapa förståelse för och diskutera uppskattningens roll i pedagogisk praktik i allmänhet och i synnerhet lärares pedagogiska vardag. Artikeln vill erbjuda kunskapsbidrag om och möjligheter till reflektion över kopplingar mellan uppskattning, lärande och undervisning. För att belysa artikelns ämne inbjöds en lärare med lång erfarenhet av yrket att skriva ner reflektioner om betydelsen av att bli uppskattad som lärare. Att bli uppskattad har stor betydelse för en lärares identitet och vilja till fortsatt utveckling som lärare är något som denna studie visar. Uppskattning kan ges på olika sätt, vid olika tillfällen och av olika personer. Samtidigt finns det utmaningar i samband med uppskattning av lärares arbete. Det kan förekomma inneboende svårigheter för elever att ge sina lärare uppskattning, beroende på deras asymmetriska maktförhållande. En möjlighet är dock att lärare och elever tränar sig i att se sig som ett "vi" och inte som vi och dem. Detta för att skapa en dialog som kännetecknas av respekt som uppmuntrar till kreativa handlingar som ett led i att etablera en uppskattande miljö i skolan.

  • 134.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Building an ethical learning community in schools2009Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The overall aim of this thesis was to explore the school as a site for ethical practice. Specific objectives were to elucidate, encourage understanding for, and discuss: (i) teachers' and students' lived experience of ethical situations in school, (ii) teachers' and students' working together to promote learning in subjects and also to develop an ethical attitude towards society and the way people interact, and (iii) teachers' and students' working together to create an appreciative and positive climate in school. The research was conducted in a secondary school in Northern Sweden, which participated in a school improvement process, entitled Full of Value. The process has aimed at promoting learning through the development of an ethical attitude. This involves both the psycho-social and the physical community of the school.The research was inspired by life-world phenomenology. A total of 45 teachers and 45 students participated in the study. To create empirical data, the following methods have been used: written reflection, interview, close observation, and photo documentation. Through empirical findings during the research process, some parts of the research were inspired by participatory and appreciative action research (PAAR).The thesis consists of five part studies, published in international pedagogical journals. The findings show essential values for teachers and students in school, such as: openness, communication, trust, respect, care, empathy, truth, justice, appreciation, participation, and mutual learning.Teachers' and students' experiences of school as a site for ethical practice imply the value of: striving for ethical awareness, building ethical relationships, and encouraging ethical actions. The findings in this thesis suggest that the schools' mission to integrate ethics into the curriculum can be viewed as a process whereby, together with students in different educational settings, an ethical learning community can be created and sustained.

  • 135.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Case commentary 5: Case: Striptease on Day Three2009Ingår i: Exploring Leadership and Ethical Practice through Professional Inquiry, Québec: Les Presses de l'Université Laval , 2009, s. 101-103Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 136.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ethical leadership interpreted as fostering an appreciative environment in schools in Sweden2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper emanates from my thesis (Bergmark, 2009), which explored the school as a site for ethical practice. The research was inspired by life-world phenomenology. A total of 45 teachers and 45 students participated.Teachers’ and students’ experiences of school as a site for ethical practice imply the value of: striving for ethical awareness, building ethical relationships, and encouraging ethical actions. The findings in this thesis suggest that the schools’ mission to integrate ethics into the curriculum can be viewed as a process whereby, together with students in different educational settings, an ethical learning community can be created and sustained.When exploring teachers’ and students’ experiences of school the opportunity for an appreciative attitude emerged. This outlook includes the importance of meeting others where they are, care about them, have faith in their abilities, letting them influence, and encouraging and recognizing them. It is of specific interest to reflect on how the findings from my thesis can be interpreted and affect the preparation and practice of school leaders. One aspect of ethical leadership interpreted as fostering an appreciative environment in schools will be discussed.This paper emanates from my thesis (Bergmark, 2009), which explored the school as a site for ethical practice. The research was inspired by life-world phenomenology. A total of 45 teachers and 45 students participated.Teachers’ and students’ experiences of school as a site for ethical practice imply the value of: striving for ethical awareness, building ethical relationships, and encouraging ethical actions. The findings in this thesis suggest that the schools’ mission to integrate ethics into the curriculum can be viewed as a process whereby, together with students in different educational settings, an ethical learning community can be created and sustained.When exploring teachers’ and students’ experiences of school the opportunity for an appreciative attitude emerged. This outlook includes the importance of meeting others where they are, care about them, have faith in their abilities, letting them influence, and encouraging and recognizing them. It is of specific interest to reflect on how the findings from my thesis can be interpreted and affect the preparation and practice of school leaders. One aspect of ethical leadership interpreted as fostering an appreciative environment in schools will be discussed.

  • 137.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ethical learning through meetings with others2007Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Different kinds of meetings are natural for every student and teacher in schools around the world. This study deals with matters of ethics as a relation, meetings with Others, narratives, reflection and learning experiences. In a secondary school in northern Sweden eight students and one teacher worked within a course where different guests were invited into the classroom - a homosexual, a refugee and a disabled person. The aim of this article is to elucidate, enable understanding for and discuss students' and a teacher's learning experiences through their meetings with Others. The empirical data was created through close observation, field notes, reflective journals and e-mail communication. Theoretically the study is based on the philosophies of Emanuel Lévinas and Nel Noddings.

  • 138.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ethical learning through meetings with others2007Ingår i: International Journal of Learning, ISSN 1447-9494, E-ISSN 1447-9540, Vol. 14, nr 5, s. 105-112Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Different kinds of meetings are natural for every student and teacher in schools around the world. This study deals with matters of ethics as a relation, meetings with Others, narratives, reflection and learning experiences. In a secondary school in northern Sweden eight students and one teacher worked within a course where different guests were invited into the classroom - a homosexual, a refugee and a disabled person. The aim of this article is to elucidate, enable understanding for and discuss students' and a teacher's learning experiences through their meetings with Others. The empirical data was created through close observation, field notes, reflective journals and e-mail communication. Theoretically the study is based on the philosophies of Emanuel Lévinas and Nel Noddings.

  • 139.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Forskarutbildade lärare - en väg till skolutveckling: En kartläggninge av kommundoktorander inom förskolans och skolans verksamhet, gjord i samarbete mellan Lärarförbundet och Sveriges Kommuner och Landsting2010Rapport (Övrig (populärvetenskap, debatt, mm))
  • 140.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    'I want people to believe in me, listen when I say something and remember me': how students wish to be treated2008Ingår i: Pastoral Care in Education, ISSN 0264-3944, E-ISSN 1468-0122, Vol. 24, nr 4, s. 267-279Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Sweden the compulsory school curriculum prescribes that education should promote learning in different subjects while simultaneously assisting students to develop into citizens of good character. To achieve these goals students need to cultivate such character strengths as respect and responsibility, so that they can create positive relationships and live in a community. The development of these skills in a school setting could be called character education. Research shows that good character education promotes the moral development of students and also enhances their academic learning. Giving voice to students is the cornerstone of character education; if adults in schools listen carefully to students educational practice can be improved. This study was conducted in a secondary school in northern Sweden. The phenomenology of the life-world and the principles of participatory and appreciative action research guided the research. The aim was to explore student voices as they described how they do and do not wish to be treated by others. The empirical data consisted of written responses to questions posed to students in Grades 7 and 8. The data analysis revealed four themes: striving for mutual understanding, being accepted for who you are, seeking honesty and truth and being acknowledged, recognized and encouraged. A comprehensive understanding of the themes suggests how practice may be improved in educational settings.

  • 141.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Learning for life through meeting with others2008Ingår i: Crystals of schoolchildren's well-being: cross-boarder training material for promoting psychosocial well-being through school education, Rovaniemi: Lapland University of Applied Sciences, 2008, s. 93-99Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 142.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Livsnära möten och relationer: en artikel om skolans lärandemiljö sett ur etiskt perspektiv2006Ingår i: På kurs mot lärande: betraktelser av lärande ur några olika perspektiv, Luleå: Luleå tekniska universitet, 2006, s. 25-41Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 143.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Real-life meetings and good relations: a paper about the ethical learning community in the school2006Ingår i: NERA's 34th Congress, Örebro 9-11 March, 2006: ABSTRACTS, Nordic educational research association, NERA , 2006, s. 40-Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The aim of this paper is to discuss the theoretical foundations which lie as a base for my PhD study about the ethical learning community in the school. The core of the school's activities is the process of learning and the school is also a meeting place for both teachers and students with different life stories. Because of the many opportunities of meetings, relations between individuals become very important. The meetings often contain interaction and therefore it is also of importance what values that are guiding our actions. On basis of that the community of the school plays a major part in the school's mission - education. Within this paper the phenomenology of the life-world will serve as a point of departure for the discussion, as well as the concept of ethical learning. The discussion deals with two concepts - ethics and learning - and in an attempt to visualise some conceivable answers to the question of what an ethical community can be, different ways of looking at this concept will be highlighted and discussed. The line of reasoning starts out from philosophical perspectives, and to provide exemplification a few dives will be made into the empirical context, which in this study is teachers written reflections of ethical learning situation at a Swedish compulsory school.

  • 144.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Rethinking researcher–teacher roles and relationships in educational action research through the use of Nel Noddings’ ethics of care2019Ingår i: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Action research approaches have evolved out of a criticism of previous research traditions, where teachers have been seen as research objects, at risk of being marginalized. Such approaches have also arisen out of the view that teaching, learning, and educational research are interrelated. In action research, teachers are seen as professionals, raising their status to subjects, conducting own research. The research is carried out with or by people rather than on someone, which changes the roles and relationships. Ethical dilemmas can arise, especially evident in action research, where the distinctions between researcher and researched are blurred or removed altogether. This paper aims to explore the changing roles and relationships between researchers and teachers in action research through a philosophical analysis based on the writings of Nel Noddings, especially the concept of ethics of care. The analysis creates an opportunity for a rethinking of researcher–teacher roles, focusing on responsibility and knowledge as well as reciprocity and communication. Based on the author’s own action research experiences, various dilemmas are discussed. Obstacles to and opportunities for developing caring relationships between researchers and teachers will also be highlighted. The implications of the study include valuing both researcher and teacher expertise and learning to understand each other’s perspectives as well as giving tailored care. It is also vital to find strategies to contextualize and enact these views and beliefs within the researcher–teacher relationship. Neither researchers nor teachers will have total control over the process, as they stay open to each other’s perspectives and needs based on a caring relationship.

  • 145.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Värdefullt lärande: den goda cirkeln2010Samlingsverk (redaktörskap) (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Berättelserna i Värdefullt lärande - Den goda cirkeln visar med tydlighet hur de aktiva val som vi gör i vår vardag och det vi väljer att fokusera på, påverkar andra och oss själva. Väljer vi att lära av varandra och fokusera på styrkor och det som fungerar i en pedagogisk vardag påverkas vi positivt av det. På så sätt kan den goda cirkeln skapas, som gör att människor växer och lär. När den goda cirkeln snurrar av sig själv sprids erfarenheterna av den som ringar på vattnet. Forskning har visat att etiska aspekter av lärande och undervisning ofta är outtalade i skola och förskola. En tyst kunskap som sällan får utrymme att ställas under strålkastarljusets sken. Här ger vi en rad nycklar som visar på hur ett etiskt förhållningssätt kan prägla din förskola eller skola så att ett värdefullt lärande uppstår. Hur kan du främja elevers lärande och utveckling till goda medmänniskor? Hur kan du göra det i din pedagogiska vardag, med alla dess krav på mätbara resultat? Om du vill veta är det här boken för dig. Här återfinns en rad berättelser av och med lärare, forskare och elever som skildrar erfarenheter som de har upplevt tillsammans.Det är glimtar från en, många gånger komplex och mångfacetterad värld. Men samtliga berättelser har ändå en mycket viktig aspekt gemensamt: De visar alla på hur man som lärare kan utvecklas genom att ta sig tid för reflektion och eftertanke. Välkommen in i en värld av värdefullt lärande!

  • 146.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Developing an ethical school through appreciating practice?: students' lived experience of ethical situations in school2008Ingår i: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 3, nr 1, s. 41-55Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Utveckla en etisk skola genom uppskattning av praktiken? : Elevers levda erfarenhet av etiska händelser i skolanIn meetings between people in school our values are shown through, for example, our actions, our speech and body language. These meetings can be regarded as ethical situations, which can arouse strong emotional reactions that ordinary, everyday situations usually do not do. The aim of this paper is to illuminate, interpret and discuss students' lived experiences of ethical situations in their school. The participants in the study were students in a Swedish secondary school, and the empirical data consisted of written reflections and interviews. The study is based on the lived experiences of students. The analysis of the empirical data resulted in two themes: response in speech and action, and power relations. The comprehensive understanding of the results is that healthy relationships play an important ethical role in the school. Finally, we discuss how ways of listening to students' voices and appreciating practice can develop an ethical school.

  • 147.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ethics of care: a dilemma or a challenge in education?2006Ingår i: Australian association for research in education national conference (AARE), 2006Konferensbidrag (Refereegranskat)
    Abstract [en]

    Daily there are a vast number people within educational systems around the world. The school can be regarded as a meeting place for both adults and children with different backgrounds and expectations. A meeting between humans means for example that we are talking and acting together. Consciously or unconsciously one of the factors that govern our actions are our values - the morals or ethics one has. The aim of this paper is to elucidate, interpret and understand ethical situations in a Swedish secondary school. To develop an understanding of this, teachers were invited to formulate in writing their reflections on ethical situations in their profession. The phenomenology of the life-world is the theoretical basis in this study. During the analysis of the empirical data different themes gradually crystallised, and the picture of ethical situations in a learning community that emerged consists of three themes: Relations to the Other, Conflicts of Values, Ethical Maturity. The findings are discussed according to the philosophers Emanuel Levinas and Nel Noddings. The comprehensive understanding of the results is thatn the teachers are trying to achieve ethics of care. Finally we raise the question if ethics of care can be considered as a dilemma or a challenge in education.

  • 148.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Voicing students lived experiences through creative activities: an ethical matter2010Ingår i: Abstracts: Active citizenship, NERA's 38th Congress, Malmö, 11-13 March 2010, 2010, s. 91-92Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The school's mission is to educate the children and young people in its society, so that they may reach the level of knowledge that the Government has stipulated by law. The task of educating the citizens of Sweden is described in the text of the schools' management documents and these documents stress the importance of taking students' experiences as a starting point in teaching situations, with the goal of increasing the level of knowledge. One way to really take students experiences into account is voicing them, which is the research topic for this study. Three major reasons for contemporary schools giving voice to students are presented by Rudduck and Flutter (2004). The first is the children's rights movement, based on the United Nations Conventions on the Rights of the Child, which states that children are entitled to have a say in decisions that affect them (CRC, 1989). The second reason is the school improvement movement, founded on the perspective of students and advocating their active participation in the learning process. Active participation is also closely linked to citizenship education, the third reason, dealing with matters of student engagement, student empowerment, and fostering democracy in the present and for the future. The importance of student voice underlies inviting students to participate in their own education, as well as in educational research. In schools every day life a lot of people meet and interact with each other, students as well as teachers, and schools can therefore be viewed as meeting places. While meetings and relationships are common we argue for the need to further explore behaviours in school in general, and more specific to voice students lived experiences of the same, as we consider this as an ethical matter and right. The aim of this paper is to explore students' lived experiences of behaviour in school. The theoretical framework of this study is the phenomenology of the life-world.The research was designed according to following: A total of 25 students got a school task to express, in writing, how they want to be treated by others, but also how they do not want to be treated. After many discussions with classmates, teachers and one researcher the students agreed upon three themes in their writing: respect, appreciation, and recognition. Students then expressed these themes with the aid of creative activities in the form of short stories and production of art, combined with subsequent oral comments. The results which emerged indicate that the students give voice to multi-faceted experiences, reflecting both positive and negative aspects of behaviours in school. The results indicate the necessity to take the students' understandings of behaviours into account when improving educational settings. Finally, it is important to raise questions how these results can be considered in other Nordic countries, in order to enable deeper understanding of schooling and educational research within our shared Nordic context.

  • 149.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ghaye, Anthony
    Institute of Reflective Practice.
    Reflective and appreciative actions that support the building of ethical places and spaces2007Ingår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 8, nr 4, s. 447-466Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This reflective account discusses the ‘creative renderings' that surfaced as a consequence of a workshop about ethical issues in education, with school staff in a Municipality in Northern Sweden. The paper is part of a longer, on-going conversation in that community about building and sustaining an ethical place and space called ‘school'. The focus for the conversation on this particular day was around every child and every teacher being valued in school. We worked alongside 30 school staff throughout that day with two appreciative activities - The Show-and-share activity and The Building blocks activity. During the day we also made field notes of teacher's shared experiences, we analysed their writing on the Building Blocks and documented the process with a digital camera. After the workshop we invited teachers to write some reflective notes. In the paper we share our collective reflections on what we felt we learnt. The workshop was guided by the principles of participatory and appreciative action research or PAAR.

  • 150.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Brezicha, Mitra
    Pennsylvania State University.
    You want me to do what?: Teachers' translation of democratic initiatives2012Ingår i: Abstract book: the 40:th Annual Congress of the Nordic Educational Research Association, Copenhagen: Nordic educational research association, NERA , 2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this article, we will scrutinize teacher understanding and implementation of a new democratic initiative in a United States school. In Dewey Elementary, the principal and two teachers introduced Small School Gatherings (multi-aged advising student groups) as part of a continuing effort to cultivate a democratic school. Drawing on the large body of literature regarding teacher learning and sensemaking, teachers’ understandings of new initiatives are informed by their previous experiences, as well as beliefs about learning and the purposes of schooling. Using a longitudinal case study design intended for the purpose of explanation building, we have chosen to examine three experienced teachers’ Small School Gatherings, and their process of implementing the initiative. We analyzed the empirical data consisting of observations of Small School Gatherings from 2009 to 2011 and interviews with teachers and principal. Semi-structured protocols during these interviews focused on the types of activities occurring and the types of outcomes for youth and how teacher intentions were translated into practice. Two themes emerged from the data analysis: teacher philosophy and teacher engagement. These findings will be discussed in the context of teacher learning and understanding. Finally, the paper sheds light on the processes needed to be in place for teachers to successfully implement new democratic initiatives. This paper has implications for Nordic schools seeking to translate the underlying democratic philosophy present in the national curricula into standard classroom practice.

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