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  • 3651.
    Öhman, Maria
    Kristianstad University, School of Education and Environment.
    Språk och kommunikationsarbete i särskolan med fokus på barn med Downs syndrom: fem lärares upplevelser och tankar2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Språk och kommunikation genomsyrar skolans alla ämnen och barn med funktionsnedsättningen Downs syndrom associseras med särskilda svårigheter inom språk och kommunikation vilket utifrån ett skolperspektiv medför att det finns ett stort behov av att utöka vår kunskap inom skolans verksamheter kring vilka faktorer som påverkar denna grupp av barn i positiv riktning i språk och kommunikationsarbetet. Undersökningens syfte har varit att belysa hur speciallärare med specialisering utvecklingsstörning och specialpedagoger upplever språk och kommunikationsarbetet kring barn med Downs syndrom. Studien har tagit utgångspunkt utifrån ett sociokulturellt perspektiv. Metoden för undersökningen har varit semistrukturerade intervjuer. I resultatet framkommer att pedagogerna upplever att det i språk och kommunikationsarbetet är grundläggande att utgå från elevens individuella behov och förmågor. Det är även viktigt att utgå från elevens intressen och att arbeta i för eleven meningsfulla situationer. Personalen kring eleven har stor betydelse. Pedagogerna upplever att meningfullt och verklighetsanknutet arbete är framgångsrikt. Praktiskt arbete, ordbilder och tecken som alternativ och kompletterande kommunikation är några framgångsrika arbetssätt som pedagogerna lyfter fram. i resultatet kan fyra gemensamma teman ses hos pedagogerna i deras upplevelse av språk och kommunikationsarbetet: individualisering, delaktighet, meningsfullhet och rätt personal.

  • 3652.
    Önnerfjord, Veronica
    Kristianstad University, School of Education and Environment.
    "En bra barnbok läser man på tio minuter": om litteraturarbete i förskolan2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att övergripande belysa litteraturarbetet i förskolan. Undersökningen placerar sig inom det forskningsfält som intresserar sig för barns literacy som social praktik och kulturellt meningsskapande och utgår från ett sociokulturellt perspektiv på lärande och språkutveckling. Studien har en kvalitativ forskningsansats, där intervjuer med förskolepedagoger och observationer av förskolors textmiljöer har använts för att samla in det empiriska materialet. Det är i första hand pedagogernas verbaliserande tankar och föreställningar om användandet av barnlitteratur i förskoleverksamheten som studien visar samt hur textmiljöerna är utformade. Analysen av intervjuerna kompletteras av observationer av förskolornas textmiljöer. Studiens resultat visar att pedagogerna uppfattar litteratur som en viktig del av förskolans verksamhet, dels som ett kulturarv att förvalta men också som ett pedagogiskt redskap. Det framkommer att förskolornas textmiljöer ser olika ut och att flera pedagoger tycker att det är svårt att utveckla inspirerande miljöer som lockar till läsning, berättande och samtal. Studien visar även att förskolornas bokbestånd är ålderdomligt och av varierande kvalitet samt att högläsning förekommer på alla förskolor men olika mycket och i olika situationer. 

  • 3653.
    Östbring, Vivian
    et al.
    Kristianstad University, School of Teacher Education. Kristianstad University, School of Teacher Education.
    Stephan Molin, Emma
    Kristianstad University, School of Teacher Education.
    Styrd norm eller lärandeverktyg?: Några lärares förhållningssätt till mångfald i klassrummet2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Dagens samhälle präglas av en mångfald som självklart avspeglar sig i skolan. Syftet med vår undersökning är att skaffa oss kunskap om lärares förhållningssätt gentemot denna mångfald. Vi är även intresserade av att se vilka eventuella möjligheter och begränsningar lärare ser i undervisningen ur ett mångfaldsperspektiv. Undersökningen grundar sig på en kvalitativ forskning där intervjuer med några lärare i samhällsorienterande ämnen i grundskolans senare år samt gymnasiet har gjorts. Vid sammanställningen av dessa intervjuer som genomförts med lärare från de senare skolåren uppkom en stor variation av uppfattningar kring vad mångfald är och vad det får för betydelse för läraryrket. Dock kan vi ändå dra slutsatsen att det existerar en medvetenhet om att man bör ta till vara på denna mångfald.

  • 3654.
    Östenberg, Pernilla
    Kristianstad University, School of Education and Environment.
    En animefilms möjligheter: film som gemensamt textarbete i en årskurs tre2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här magisteruppsatsen skrivs inom huvudområdet svenska med didaktisk inriktning (Smdi). Undersökningen behandlar gemensam textläsning och textarbete i en årskurs tre utifrån filmen Min granne Totoro. Filmen är en animefilm som kan placeras inom populärkulturgenren. Lärarens val av text var tänkt att bidra till att vidga såväl elevernas textvärldar som skolans repertoar av texter. Uppsatsens syfte är att undersöka reflektioner, tolkningar och kunskaper kring textens innehåll som kommer till uttryck i elevernas skrivna och talade texter, och på vilka olika sätt arbetet med filmen skapar utrymme för medskapande och delaktighet, och även på vilka sätt och när eleverna utvecklar sitt språk och uttrycker förståelse av den egna identiteten och sin omvärld under textarbetet. Dessutom har studien som syfte att undersöka hur eleverna förhåller sig till en läsgemenskap med film som pedagogiskt redskap.

    Undersökningen har en kvalitativ metodansats och genomförs som lärarforskning i den lågstadieklass där författaren själv undervisar.

    Filmen tas emot positivt av eleverna och i analysen av deras skrivna och talade texter blir det tydligt att de är intresserade, engagerade och aktivt tar del av varandras tankar och förståelse. Analysen av det empiriska materialet visar även att en rad olika reflektioner, tolkningar och kunskaper kommer till uttryck i elevernas skrivna och talade texter, samt bilder. En slutsats som dras är att i elevernas tolkning och förståelse av texten, är samtal, text och bild tillsammans viktiga för att öka deras förmåga att skapa sig nya föreställningsvärldar. Då kan texten tala till och med dem i ett meningsskapande samspel.

  • 3655.
    Österblad, Evelina
    Kristianstad University, School of Education and Environment.
    Matrådens påverkan på skolmaten: en studie om matrådens funktion i Halmstad kommun2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I Halmstad kommun finns det riktlinjer som säger att det bör finnas någon form av matrådpå samtliga skolor i kommunen. Matrådet fungerar som en plattform där elever ochrepresentanter från olika personalgrupper möts och diskuterar ämnen som berör elevernasmat- och måltidssituation. Syftet med den här studien är därmed att ta reda på hur matråden på tre olika skolor iHalmstad kommun arbetar idag och om arbetet är uppskattat av avnämarna. Riktlinjerna, innefattar politiska beslut, som ska följas men kommunen vet i dagens läge inte hurmatrådens arbete fungerar och därför behövs en utredning kring detta. För att ta reda på hur matrådets arbete fungerar har ett antal nyckelpersoner medanknytning till skolorna intervjuats, sammanlagt 14 personer har deltagit i undersökningen. Intervjuerna kompletterades av två olika enkätundersökningar där både elever ochföräldrars åsikter kring skolans matråd samlats in. Måltidsarbetet visade sig skilja markant mellan skolorna då det inte fanns matråd på allaskolor och personal och lärare hade olika inställning till måltidsarbetet. På den skola därmatrådet fungerade bra kände sig eleverna delaktiga i måltidsarbetet på skolan och personaloch elever var engagerade i måltidsarbetet. Var det tvärt om, att måltidsarbetet intefungerade, kände varken föräldrar eller elever sig delaktiga i arbetet. De politiska riktlinjerna,som anger att matråden bör finnas, var inte kända av alla respondenter och därmed skermåltidsarbetet inte enligt riktlinjerna. Kan inte eleverna påverka måltiden i skolan genom matrådet sker det för eleverna ingensynbar förändring och matrådets arbete fungerar inte som det ska. Det är viktigt att elevernafår möjlighet till att vara med och påverka maten och de får därmed känna sig delaktiga iskolans arbete. Är både personal och elever engagerade i måltidsarbetet finns en tydligmöjlighet att påverka. Finns viljan är ingenting omöjligt, och detta visar en av skolorna tydligti den här studien.  

  • 3656.
    Österlind, Marie-Louise
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Att gestalta och omgestalta sitt ledarskap: verksamhetsnära chefer inom kommunal omsorgsverksamhet reflekterar över chefsroll och arbetets innehåll2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The present doctoral thesis aimed to explore what it means to be a first-level manages in a Swedish municipal social care administration, seen from the managers’ perspective. The empirical data derives from a participative, constructivist project which intended to contribute to new practice-based knowledge and to the learning and development of the participating managers. The participating managers reflected over their work and their managerial role by the use of a combination of repertory grid interviews, personal diaries and group discussions. Qualitative descriptive phenomenological analyses of the extensive material painted a vivid and nuanced picture of their work situation and professional role. In Paper I the project and the used methods were described in detail. Short extracts of data illustrated the potential of the general approach of combining constructivist techniques in participative and action oriented projects. The first brief results illustrated by “A day in a team manager’s working life” and by three “leadership dilemmas”: The spider in the web; The border patrol; and The open door, presented a picture of the managers’ complex work situation and how they were stimulated to address the problems arising. Paper II showed the many facets of social care management, where six “faces” portrayed the complex managerial role. The results indicated that managers in this and other welfare organizations need to construe and re-construe their managerial role in order to balance the contrasting demands on their role, thereby ac-complishing a personal equilibrium. Paper III further explored the managers' leadership role ideal, grounded in the concept of care. Several aspects of the managers' work situation resulted, on their own or in conjunction, in difficul-ties fulfilling their caring leadership ideal. These difficulties of which the managers spoke were arranged into three distinct patterns: problems, dilemmas and paradoxes. The results gave insight of the nature of these difficulties, the implications which these might have on the managers, their staff and the delivery of service, and the discussed remedies. Taken together the results raises new questions about municipal managers’ abilities and possibilities to handle ideals and requirements which are difficult to consoli-date particularly in times or resource scarcity. Is it possible to be an at the same time caring and efficient manager? How can mangers’ options to handle the complexity of modern welfare organisations be strengthened?

  • 3657.
    Österlind, Marie-Louise
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Construing teachers’ quality work: a principal view2014In: The 7th Nordic Working Life Conference - Threats and Possibilities Facing Nordic Working Life: Book of Abstracts and Programme / [ed] Tommy Isidorsson, Göteborg, 2014, p. 187-Conference paper (Refereed)
    Abstract [en]

    Teachers are the most important school based factor for students’ learning outcomes and educational success. Whereas teachers’ pro-spects of enhancing their students’ development and study results, are significant for their work satisfaction and wellbeing. This suggests that the endorsement of quality teaching will improve student results and teacher wellbeing. Many teachers have difficulties performing in accordance to their professional standards, sick rates are alarmingly high, and several teachers leave the profession. This calls for a re-search approach where teachers’ prospects of performing quality teaching, are related to their options to perform quality-driven profes-sional teacher work, i.e. the work performed to support quality teach-ing. Such an approach take into account factors related to local school leadership, and the organisation of teacher work. This paper aims to bring together teachers’ and principals’ perspectives on quality-driven professional teacher work, in order to gain new knowledge and give implications for praxis. The principals and teachers construe teachers’ options to perform quality-driven professional work in relation to the implementation of a new curriculum and a new grading system, quali-ty certification processes and an ongoing work hour project, and to some extent also to the teachers’ personality and ambitions. The teachers’ also mention factors related to local oranisation processes, and the relations to pupils and fellow teachers. 

  • 3658.
    Österlind, Marie-Louise
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Diary-in-Group method: contributions to new practice-based knowledge and to the learning and development of the participants2013In: SAGE Research MethodsArticle in journal (Refereed)
    Abstract [en]

    This case describes the Diary-in-Group method (personal diary notations combined with group sessions) as used in a participative and action-oriented project which intended to contribute to new practice-based knowledge on what it means to be a first-level manager in a Swedish municipal social care administration, and to the learning and development of the participating managers. The project's methodological framework derived from personal construct psychology and phenomenology. The method generated a large amount of data which were analysed using a qualitative descriptive phenomenological approach. The analyses aimed to give voice to the impromptu views and opinions of the managers, thereby contributing to an understanding of the complexity of the managers' organisation and work situation as well as of how this was reflected in their experiences in which various aspects collided. The results raised new questions about municipal managers' ability to handle ideals and requirements which are difficult to consolidate, particularly in times or resource scarcity. In this case, the Diary-in-Group method and its function, and the quality and relevance of the results, are discussed in relation to the project aims.

  • 3659.
    Österlind, Marie-Louise
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Is it possible to be a caring and efficient manager?: problems, dilemmas and paradoxes handled by Swedish social care managersArticle in journal (Refereed)
  • 3660.
    Österlind, Marie-Louise
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Is there a perfect match?: Construing and re‐construing leadership, quality and professional development in a social care organisation 2014In: Refresh your constructs!: Constructive alternativism in education, psychological care and democracy, 2014, p. 24-25Conference paper (Refereed)
    Abstract [en]

    Social care organisations provide services vital to the care recipients’ health and wellbeing.

    The qualified work tasks performed in these organisations are performed and often led by professionals with considerable professional jurisdiction, such as nurses and physiotherapists.

    This paper discuss the effects of an organisational change process in a social care organisation, from the professionals’ and the managers’ perspectives.

    From the professional point of view, the team organisation, designed to meet requirements for increased efficiency and quality, had brought on several contra productive effects.

    These professions, formerly organised in specialist units, were assigned to several teams and therefore required to report to several managers.

    Both managers and professionals found unclear managerial roles and jurisdictional conflicts bothersome.

    The professional groups feared that loss of peer-group and managerial support would lead to de‐professionalisation.

    Their perceived remedies were scheduled meetings with all staff categories, and increased options to develop their professional knowledge.

  • 3661.
    Österlind, Marie-Louise
    Kristianstad University, School of Education and Environment.
    Looking into the box: Swedish social care managers make meaning of their work and role2011In: Personal Construct Theory & Practice, ISSN 1613-5091, Vol. 8, p. 38-49Article in journal (Refereed)
    Abstract [en]

    This paper reports on a participative project where Swedish social care managers explored their work and their managerial role by means of repertory grid interviews and collegial reflection. The qualitative, phenomenological data analysis provides a multifaceted picture of what it means to be a social care manager, seen from the managers’ perspective. The results indicate that managers in this and other welfare organisations need to construe and re-construe their managerial role in order to balance the contrasting demands on their role, thereby accomplishing a personal equilibrium. The managers’ meaning-making process can be supported by constructivist techniques such as those used in this project.

  • 3662.
    Österlind, Marie-Louise
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Rektorer: gräsrotsbyråkrater eller pedagoger?2004In: Ledarskap i kommuner: forskningsfrukter och tankeföda från chefsberättelser / [ed] Utbult, M, Abrahamsson, L, Stockholm: Svenska kommunförbundet , 2004Chapter in book (Other (popular science, discussion, etc.))
  • 3663.
    Österlind, Marie-Louise
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Spiders Caught Up by the Web : Social Care Managers Reflect Over Their Work Situation2011Conference paper (Refereed)
    Abstract [en]

     Swedish municipal social care managers and their staff often feel inadequate in their efforts to live up to legal requirements, organisational quality objectives, and their own professional ideals

    This study reports from a constructivist and participative project in which Swedish social care managers reflected over their work and their managerial role by the use of repertory grid interviews, personal diaries and group discussions.

    The qualitative phenomenological analyses of the extensive material show that the managers construed time as a crucial factor in relation to their work situation and managerial role, the staff members and the quality of the services produced.

    The results give a vivid and nuanced picture of the managers’ experiences of time consuming work processes, time shortage, time thieves and other time related difficulties, but also of time managing strategies and alternative solutions.   

    Managers’ insights regarding their own work are of major importance in terms of performance and efficiency and their personal health. In this project the managers’ meaning making processes were supported by the use of constructivist techniques.

  • 3664.
    Österlind, Marie-Louise
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Time to care? : Pictures from a social care organisation2012In: Raising Constructivist Voices: anticipating 21st century challenges, 2012Conference paper (Refereed)
    Abstract [en]

     Swedish municipal social care managers and their staff often feel inadequate in their efforts to live up to legal requirements, organisational quality objectives, and their own professional ideals

    This study reports from a constructivist and participative project in which Swedish social care managers reflected over their work and their managerial role by the use of repertory grid interviews, personal diaries and group discussions.

    The qualitative phenomenological analyses of the extensive material show that the managers construed time as a crucial factor in relation to their work situation and managerial role, the staff members and the quality of the services produced.

    The results give a vivid and nuanced picture of the managers’ experiences of time consuming work processes, time shortage, time thieves and other time related difficulties, but also of time managing strategies and alternative solutions.   

    Managers’ insights regarding their own work are of major importance in terms of performance and efficiency and their personal health. In this project the managers’ meaning making processes were supported by the use of constructivist techniques.

  • 3665.
    Österlind, Marie-Louise
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Villkor för lärararbetets organisering: delstudie 2 - lärares kollegiala reflektioner över arbetet2013Report (Other academic)
  • 3666.
    Österlind, Marie-Louise
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    “What have you bee up to today?”: construing and re-construing head teacher’s work and role2014In: Refresh your constructs!: constructive alternativism in education, psychological care and democracy, 2014Conference paper (Refereed)
    Abstract [en]

    Head teachers are expected to be pedagogic leaders who support their teachers’ professional development in order to improve long term teaching quality and goal achievement. Research shows that many heads perform a multitude of administrative and hands-on tasks, while trying to balance diverging and sometimes incomprehensive objectives and expectations.

    This paper reports from a project where six Swedish head teachers reflected over their tasks and role, using the diary- in-group-method.

    The results show how the participants construe their role in relation to their complex and multifaceted work situation, and to their personal and professional ambitions. They all seem to have a personal approach to their role, which allow them to balance the contrasting demands and to accomplish a personal equilibrium.

    The participants appreciated the research process, which provided individual reflection on the diverse tasks that filled their days, and collegial feedback and reflection on important aspects of their professional role.

  • 3667.
    Österlind, Marie-Louise
    Kristianstad University, School of Teacher Education.
    "Är det kanske strukturen det är fel på?": verksamhetsnära, kommunala omsorgschefer reflekterar över sin chefsroll och arbetssituation2010Conference paper (Other academic)
    Abstract [sv]

    Detta paper rapporterar från ett projekt där tio verksamhetsnära chefer inom kommunal omsorgsverksamhet reflekterade över sin roll och arbets­­­­­situation. Det empiriska materialet består av chefernas dag­böcker samt transkriptioner från tio gruppsessioner. Vid tiden för projektet genom­gick organisationen en omfattande politiskt beslutad förändrings­­process, som syftade till förbättrad ekonomisk effektivitet och service­kva­litet, tydli­gare resultat­­ansvar samt rätt kompetensförsörj­­ning. En ny vision, Rätt kval­i­tet i varje möte, och ett nytt kv­a­­li­­­­­tetssäkringssystem infördes. I samband här­med genomfördes också en officiell om­­defi­­nition av verk­sam­­hetens avnä­mare från pensionärer/omsorgstagare till kunder. Nya chefs­­­posi­­tioner ersatte tidigare nivåer och nya chefer rekryterades. De nyligen tillsatta che­fer­­na gavs ansvar för ett ökat antal anställda samt för nya pro­fes­sionella grupper såsom sjuksköterskor, sjukgymnaster och arbets­te­ra­peuter. 

    Chefernas situation präglades av tidsbrist, över­belastning, hög chefs­­­­om­sättning samt bristande stöd uppifrån. Kom­plexiteten och svåröver­skåd­lig­heten i chefernas yrkesvardag antyds av de av dem använda uttrycken strukturen och systemet, som tycks stå för olikartade, överord­nade villkor utanför deras kontroll, något av en tusenhövdad drake som perso­ni­fierar ”allt ont från ovan”. Resultaten indikerar att cheferna hamnat i kläm mellan två samexisterande och svår­­fören­liga värde­system, Välfärdsstaten och New Public Management, vilka åter­finns i beslut fattade på olika samhälls­nivåer. Effekterna av beslu­ten blir synliga på verk­sam­hets­­nivån, där cheferna ham­­nar i para­doxala situa­tioner som gör att de känner sig tvin­gade att agera på ett sätt som strider mot deras övertygelse och profes­sio­nella ideal och som med­för nega­­tiva och orimliga konse­kvenser för alla in­blan­­dade.

     Chefernas upplevda möjligheter att tackla de svårigheter som upp­står kan rela­teras till deras faktiska handlingsutrymme och till deras upplevda hand­lingsfrihet, vilken varierar i betydande grad.

  • 3668.
    Österlind, Marie-Louise
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Tullgren, Charlotte
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Bäckström, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Relation or evaluation?: Swedish preschool teachers' expressions concerning quality work2012In: The 40th Annual Congress of the Nordic Educational Research Association, 8 – 10 March 2012: abstract book, Aarhus: Department of Eduation, Aarhus University , 2012, p. 160-Conference paper (Refereed)
    Abstract [en]

    Swedish preschools are welfare institutions required to achieve and demonstrate high quality. The preschool teachers are responsible not only for the quality of the daily activities at the preschool, but also for the evaluation and development of these activities. The latter can be problematic especially in times of diminishing financial resources. This raises question on how quality is defined and evaluated.

    Our analysis of the national steering documents showed two coexisting discourses concerning quality and quality work in the Swedish preschools: I) a relational discourse within which quality was closely related to relations and reflections, and II) a new public management (NPM) discourse within which quality was related to measurability and effectiveness.

    A following study of discursive expressions of quality and quality work among preschool teachers showed that the participants’ statements to a high extent corresponded with the relational discourse found in the national steering documents. The teachers regarded themselves responsible for maintain good relations to the children and their parents, and to their colleagues. The relational discourse was to some extent challenged by the NPM discourse. This discourse was found in statements stressing a correspondence between activities and curriculum, and the local guiding principle: perform, evaluate, and develop. Evaluations were made by mandatory reports to the municipal administration and locally produced inquiry forms to the parents.

    In this paper we present a study which aims to explore discursive expressions about how quality could be achieved in preschool work among preschool teachers. The methodological frame of reference is inspired by critical discourse analysis, which enables the study of discourses and their relations to socio cultural practices, hereby allowing a critical perspective on society. Data was collected during a seminar where preschool teachers reflect upon their work and how they define quality or lack of quality.

  • 3669.
    Östlund, Daniel
    Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Att anpassa undervisningen efter eleverna2017Article, review/survey (Other (popular science, discussion, etc.))
    Abstract [sv]

    Innehållet i artikeln lyfter praktiknära forskning som synliggör hur olika skolor har arbetat med att skapa inkluderande undervisning för att möta elevers olikheter. I denna forskning ger lärare exempel på hur de arbetar med stödjande strukturer i lärmiljön. 

    I artikeln belyses även Universal Design for Learning (UDL) som är ett ramverk för inkludering när det gäller planering, genomförande och utvärdering av undervisning. 

  • 3670.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment.
    Deltagandets kontextuella villkor: fem träningsskoleklassers pedagogiska praktik2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The thesis should be regarded as a contribution to the development of knowledge about the interaction taking place in the educational setting for pupils with PIMD in Sweden, the training school (Sw. Träningsskola), and the contextual and interactional conditions that characterizes this educational setting. The study is expected to contribute to a deeper understanding of the pedagogical praxis in the training School and the pupils’ possibilities to be agents within the processes of interaction, participation and learning. The thesis aims to contribute to the development of knowledge about the contextual and interactional conditions that training school pedagogic practice is characterized by.

    The study's overall purpose is to analyze the participation and interaction in the context of five training school classes. A particular focus is placed on teaching organization and the interaction patterns appearing in the pedagogical practice and what kind of consequences the interaction has for the pupils’ participation. Participation in this study refers to how the teams and students jointly create interaction in classrooms, the patterns produced by the interaction.

    The study draws on a theoretical framework that is influenced by ethnometodological work and from the dramaturgical framework by Goffman, where the participant’s social actions and methodical ways of making sense in a social setting are in focus. The design of the data collection is inspired by an ethnographic approach and is constructed as a classroom study.

    The empirical material was collected by classroom observations and by video recordings. The data derive from video recordings that were made during spring 2009 and spring 2010 in five training school classes and all together twenty  pupils (age 8-19, eleven boys and nine girls) and 28 members from the teams (nine special teachers,  two music teachers,  one psychical education teacher and 16 assistants) participated in the study.

    The results are showing that the pedagogical practice in training school was defined by six different areas: Circle time, One-to-one tuition, Group joint education, Snack time/ lunch, Breaks and play-time and Transitions.  In the interaction between the pupils and the staff the pupils’ positions was constructed as: The attentive and responsive pupil, The experiencing pupil, The choice making and autonomous pupil, The exploring pupil, The pupil that shows civil inattention, The pupil as a recipient of care and The playing pupil.  A starting point for further research involves studying how students' participation is constructed in more inclusive settings i.e. in interaction with other children who do not have such extensive disabilities. 

  • 3671.
    Östlund, Daniel
    Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Elevassistenter: en möjlighet eller ett hinder för elevers inkludering och delaktighet2017In: Specialpædagogik, ISSN 0107-0649, Vol. 37, no 3/4, p. 106-117Article in journal (Other academic)
    Abstract [sv]

    Syftet med föreliggande text är att diskutera vad elevassistentrollen karaktäriseras av i relation till elevernas möjlighet till att vara delaktiga i såväl undervisning som sociala aktiviteter i skolan.  Yrkesgruppen har dock inte fått särskilt mycket uppmärksamhet i den skandinaviska utbildningsforskningen. Det finns överhuvudtaget bristfällig information om gruppen i t.ex. officiell statistik och det är svårt att överblicka hur många elevassistenter som arbetar i de Skandinaviska länderna för närvarande.   I de nordiska länderna har, precis som i England, elevassistenter sedan några decennier tillbaka blivit en central aktör inom skolan som arbetar nära eleverna, främst de med olika typer av funktionsvariationer. De anställs i allmänhet som en specialpedagogisk insats och förväntas att arbeta med en elev som är i behov av stöd i undervisningen. I de nordiska länderna är dock informationen om yrkesgruppen knapphändig och det går inte att får fram någon tillförlitlig statistik kring hur många som arbetar som elevassistenter i de olika nordiska länderna, vad de har för utbildning, om de är män eller kvinnor, hur gamla de är, hur många år de varit inom yrket och inte minst hur villkoren för deras pedagogiska arbete ser ut. Den svenska forskningen om yrkesgruppen är ringa och dessvärre finns ytterst lite officiell statistik att tillgå om gruppen. Vid några inledande sökningar med sökordet ”elevassistent*” i libris.se, swepub.se och DIVA resulterar i ett fåtal forskningspublikationer, en handfull handböcker för elevassistenter och ett 50-tal studentuppsatser på kandidat- eller magisternivå.

    Både skandinavisk  och mer internationell forskning pekar på att användningen av elevassistenter är väl etablerad i många länder och ofta en grundläggande förutsättning för inkluderande arbetssätt. I forskningen poängteras dock att det finns brister i kunskapen om hur yrkesgruppen, främst gällande vad deras yrkesutövning karaktäriseras av, vilken typ av utbildning de har och hur deras arbete bidrar till en öka måluppfyllelse hos eleverna sett både till akademiska prestationer och socialisering. I gemensam utgångspunkt för är dock att elevassistenter i allmänhet anställs och används i skolan för att göra det möjlighet för elever med funktionsvariationer att delta i undervisningen. För att summera finns det stöd i både större forskningsöversikter och enstaka studier för att problematisera elevassistentens arbete och yrkesroll i både s.k. mainstream undervisning och i specialundervisning. Sammanfattningsvis verkar elevassistenterna oavsiktligt att ersätta lärarnas roll och bidra till en minskad kontakt och interaktion mellan elever med funktionsvariationer och andra elever. I flera studier framkommer också att elevernas måluppfyllelse kan påverkas negativt utifrån hur elevassistenten väljer att agera i förhållande till eleven. Dessutom kan elevassistentens närvaro bidra till en känsla av utanförskap och stigmatisering hos eleven bidra till osjälvständighet och ett ökat vuxenberoende.

  • 3672.
    Östlund, Daniel
    Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    First-teachers as school improvement agents2017Conference paper (Refereed)
    Abstract [en]

    The Swedish school system has go through a number of extensive reforms since 2011: a new school legislation and new curriculum for the compulsory school. In 2013 a new career reform was launched with the aim to provide new career paths for teachers within the profession,reward skilled teachers and create conditions for school development. This reform has introduced a new category of teachers - ‘first-teachers’ – which are expected to work with school improvement with the aim to improve student achievement. The study is conducted within the tradition of participatory-oriented research using a research circle as a methodological framework. This paper aims to describe and analyze eight special teachers’experiences of working their first year as “first-teachers” in schools with self-contained classrooms for students with intellectual disabilities. The research circle described in this paperis carried out together with the eight members with myself as the participating researcher. The data presented in this paper is a small portion of data from an ongoing project about “firstteachers”work with school improvement processes. The study is conducted within the tradition of participatory-oriented research using a research circle as a methodological framework. The research issue concerns the questions the participating special teachers ask themselves in their everyday work with together with other special teachers, paraprofessionals and students with intellectual disabilities. In the research conducted in a research circle, the aim is that there should be an interaction between researchers and professionals so that both parties change theirview of the research problem. All participants is working in schools with self-containedclassrooms for students with intellectual disabilities. The work of the research circle is led byme over a period of over two semesters and will include a total of ten meetings and is documented with a digital voice recorder and with field notes. The analysis of the data materialis influenced by the work of Lipsky (2010) on street-level bureaucracy.

  • 3673.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment.
    Interactional resources used in resistance- and disciplinary work between pupils with PMID and teams in the everyday life in training school2012Conference paper (Other academic)
    Abstract [en]

    The thesis should be regarded as a contribution to the development of knowledge about the social actions taking place in the educational setting for pupils with PMID in Sweden (the training school) and the contextual and interactional conditions that characterizes this educational setting. The study's overall purpose is to analyze the participation and interaction within the framework of the training school's contextual conditions.  Participation in this study refers to how the teams and students jointly create interaction in classrooms, the patterns produced by the interaction and how participants interact with each other and tries to achieve coordinated and joint actions and joint intersubjectivity. A special focus is placed on patterns of interaction and organization of interaction in the classroom.

    This paper tries to explore interactional resources used by teams (teachers and assistants) and pupils with PMID in everyday life situations in classrooms with a focus of their use of interactional resources in resistance- and disciplinary work.  

    The study draws on a theoretical framework that is influenced by ethnometodological work and from the dramaturgical framework by Goffman, where the participant’s social actions and methodical ways of making sense in a social setting are in focus. The design of the data collection t is inspired by an ethnographic approach and is constructed as a classroom study. The empirical material was collected by classroom observations and by video recordings. The data presented in this paper derive from video recordings that were made during spring 2009 and spring 2010 in five training school classes and all together eight pupils (age 6-19, eleven boys and nine girls) and 27 members from the teams (nine special teachers,  two music teachers,  one psychical education teacher and 16 assistants) participated in the study.

    In this paper a small selection of the total video recordings (about 40 hours) is transcribed and analyzed. The analytic approach is inspired by Goffmans dramaturgical framework and by an ethnometodological perspective and provides detailed analysis of the use of interactional resources used by pupils doing resistance and the team's work with disciplining the pupils in everyday life situations. The results in this study are supposed to be of relevance for the understanding of the pedagogical praxis in the training schools and by studying interaction between pupils and teams within this context this paper also intend to explore patterns in the interaction and bring new perspectives on the on pupils and teams doing resistance- and disciplining the pupils. The study is expected to contribute to a deeper understanding of the pedagogical praxis in the training School and the pupils’ possibilities to be agents within the processes of interaction, participation and learning.

  • 3674.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Low-incidence learners in Sweden: supporting systems and social interactions in education2015In: Including Learners with Low-Incidence Disabilities / [ed] Chris Forlin, Elizabeth A. West, Emerald Group Publishing Limited, 2015, p. 221-240Chapter in book (Other academic)
    Abstract [en]

    This chapter focuses on the participation and social interaction of pupils with low-incidence disabilities in the Swedish educational system with the goal of relating policies and practices in education for learners with low-incidence disabilities. Sweden has a welfare system that ensures that all low-incidence learners and their families receive support in education and in their everyday life. The research section concentrates on studies that focus on participation and social interaction in an educational context (training school), which is an adapted education program for low-incidence learners characterized by its high staff ratio and individualized forms of teaching. Despite legislation, policies, and intentions that Swedish schools shall include all pupils, it is still a challenge for the Swedish school system to provide education for low-incidence learners in inclusive environments. Research shows that low-incidence learners primarily have vertical relations with teachers and assistants in school, and that there is a lack of horizontal relationships with peers. The greatest challenge is to create learning environments that contribute to building relationships between low-incidence learners and learners without disabilities.

  • 3675.
    Östlund, Daniel
    Kristianstad University College, School of Teacher Education.
    Lärande och socialisation i träningsskolan: ett försök till en interaktionistisk analys2008Conference paper (Refereed)
  • 3676.
    Östlund, Daniel
    Kristianstad University College, School of Teacher Education.
    Lärarprofessionalisering: några perspektiv på särskollärares arbete, undervisning och utbildning2007Report (Other academic)
  • 3677.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment.
    Om speciallärare med inriktning utvecklingsstörning är svaret - vad är då frågan?2012In: Bildning för alla!: en pedagogisk utmaning / [ed] Thomas Barow & Daniel Östlund, Kristianstad: Högskolan Kristianstad , 2012, p. 145-158Chapter in book (Other academic)
  • 3678.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Specialpedagogisk forskningsmiljö.
    Omsorgsarbete i träningsskolan2013In: Relationell specialpedagogik: i teori och praktik / [ed] Jonas Aspelin, Kristianstad: Kristianstad University Press , 2013, p. 95-105Chapter in book (Other academic)
  • 3679.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Pedagogical Practices and Everyday Life for Pupils with Profound Intellectual and Multiple Disability (PIMD) in Sweden2014Conference paper (Other academic)
    Abstract [en]

    This paper should be regarded as a contribution to the development of knowledge about the interaction taking place in the educational setting for pupils with PIMD in Sweden. The paper is expected to contribute to a deeper understanding of the pedagogical praxis in this educational setting and the pupils’ possibilities to be agents within the processes of interaction, participation and learning. 

    Summary:

    The paper aims to contribute to the development of knowledge about the contextual and interactional conditions that training school pedagogic practice is characterized by. The study's overall purpose is to analyze the participation and interaction in the context of five training school classes. A particular focus is placed on teaching organization and the interaction patterns appearing in the pedagogical practice and what kind of consequences the interaction has for the pupils’ participation. Participation in this study refers to how the teams and students jointly create interaction in classrooms, the patterns produced by the interaction.

     

    The study draws on a theoretical framework that is influenced by ethnometodological work and from the dramaturgical framework by Goffman, where the participant’s social actions and methodical ways of making sense in a social setting are in focus. The design of the data collection is inspired by an ethnographic approach and is constructed as a classroom study.

     

    The empirical material was collected by classroom observations and by video recordings. The data derive from video recordings that were made during spring 2009 and spring 2010 in five training school classes and all together twenty  pupils (age 8-19, eleven boys and nine girls) and 28 members from the teams (nine special teachers,  two music teachers,  one psychical education teacher and 16 assistants) participated in the study.

    The results are showing that there are seven major themes which are related to the varying expectations of students' participation in different situations in the context of educational practice. The various themes that are related to the students are:

     

    • The attentive and responsive pupil
    • The experiencing pupil
    • The choice making and autonomous pupil 
    • The exploring pupil
    • The pupil that shows civil inattention
    • The pupil as a recipient of care
    • The playing pupil

     

    The approach in the design of educational practice shows that there are implicit ideas about the conditions under which students in the training school shall participate in their educational practice. In the pedagogical practice there were few given opportunities to create more horizontal relationships with peers without disabilities

  • 3680.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Specialpedagogisk forskningsmiljö.
    Pedagogical praxis: an example from the training school2009Conference paper (Other academic)
    Abstract [en]

    This paper will present some findings from my ongoing work with my doctoral thesis. The study deals with questions about learning and socialization in special schools for pupils with moderate to profound and multiple learning disabilities (training school/träningsskola). The general aim in this paper is to deepen the knowledge about the teacher’s work in the training school during a period of change and contradictions to identify structures and themes in the teacher’s pedagogical praxis. With a reference to what is described as a dilemma perspective (Tetler, 2000; Clark, Dyson & Millward, 1998) a point of departure for the study is that teacher’s in the practical training school has to deal with the tension between care and pedagogy. To get a representation of the teacher’s work in this context this paper will study the interaction between pupils and teachers and describe the patterns, forms and content in their vocal- and non-vocal interaction in the classroom. A point of departure is that learning occurs in a social context and in collaboration with others, and the theoretical framework in the research is inspired by an interactionistic perspective. My specific research questions are: • What kind of patterns appears in the interaction between pupils and teachers in the classroom? • What kind of learning- and socialization processes appears in the verbal- and non-verbal interaction between pupils and teachers? The design of the project is inspired by an ethnographic approach and is constructed as a classroom study. The empirical material is collected by participatory observations, by video recordings and by interviews with the teachers and assistants. The video recordings are analyzed using techniques derived from what Scheff calls a part/whole analysis and from Goffman´s dramaturgic perspective. The process of analyzing one of the classroom studies is in progress and the findings so far will be presented in the paper. In this paper some findings from data-collection in a F-6 class in the training school with four pupils, one special teacher and three assistants will be presented.

  • 3681.
    Östlund, Daniel
    Kristianstad University College, School of Teacher Education.
    Samspel mellan personal och elever i träningsskolan2009Conference paper (Other academic)
  • 3682.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Specialpedagogik i gymnasiesärskolan: en analys av tio pedagogers utsagor om specialpedagogikens funktion i den egna undervisningen2005Report (Other (popular science, discussion, etc.))
  • 3683.
    Östlund, Daniel
    Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Students with profound and multiple disabilities in education in Sweden: teaching organisation and modes of student participation2015In: Research and practice in intellectual and developmental disabilities, ISSN 2329-7018, Vol. 2, no 2, p. 148-164Article in journal (Refereed)
    Abstract [en]

    This article examines education practice for students with intellectual and developmental disabilities in Sweden and the conditions by which it is characterised. It draws on results from the author's doctoral thesis, which analysed participation and interaction in five training school classes (Träningsskola) for students with profound and multiple disabilities, focusing on the organisation of the teaching and modes of student participation in educational practice. It examined the consequences of these modes and patterns of interaction that staff and students create together for participation. Empirical material was collected via classroom observations and 40 hours of video recordings in 5 classes in a training school, in spring 2009 and spring 2010. Study participants were 20 school students, aged 6 to 19 years (11 boys and 9 girls), and 28 members of the teaching teams (special teachers, music teachers, physical education teachers, and 16 assistants). The project design was inspired by an ethnographic approach and constructed as a classroom study. A small portion of the data was transcribed and analysed for use in this article. Detailed transcripts were created from data from video recordings, using conversation analytic notations to gauge the interaction between students and paraprofessionals. The analytic approach was inspired by “conversation analysis”, which provides a method of analysis of modes of participation used when students and staff members interact. Modes of participation that emerged related to varying expectations on students in different educational situations. Demands placed on the students in different activities elicited a range of responses: the attentive and responsive student; the emotionally engaged student; the choice-making, autonomous student; the exploring student; the inattentive student; the student as a recipient of care; and the playful student. There are implicit ideas in educational practice about the conditions under which students in training schools engage in participation, whether these students are aged 6 or 19 years of age. It is argued that more active styles of student participation would be encouraged with communicative, rather than individualistic teaching styles. In turn, this would provide more opportunities to create horizontal relationships with peers or with students without disabilities, or both.

  • 3684.
    Östlund, Daniel
    Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Stöd till elever: en tillbakablick2016Article, review/survey (Other (popular science, discussion, etc.))
    Abstract [sv]

    Den inledande delen handlar om skolans sätt att bemöta elevers olikheter och lärmiljö ur ett historiskt perspektiv. Ni får följa hur det svenska skolsystemet organiserat specialpedagogiskt stöd till elever från 1900-talets början fram till idag och hur det synliggörs i styrdokumenten. Delen handlar också om olika synsätt på elever och lärande. Ett begreppspar som beskrivs är det relationella respektive det kategoriska perspektivet som ger ett stöd i att förstå skolans varierande arbetssätt att möta elevers olikheter. 

    Syftet med delen är att ni ska få en förståelse för hur det specialpedagogiska stödet till elever har organiserats och förändrats över tid. Syftet med delen är även att ni ska få möjlighet att diskutera och problematisera hur olika perspektiv kan påverka hur undervisning och lärmiljö organiseras.

  • 3685.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment.
    Särskolans modersmålsundervisning2008Report (Other academic)
  • 3686.
    Östlund, Daniel
    Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Tecknande miljö i förskoleklass: en utvärdering av Parkskolans projekt som genomförts med stöd av SIS‐medel från SPSM2017Report (Other academic)
    Abstract [sv]

    I föreliggande rapport redovisas det uppdrag som under hösten 2016 gavs Högskolan Kristianstad som haft som övergripande syfte att bidra med en extern utvärdering av projektet ”Tecknandemiljö i förskoleklass”. Den externa utvärderingen ska betraktas som ett komplement till den interna utvärderingen som gjorts av projektdeltagarna själva. Uppdraget har genomförts inovember/december 2016, med besök på Parkskolan 23‐24/11och med bearbetning av underlag som samlats in under december 2106.

  • 3687.
    Östlund, Daniel
    Kristianstad University College, School of Teacher Education.
    Träningsskolans pedagogiska praktik: lärande, socialisation och interaktion2009Conference paper (Refereed)
  • 3688.
    Östlund, Daniel
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Utveckling av relationer i bedömningsarbete på omsorgspedagogisk grund2016Conference paper (Other academic)
    Abstract [sv]

    De reformer som genomförts i skolan de senaste decennierna har inneburit ett ökat fokus på mål- och resultatstyrning inom grundsär- och gymnasiesärskola och därmed har också bedömningspraktiken fått större uppmärksamhet. Kunskaperna om hur lärare för elever med intellektuella funktionsnedsättningar arbetar med bedömning är dock begränsade och från fältet uttrycks ofta ett stort behov av att öka kunskaperna om både formativ och summativ bedömning i relation till elever intellektuella funktionsnedsättningar. Till följd av att the Individuals with Disabilities Education Act (2004) infördes i USA uppstod ett liknande behov av att utveckla nya bedömningsformer och över en 15-års period har ett forskningsfält som rör alternativa bedömningspraktiker växt fram där (Stockall & Smith, 2013; Browder et al., 2003).

    I ett nyligen avslutat projekt (Anderson, Sundman Marknäs & Östlund, 2016) har en grundsärskolas arbete med utveckling av bedömningspraktiken följts under en tvåårsperiod. I skolan fanns en elevgrupp som var mycket heterogen och i några av klasserna återfanns elever med flera och omfattande funktionsnedsättningar, elever som under sina skoldagar hade ett stort behov av omsorg. I projektet framträder särskilt de förändring som skett i fråga om hur eleverna involveras och kan vara delaktiga i sin egen lärandeprocess. Från ett elevperspektiv har den praktiknära insatsen inneburit att eleverna getts tillgång till att på ett mer konkretiserat sätt förstå och erfara centralt innehåll, kunskapskrav och förmågor utifrån deras perspektiv.  Detta till följd av arbetslagens ansträngningar att i sitt relationskapande arbete göra undervisningen och bedömningen mer tillgänglig för eleverna.

    I föreliggande presentation är det min avsikt att med stöd av några grundläggande begrepp från det relationella fältet föra en diskussion om relationer i bedömningsarbete i verksamhet som möter elever med intellektuella funktionsnedsättningar. 

  • 3689.
    Östlund, Daniel
    et al.
    Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Anderson, Lotta
    Kunskapsbedömning i träningsskolan2015 (ed. 1)Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det finns mycket kunskap om bedömning men det finns relativt lite skrivet specifikt för lärare och rektorer i grundsärskolans inriktning träningsskolan. Kunskapsbedömning i träningsskolan, behövs ett speciellt material för det? I alla skolformer ska elevernas kunskaper bedömas i relation till kunskapskraven men i träningsskolan behöver bedömningen också göras utifrån elevens förutsättningar. Hur kan lärare konstruera bedömningsuppgifter för att tillgodose elevernas skilda kognitiva förutsättningar men ändå utmana varje elev så att ett lärande sker? Ambitionen med det här materialet är att stödja lärare i träningsskolan i just detta.

  • 3690.
    Östlund, Daniel
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Anderson, Lotta
    Malmö högskola.
    Professional development in assessment for learning (AfL) for students with developmental disabilities2016Conference paper (Refereed)
    Abstract [en]

    This study reports on a research and development project in a Swedish primary school with seven self-contained classes for pupils with developmental disabilities (Compulsory school for students with intellectual disabilities). In the recent decades there has been an overall movement towards more collaborative forms of developing the pedagogical practice in Swedish schools and this project draws on collaboration between the professionals in the school (special teachers and paraprofessionals), the municipality and researchers from two universities (Kristianstad university and Malmö University). The aim with the project was to contribute to the teachers and the paraprofessional’s professional development within in the field of assessment forlearning (AfL) with the purpose to improve the students achievements. Research by Black & Wiliam (1998) and Hattie (2008) has shown that assessment for learning (AfL)/formative assessment is a powerful tool to improve students’ achievements, but there is not much research conducted in this field in relation to students with developmental disabilities. This research and development project can hopefully contribute with new knowledge in this field. The data material is drawn from observations, interviews, group discussions and documents produced in the project and were collected in a Swedish primary school over a period of 12months.. Analytically, the paper is inspired by Biestas (2010) ideas of education and the model in which Biesta refers to three functions of education: (1) qualification, which involves providing participants with the knowledge, (2) socialization, which is concerned with integrating individuals into existing social, cultural and political orders through the transmission of norms and values; and (3) subjectivation, which concerns the process of individuation, or becoming a free subject of action, responsibility and independence. Preliminary results indicate that both teachers and paraprofessionals has developed their educational philosophy and has developed the ability to give students feedback that the helps the students to improve their learning. From a student perspective, the students has, through the professionals' changed way of giving feedback and informing the students about their achievements, become more engaged and involved in their own learning and have become more aware of the educational goals they are working towards and also more aware of the strategies about “how to get there”. The project has also been working for peer feedback developed with the support of the use of Ipads and smartboard as tools to give the student opportunities to reflect on their own and their peers' learning by watching videotaped lessons.

  • 3691.
    Östlund, Daniel
    et al.
    Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Barow, Thomas
    Göteborgs Universitet.
    The significance of pedagogical investigations, diagnoses and psychometric tests in inclusive education: comparative studies from Sweden and Germany2017Conference paper (Other academic)
    Abstract [en]

    The similarities and differences between the Swedish and German education systems arguably make a comparison between these two countries in the context of inclusive education a promising field of research. This is even more significant when it comes to the assessment of special educational needs (SEN), where a comparative approach may contribute to a deeper understanding about the relation between inclusive approaches and categorisation processes in education. The concept of SEN in Sweden is based on the student’s risk to miss the learning objectives of regular school. In contrast, Germany applies a multiple concept of SEN, which could be based on the students’ failure in school and/or a disability. While in Sweden, SEN are assessed by a “pupil welfare team” consisting of special educators, headmaster and various experts, in Germany the assessment process is carried out by a special education teacher and the class teacher. The countries also differ in who takes the final decision of a SEN statement for a student. In Sweden it is made by the headmaster, where as in Germany it is the school supervising authority. Being aware of these differences between the two countries, questions about the significance of medical diagnoses and psychometric tests in pedagogical investigations arise. With this background, the contribution to the symposium consolidates and contextualises the results of research studies on the assessment of special educational needs in the Swedish county of Scania and the German state of North Rhine-Westphalia. In both countries, five cases with varying geographical and social environment were selected. Study 1 analyses the content of 50 assessments which led to an SEN statement. Study 2 draws on interviews with pedagogical investigators and decision makers from the two countries. The focus is lies on the SEN categorisation processes, the allocation of resources and future education. The findings from this research contribute to the discussion on whether inclusive education can be based on a de-categorised special education, or if it promotes medical diagnoses and psychometrical tests.

  • 3692.
    Östlund, Daniel
    et al.
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University.
    Dehlin, EvaEliasson, LenaFalk, MarcusGannby, KristinJosefsson, JosefineKlefbeck, KamillaKristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.Rodin, SusanneStoltz, MalinÖstlund, Malena
    Nio förstelärares arbete i grundsärskola och gymnasiesärskola: resultat från en forskningscirkel2017Collection (editor) (Other academic)
    Abstract [sv]

    Forskningscirkeln har genomförts tillsammans med nio förstelärare från två kommuner som arbetar inom grundsärskola och gymnasiesärskola. Inom ramen forskningscirkeln har de drivit utvecklingsprojekt under läsåret 2016/2017.

    Grundsärskola och gymnasiesärskola utgör arenan för deltagarna i forskningscirkeln och de nio förstelärarna har drivit egna utvecklingsprojekt inom sina respektive verksamheter. Trots att de nio förstelärarna arbetar på olika stadier, med olika elevgrupper och utifrån olika förutsättningar samlades de kring några centrala teman. I de olika utvecklingsprojekten har skolutveckling utifrån elevernas delaktighet och inflytande, bedömning för lärande, elevhälsa, kommunikation och kollegialt lärande stått i förgrunden. 

  • 3693.
    Östlund, Daniel
    et al.
    Kristianstad University College, School of Teacher Education.
    Rosenqvist, Jerry
    Kristianstad University College, School of Teacher Education.
    "Det går med små, små steg, man tänker inte på det förrän man börjar prata om det": en utvärdering av särskolan och resursskolorna i Lunds kommun 20062008Report (Other academic)
  • 3694.
    Östlund, Daniel
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Thimgren, Pia
    Malmö högskola.
    Stödjande strukturer och aktiviteter2015In: Från idé till praxis: vägar till inkluderande lärmiljöer i tolv svenska kommuner / [ed] Tetler, Susan, Stockholm: Ifous , 2015, , p. 13p. 111-123Chapter in book (Other academic)
  • 3695.
    Økland Sortland, Merete
    et al.
    Norge.
    Tikkanen, Tarja
    Norge.
    Presthus Heggen, Marianne
    Norge.
    Holter, Kari
    Norge.
    Langholm, Guri
    Norge.
    Broström, Stig
    Danmark.
    Bollingberg, Karen
    Danmark.
    Damgaard, Birgitte
    Danmark.
    Frøkjær, Thorleif
    Danmark.
    Gustavsson, Laila
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Ladstein, Sigve
    Norge.
    Grutle Nappen, Kari
    Norge.
    Norddahl, Kristin
    Island.
    Harju-Luukkainen, Heidi
    Finland.
    Staffans, Eva
    Finland.
    Thulin, Susanne
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Kvalitet i barnehagelærerutdanning i naturvitenskap: en fellesnordisk studiemodul2017In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 13, no 1, p. 97-111Article in journal (Refereed)
    Abstract [en]

    This article presents a new joint Nordic study module consisting of a theoretical framework, the kindergarten teacher students’ case study and a reflection talk, in natural science for the kinder-garten teacher education. The module is developed through an interdisciplinary collaboration in the Nordplus network: Learning of science concepts by kindergarten children: Nordic study module for the kindergarten teacher education (NATGREP), with science and quality in the kindergarten teacher education in focus. The introduction describes the Nordic kindergartens shortly, and concepts as quality and competence are shortly discussed. It is followed by the module’s theoretical framework. Then the study module’s development process is described accompanied by reflections of the student’s case studies in relation to the theoretical framework. At the end, the work with the study module is summarised, and the main conclusion is that the study module contributes positively to the students’ skills development, both in science and quality.

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