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  • 501.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Validering och erkännandets vuxenpedagogik2013In: Lärandets mångfald: om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur, 2013, 1, p. 173-190Chapter in book (Other academic)
    Abstract [sv]

    Sverige har ett unikt system för vuxnas deltagande i arrangerat lärande inom ramen för kommunal vuxenutbildning, folkhögskola och studiecirklar. Dessa verksamheter står under ständig förändring i fråga om vem som deltar, hur de finansieras, vilket uppdrag de har och vilka pedagogiska ideal som råder.Lärandets mångfald ger en aktuell bild av olika sammanhang för vuxnas lärande med speciellt fokus på vuxenutbildning och folkbildning. Läs den också för att lära känna den forskning som idag finns om dessa områden. Ämnen är bland annat bokcirklarnas framväxt, framväxten av muslimska studieförbund och folkhögskolor, skönlitteraturens roll inom utbildning, politiska makthavares bildningsvägar, didaktiska perspektiv på undervisning av vuxna och yrkeslärares identiteter.Boken vänder sig till studerande vid lärarprogram, studie- och yrkesvägledarprogram, personalvetarprogram, kurser inom pedagogik, samt till yrkesverksamma lärare, folkbildare, studie- och yrkesvägledare, personalvetare och en intresserad allmänhet.

  • 502.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Jürgen Habermas2014In: Sociologins teoretiker / [ed] Lucas Gottzén, Ulrik Lögdlund, Malmö: Gleerups Utbildning AB, 2014, p. 209-225Chapter in book (Other academic)
  • 503.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Olson, Maria
    Dalarna University, Falun; Stockholm University, Stockholm; Skövde university, Skövde, Sweden .
    Adult education as a heterotopia of deviation: A dwelling for the abnormal citizen2016In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 66, no 2, p. 103-119Article in journal (Refereed)
    Abstract [en]

    We argue that municipal adult education (MAE) can be seen as a place for displaced and abnormal citizens to gain temporary stability, enabling their shaping into desirable subjects. Drawing on a poststructural discursive analysis, we analyse policy texts and interviews with teachers and students. Our analysis illustrates how two distinct student subjectivities are shaped: the rootless, unmotivated and irresponsible student and the responsible, motivated and goal-oriented one. The difference is that the latter of these subjectivities is positioned as desirable. MAE provides a temporary place in time, a heterotopia of deviation, allowing students to escape precarious employment. The heterotopia places the students in a positive utopian dream of the future. A utopia is not a real place, and what is to become of the students after finishing MAE is not determined; the students themselves should shape it. If they fail, in line with a neoliberal governmentality, it is their own fault.   

  • 504.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Olson, Maria
    Stockholms Universitet, Skövde University.
    The last exodus?: Discourses on the production of citizens in adult education2015Conference paper (Refereed)
  • 505.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Hobolth, Ellen
    Pedagogiska institutionen Lunds universitet.
    Projekt Pedagogik och fritid set gennem videnskabelige øjne i Pedagogik og Fritid. En antologi om et projekt2006Report (Other (popular science, discussion, etc.))
  • 506.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Wallo, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    The interactive researcher as a virtual participant: A Habermasian interpretation2013In: Action Research, ISSN 1476-7503, E-ISSN 1741-2617, Vol. 11, no 2, p. 194-212Article in journal (Refereed)
    Abstract [en]

    This article explores the role of the interactive researcher by drawing on Jürgen Habermas’s theory of communicative action to develop the concept of virtual participant. An ideal interactive research project is used to explore the issues faced by interactive researchers in three phases – initial, implementation and conclusion. In each phase, an interactive research project is used to demonstrate the issues that are discussed. First, this article argues that the concept of communicative rationality can be helpful in understanding how mutually trusting relationships between practitioners and researchers can be established at the beginning of a project. Second, it argues that the idea of taking a virtual stand on validity claims can be used during a project to engage a performative attitude and achieve mutual understanding with actors in the practice system. Third, this article argues that the concept of the virtual participant can explain how the interactive researcher can engage in performative action without becoming captive to the practice system. The concept of the virtual participant helps to enhance understanding of the complexity of the role of the interactive researcher.

  • 507.
    Sedin, Marinette
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Immigrant women, English learning, and social interactions: a qualitative study in Vancouver, Canada.2017Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Immigration and language learning are topics of interest to many people around the world; it is a daily concern for immigrants and for people who are welcoming immigrants to their country. Canada has experienced a lot of immigration for many years, and is therefore a suitable location for research on language learning and language use. Canucks English Centre (CEC) is an education centre where mostly women attend to improve their English skills, as well as take other courses that are relevant to their situation as low income parents. Through qualitative, semi-structured interviews with 13 women that have at some point taken classes at CEC, information about female English learners' subjective experiences were examined. The aim of this research project was to learn more about English learners' language use, and how social interaction in English was experienced by the individual. This study also set out to learn more about individual action and choices made by the women in an effort to learn more English. This research project describes the reality for women that are learning English and living their lives at the same time. The interviews revealed many challenges faced by women in their situation, for example lack of time, money and support to attend classes. On the other hand, the research describes active choices made by the women to improve their English skills, such as volunteering or choosing neighbourhoods where people speak English. A factor that has a big impact on the women's motivation to learn English was the desire to help their children with their school and to communicate with their children's teachers. A major finding was that almost all women were unsatisfied with their ability to use English. This finding is something that needs more attention, as every woman should feel confident and competent enough to communicate in the official language of the country in which they live.

  • 508.
    Shan, Hongxia
    et al.
    University of British Columbia, Canada.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Editorial Material: Skill regime in the context of globalization and migration in STUDIES IN CONTINUING EDUCATION, vol 37, issue 3, pp 227-2352015In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 37, no 3, p. 227-235Article in journal (Other academic)
    Abstract [en]

    n/a

  • 509.
    Sin, Samantha
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Jones, Alan
    Macquarie University.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    A comparison of practitioners' and students' conceptions of accounting work in contemporary practice2010Conference paper (Other academic)
    Abstract [en]

    Changes in the nature and scope of accounting services have become a serious concern for the accounting profession, with important implications for professional socialisation and graduate work readiness. We here compare the conceptions of accounting work held by practising accountants with those held by accounting students. The data for the analyses are the outcome spaces of two separate phenomenographic investigations of practitioners' and students'conceptions of accounting work. The analyses show that both practitioners and students have identified the functional aspect of accounting work although with different emphasis on its importance. The analyses also revealed two salient differences: 1) while practitioners are acutely aware of the value-added financial outcome aspect of accounting work, this awareness is not apparent in students' conceptions, and 2) while practitioners are keenly aware of an overarching tension between the demands for value-adding services and the implication for professional ethics, students have only very inchoate conceptions of professional ethics in practice. These findings help to identify areas for development in student learning.

  • 510.
    Sjolin, Helena
    et al.
    Karolinska Institute, Sweden; Soder Sjukhuset, Sweden.
    Lindstrom, Veronica
    Karolinska Institute, Sweden; Academic EMS, Sweden.
    Hult, Håkan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ringsted, Charlotte
    University of Toronto, Canada; University of Toronto, Canada; University of Health Network, Canada.
    Kurland, Lisa
    Karolinska Institute, Sweden; Soder Sjukhuset, Sweden.
    What an ambulance nurse needs to know: A content analysis of curricula in the specialist nursing programme in prehospital emergency care2015In: International Emergency Nursing, ISSN 1755-599X, E-ISSN 1878-013X, Vol. 23, no 2, p. 127-132Article in journal (Refereed)
    Abstract [en]

    In Sweden, ambulances must be staffed by at least one registered nurse. Twelve universities offer education in ambulance nursing. There is no national curriculum for detailed course content and there is a lack of knowledge about the educational content that deals with the ambulance nurse practical professional work. The aim of this study was to describe the content in course curricula for ambulance nurses. A descriptive qualitative research design with summative content analysis was used. Data were generated from 49 courses in nursing and medical science. The result shows that the course content can be described as medical, nursing and contextual knowledge with a certain imbalance with largest focus on medical knowledge. There is least focus on nursing, the registered nurses main profession. This study clarifies how the content in the education for ambulance nurses in Sweden looks today but there are reasons to discuss the content distribution.

  • 511.
    Skågeby, Jörgen
    et al.
    Stockholms universitet, Sweden.
    Arvola, Mattias
    Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, Faculty of Science & Engineering.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Editorial: Transhumanist Politics, Education, and Design2016In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 4, no 2Article in journal (Other academic)
    Abstract [en]

    This special issue of Confero takes its start in an essay by John Mazarakis who presents an overarching perspective on the underpinning politics of transhumanism. Considering theoretical debates and differences in the transhumanist movement over the last two decades, Mazarakis proposes the emergence of two distinct political stances: the techno-progressive and the technolibertarian. Using Lyotardian concepts, Mazarakis questions the latent legacy of ‘the grand narratives of modernism’ and their potential to function as a basis for theorizing a transhuman future.

  • 512.
    Skågeby, Jörgen
    et al.
    Stockholm University, Sweden.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Positive Resistance and the Queering of Digital Media Theory: On Course Dis/contents and Classroom Spaces2013In: Media Fields Journal, ISSN 2159-7553, Vol. 7Article in journal (Refereed)
    Abstract [en]

    This essay considers the entangled nature of classroom spaces and mediated course content. The authors rework an example course on digital media theory by applying three queer tactics in order to make room for diversity. These tactics are disidentification, crisis and failure. Their application provided the original course content with a number of resonating queer themes, including temporality, virality, anarchives, glitch, heterodoxy, and agency for change. The final theme (agency for change) is expanded upon by resignifying resistance as something positive to be developed in the classroom space. Positive resistance includes an acknowledgement of oppression in both theory and practice as well as an appeal to values such as fairness, social justice and ethical accountability in critical analyses of media. The essay also introduces some unconventional genres of writing that can support the queering of digital media theory, namely: anti-thesis; media-archaeology; interaction criticism; media failure; and manifesto.

  • 513.
    Skågeby, Jörgen
    et al.
    Stockholm university, Stockholm, Sweden.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    What is Feminist Media Archaeology?2018In: communication +1, ISSN 2380-6109, Vol. 7, no 1, article id 7Article in journal (Refereed)
    Abstract [en]

    In a fairly recent blog post, Jussi Parikka discusses how media archaeology can be criticized for being a “boy’s club”. In the introduction of this text, he writes: One of the set critiques of media archaeology is that it is a boys' club. That is a correct evaluation in so many ways when one has a look at the topics as well as authors of the circle of writers broadly understood part of 'media archaeology'. I make the same argument for instance in What is Media Archaeology?, but there is also something else that we need to attend to. There is however a danger that the critique also neglects the multiplicity inherent in the approach. For sure, there are critical points to be made in so many aspects of Kittler's and others' theoretical work, but at the same time it feels unfair to neglect the various female authors and artists at the core of the field. In other words, the critique often turns a blind eye to the women who are actively involved in media archaeology. Let's not write them out too easily. Parikka then goes on to briefly introduce several female researchers and artists who are active in the media archaeological field. These are women who are, in different ways, doing media archaeology. This is of course an important issue – skewed representations or lopsided citation practices are never good – and the contributions of these researchers are significant and important. However, we could also argue that there is an important difference between the body of work being done by women and, what we may call, feminist media archaeology. There can, of course, be overlaps between these two ways of representing feminist interests in media archaeology, but for feminist theorizing and practising to truly have an impact, we have to ask ourselves what is feminist media archaeology? By looking for empirical gaps and putting questions of, for example, design, power, infrastructure and benefit, to the fore we can shine a different light on the material-discursive genealogy of digital culture, still very much in the vein of media archaeological endeavors. What we suggest is quite simple – a transdisciplinary approach which emphasizes “the unity of intellectual frameworks beyond the disciplinary perspectives [which] points toward our potential to think in terms of frameworks, concepts, techniques, and vocabulary that we have not yet imagined”. As such, we want to take an exploratory tactic to the question posed in the title of this paper. We do not intend to provide a single nor definite answer – rather we want to think with media archaeology and feminism together, seeking to raise other questions in order to find dynamic parallels and crosscurrents.

  • 514.
    Sparrhoff, Gun
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Fejes, AndreasLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Anställningsbarhet: perspektiv från utbildning och arbetsliv2016Collection (editor) (Other academic)
    Abstract [sv]

    Anställningsbarhet är numera ett centralt policybegrepp i Sverige.Det förekommer ofta i diskussioner om utbildning och arbetsliv.Men många gånger används begreppet okritiskt och dess betydelse kan vara oklar.

    Boken utforskar olika innebörder och möjliga konsekvenser av diskursen om anställningsbarhet, sett ur utbildningens och arbetslivets perspektiv. Exempel på frågor som behandlas är: Hur kommer det sig att anställningsbarhet är så populärt i dag? I vilka olika sammanhang och på vilka sätt kan vi se att det används?Leder utbildning till att den studerande blir anställningsbar? Vilka sorters medarbetare ses som mer åtråvärda än andra i diskussioner om anställningsbarhet, och vilka exkluderas därmed?

    Den andra upplagan är kraftigt omarbetad och innehåller ett antal nya kapitel. Tre grundläggande teman strukturerar diskussionen: Anställningsbarhet som begrepp och politisk vision,sammanlänkningen mellan utbildning och arbetsliv samt inkludering och exkludering.

    Anställningsbarhet – perspektiv från utbildning och arbetslivvänder sig till universitetsstuderande inom samhällsvetenskapliga ämnen samt policymakare, politiker, chefer, rekryterare och utbildningsplanerare i olika typer av verksamheter.

  • 515.
    Stenfors-Hayes, Terese
    et al.
    Karolinska Institutet, Stockholm, Sweden.
    Hult, Håkan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Health Sciences.
    A phenomenographic approach to research in medical education2013In: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 47, no 3, p. 261-270Article in journal (Refereed)
    Abstract [en]

    Context  Phenomenography is a qualitative approach to research which has revolutionised the way that researchers and teachers think about the processes and outcomes of learning in higher education. Phenomenography has also been used successfully in medical and health care research for the last 20 years. Phenomenography provides a lens through which to view certain types of research question. It also provides direction for how to empirically carry out the research.

    Methods  This paper introduces phenomenography as a viable qualitative approach for use in medical education research.

    Results  A phenomenographic study maps the qualitatively different ways in which people experience a phenomenon. This type of study can have an important impact on, for example, patient communication, clinical practice and health care education.

    Conclusion  We suggest that a phenomenographic approach can be used to explore many medical education research issues, and can facilitate more solid links between research and educational development and change.

  • 516.
    Stenöien, Jorun M
    et al.
    Institutt for voksnes laering og rådgivningvitenskap (IVR), NTNU, Trondheim.
    Laginder, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Praktisk-estetisk laeringsinteresse - en motkulturell verdi?2015In: Nordisk kulturpolitisk tidskrift, ISSN 1403-3216, E-ISSN 2000-8325, Vol. 18, no 2, p. 182-197Article in journal (Refereed)
    Abstract [en]

    In this article we will focus on which cultural values that people´s interest in practical-aesthetic learning activities have in the common busy and splinted society. Dance and crafts is neither necessary nor understood as useful knowledge in our time. Transmission and safeguarding of these kind of knowledge and skills often arise as a result of chosen and interest based learning and through participation in organizations and different forms of study activity (formal, un-formal and informal) in a landscape of volunteerism. Practical-aesthetic learning activities are categorized as leisure and hobby due to their existence within the organizations of voluntary sector and offered as part of the study organizations training courses. That does not always be true for the persons that are active and participating in this landscape.

    It is people’s interest and choice of practical- aesthetic activity and its role in our time that is in focus in this article. Why do people choose to deepening in and continue learn dance and crafts? What is the cultural political significance of this interest? In contemporary time it seems like a paradox that people choose to deepen an interest that rests on values contradicting the dominant values in society. What does this tell about this phenomenon’s potential as a countercultural value?

    The characteristics of the informants’ lifestyle are interpreted as a potential counterculture. This way of living are based on values of time, skill, usefulness and meaning different from those asked for in the new capitalism. Practical-aesthetic learning activities cultural values are complex and political overarching. Learning takes place in the intersection between several political sectors, such as education, cultural, social and environmental issues. In what sense this countercultural phenomenon will be measured societal impact is still an open question.

  • 517.
    Ståhl, Christian
    et al.
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Narratives of Sick Leave, Return to Work and Job Mobility for People with Common Mental Disorders in Sweden2014In: Journal of occupational rehabilitation, ISSN 1053-0487, E-ISSN 1573-3688, Vol. 24, no 3, p. 543-554Article in journal (Refereed)
    Abstract [en]

    Purpose The aim of this study was to analyze how different types of sick leave narratives were related to return to work (RTW), job mobility or continued sick leave for people sick-listed with common mental disorders. Special attention was paid to how the respondents described their contacts with employers and rehabilitation professionals.

    Methods Eight persons sick-listed with common mental disorders were interviewed at two occasions (2005–2006 and 2008–2009) about their self-perceptions, their sick leave, and their contacts with their employers and rehabilitation professionals, first during their first months as sick-listed, and a follow-up after approximately 4 years.

    Results Two types of narratives were identified: restitutive (with focus on recovery and RTW), and contingent (focusing on managing the present). A common theme was that mental problems were not recognized and talked about in the same way as physical problems. This had consequences for peoples’ acceptance of their diagnoses and for the RTW processes. In restitutive narratives, RTW was essential for returning to life as it was, where support from managers and colleagues facilitated a successful return. In contingent narratives, the experience of sick leave was part of a broader story of change where work relations were of less importance.

    Conclusions A narrative understanding of rehabilitation involves sensitivity toward the stories people are caught up in, and what role professionals may play in them. Promotion of job mobility may be difficult to accept for persons with restitutive narratives, while persons caught up in contingent narratives may be more open—and benefit more—from such solutions.

  • 518.
    Svenning, Maria
    et al.
    Örebro universitet.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vilka betydelser har internet för organiserade kvinnor inom kvinnorörelsen i Ecuador?: Kommunikationsteknologi, kunskap och kvinnors organisering i ljuset av den globala digitala klyftan2014In: Utbildning och lärande, ISSN 1653-0594, Vol. 8, no 1, p. 12-28Article in journal (Refereed)
    Abstract [en]

    In large parts of the world Internet is used on a daily basis, whereas in others many people don’t have access to the required technology. This inequality in Internet access is usually referred to as the ”digital divide”. In this study we draw attention to marginalized voices in relation to this divide. Our aim has been to gain an understanding of the perspectives on, and experiences of, Internet among organized women in Ecuador, a country where very few have access. The study is based on interviews with eight women, organized within the women’s movement. Results show that their main purpose in using Internet is to communicate, primarily with international organizations, and to find inspiration from other distant women’s groups. The limited access leads to frustration, since the women experience that they, compared to their international counterparts, have not the resources to utilize the potential of the Internet. They also share a vision for the future where more women are included in the network society.

  • 519.
    Szczepanski, Anders
    et al.
    Linköping University, Department of Culture and Communication, National Centre for Outdoor Education (NCU). Linköping University, Department of Culture and Communication, Arts, Crafts and Design. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Perspectives on place: 15 professors' perceptions of the importance of the place for learning and teaching outdoors2016In: Koncepcja zrównowazonego rozwoju: Wksztalceniu nauczycieli klas poczatkowych / [ed] Ligia Tuszynska, Warszawa: Wydamnictwo Akademii Pedagogiki Specijalnej , 2016, p. 45-66Chapter in book (Refereed)
    Abstract [en]

    The study is phenomenographic and describes 15 expert professors’ conceptions of the importance of the place for learning and teaching in an outdoor pedagogical context. Five qualitatively different categories express the outcome, namely the possibility to: discover and develop place-related propositions of sense, develop a physical, sensuous relation to various occurrences/phenomena, develop a personal relationship to the landscape, develop knowledge through familiarity and develop a wider understanding of society and environment. In a school-related context one finds conceptions with the focus on propositions of meaning and relationships to various phenomena. Here the place is also conceived as meaningful for the understanding of society, milieu and sustainable development, as also to develop knowledge through familiarity. The non-school related context one found oneself in in leisure hours during one’s childhood and youth are conceived as the basis of the development of a personal relationship to the landscape. The study points to the significance of direct authentic place-related encounters in the outdoor environment.

  • 520.
    Szczepanski, Anders
    et al.
    Linköping University, Department of Culture and Communication, Arts, Crafts and Design. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Perspektiv på plats: 15 professorers uppfattningar av platsens betydelse för lärande och undervisning utomhus2015In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, no 1-2, p. 127-149Article in journal (Refereed)
    Abstract [sv]

    Studien är fenomenografisk och beskriver 15 sakkunniga professorers uppfattningar av platsens betydelse för lärande och undervisning i ett utomhuspedagogiskt sammanhang. Fem kvalitativt åtskilda kategorier uttrycker utfallsrummet, nämligen möjligheter att: upptäcka och utveckla platsrelaterade meningserbjudanden, utveckla en kroppslig, sinnlig relation till olika företeelser/fenomen, utveckla en personlig landskapsrelation, utveckla förtrogenhetskunskap samt utveckla en bredare förståelse för samhälle och miljö. I ett skolrelaterat sammanhang återfinns uppfattningar med fokus på meningserbjudanden och relationen till olika fenomen. Här uppfattas även platsen som betydelsefull för förståelse av samhälle, miljö och hållbar utveckling, liksom för att utveckla förtrogenhetskunskap. Det icke skolrelaterade sammanhanget de befann sig i på fritiden under barn och ungdomsåren, uppfattas som grunden till utvecklingen av en personlig landskapsrelation. Studien pekar på betydelsen av direkta autentiska platsrelaterade möten i utomhusmiljön.

  • 521.
    Thornberg, Robert
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kvalitet och generaliserbarhet i kvalitativa studier2015In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Stockholm: Liber, 2015, 2, p. 256-278Chapter in book (Other academic)
    Abstract [sv]

    Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja.

    Författarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av.Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.

  • 522.
    Thörne, Karin
    et al.
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences.
    Hult, Håkan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson Gäre, Boel
    Jönköping University, Sweden.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences.
    The Dynamics of Physicians’ Learning and Support of Others’ Learning2014In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 4, no 1Article in journal (Refereed)
    Abstract [en]

    Learning has been defined as a condition for improving the quality of healthcare practice. The focus of this paper is on physicians’ learning and their support of others’ learning in the context of Swedish healthcare. Data were generated through individual and focus group interviews and analyzed from a socio-material practice theory perspective. During their workday, physicians dynamically alternated between their own learning and their support of others’ learning in individual patient processes. Learning and learning support were interconnected with the versatile mobility of physicians across different contexts and their participation in multiple communities of collaboration and through tensions between responsibilities in healthcare. The findings illustrate how learning enactments are framed by the existing “practice architectures.” We argue that productive reflection on dimensions of learning enactments in practice can enhance physicians’ professional learning and improve professional practice.

  • 523.
    Tikkanen, Tarja
    et al.
    University College Stord/Haugesund.
    Nissinen, Kari
    University of Jyväskylä.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Silvennoinen, Heikki
    University of Turku.
    Basic skills and participation in lifelong learning among low-educated adults: A comparison between Denmark, Finland, Norway, Sweden2015Conference paper (Other academic)
    Abstract [en]

    This paper explores an important socio-economic issue: participation in lifelong learning among low-educated adults vis-à-vis their basic skills. Due to the lack of reliable data, relatively little is known of what role basic skills play in their participation in learning and working. OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) opens historically unique opportunities for research in this area. On one hand, the PIAAC findings show that the Nordic countries (Denmark, Finland, Norway, and Sweden) stand out in two significant respects: the proportion of adults with low education is small and their rate of participation in lifelong learning is high. However, these rates vary across the Nordic countries. On the other hand, the PIAAC shows that there are significant differences in basic skills in numeracy and literacy proficiency across the Nordic counties, and between low-and higher educated adults. Three research questions will be explored: (i) To what extent are the levels of basic skills in numeracy and literacy similar and/or different between the four Nordic countries among low-educated adults? (ii) To what extent are the skills differences associated with gender, age and employment status, if any, within these countries? (iii) To what extent, if any, are the levels of basic skills related to participation in lifelong learning in the four Nordic countries? The paper is part of the research project Skills development for realizing the workforce competence reserve (2014-2017) (SkillsREAL) financed by the Norwegian Research Council. The data used in the project and the analysis presented here are from the PIAAC. The analysis is limited to low-educated adults aged 40 years and older, in Denmark, Finland, Norway and Sweden. Overall, only 28% had participated in job-related training and 46% in any type of learning. Preliminary analyses show that on average the basic skills of the low-educated were on level 2 (meanLit=251, meanNum=248) out of 5, with statistically significant differences in both skills types across the countries, and in participation in lifelong learning by levels of literacy and numeracy. Implications of the findings on the labour-market status of the low-educated will be discussed in the Nordic context.

  • 524.
    Tikkanen, Tarja
    et al.
    Stord/Haugesund University College, Norway.
    Nissinen, Kari
    University of Jyväskylä, Finland.
    Silvennoinen, Heikki
    University of Turku, Finland.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Skills and participation in lifelong learning among adults with tertiary education: A comparison between Denmark, Finland, Norway, Sweden2015Conference paper (Other academic)
    Abstract [en]

    This paper is a cross-Nordic comparative exploration of participation in lifelong learning among high-educated adults vis-à-vis their basic skills. Previous research has established that participation in lifelong learning is positively related to educational background (“Matthew effect”). However, we know little about what role do basic skills play in this advantage. This is largely due to lack of reliable data on basic skills. OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) opens historically unique opportunities for research in this area. Based on this data, we examined skills in numeracy and literacy in and between the four Nordic countries among adults with tertiary education, associations of the skills differences with age and gender, and the relationship between the skills and participation in lifelong learning. The study is part of the research project Skills development for realizing the workforce competence reserve (2014-2017) (SkillsREAL). The analysis was limited to adults in Denmark, Finland, Norway and Sweden with tertiary education (ISCED 5-6), aged 40 years and older, and employed (N=4391). As expected, skills levels in literacy and numeracy were relatively high, on level 3 out of 5 (meanLit=296, meanNum=303), as were the participation rates (average 74%) in lifelong learning. Regardless of the apparent similarity of the performance of high-educated persons in Nordic countries in international comparison, significant cross-country differences were found in literacy and numeracy across them. Skills were associated with age and gender in all countries and men significantly outperform women in both skills. Unlike numeracy, literacy skills were an important factor effecting participation (except in Norway). Age was an important factor in participation in all countries, but Sweden, while gender was only significant in Norway. The findings are discussed against the implications of the “Nordic model” to the system of adult education and lifelong learning.

  • 525.
    Tobias, Harding
    et al.
    University of Jyväskylä, Jyväskylä, Finland.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Introduction to the thematic issue on Bildung and popular education2015In: Nordisk kulturpolitisk tidskrift, ISSN 1403-3216, E-ISSN 2000-8325, Vol. 18, no 2, p. 158-160Article in journal (Other academic)
  • 526.
    Tsagalidis, Helena
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Tävlingsdomarnas bäst praxis-bedömning av yrkeskunnande i en yrkestävling [Competition judges' best-practice assessment of vocational knowledge and skills in a skills competition]2018In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, no 2, p. 93-120Article in journal (Refereed)
    Abstract [en]

    This article presents the results of a study of a youth cooking contest for upper secondary schools in Sweden, which was part of the Swedish Skills Competition. The material consists of observations, in the form of shadowing, of the competition judges during the competition, and conversations with judges before and during the competition. The text has a vocational knowledge and skills perspective and relates to answering the question: what vocational knowledge and skills are valued as significant by the competition judges in the school competition? The analyses employ the concepts of key qualifications, specific vocational knowledge and skills, and forms of knowledge, that together contribute to understanding how vocational knowledge and skills can be described and valued. This article focuses on the competition judges' best-practice assessments of five contest teams' performance, from preparation of menu to tasting of it and their work afterwards. It also demonstrates that professionalism (skilful performance) and judicious action are the most important aspects of what the competition judgments focused on in this competition.

  • 527.
    Tsagalidis, Helena
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bedömning av yrkeskunnande2018In: Yrkesutbildning: Mellan skola och arbetsliv / [ed] Maria Gustavsson, Susanne Köpsén, Lund: Studentlitteratur AB, 2018, 1, p. 173-194Chapter in book (Other academic)
    Abstract [sv]

    Det finns en mängd olika sammanhang där yrkeskunnande bedöms i utbildning och arbetsliv, med bedömningspraktiker som på olika sätt påverkar dagens yrkesutbildning såväl som rekrytering till och kompetensutveckling inom arbetslivet. Syftet med detta kapitel är att belysa olika former för kunskapsbedömning och diskutera vilka konsekvenser dessa får för yrkesutbildningen, yrkeslärarens arbete och deltagarnas lärande. De bedömningspraktiker vi tar upp är hämtade från yrkesutbildning, yrkestävlingar, branschbedömningar samt validering, och vi diskuterar hur dessa kan relateras till skola och arbetsliv.

  • 528.
    Tsagalidis, Helena
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Terning, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Aqualitative vocational education and training: Education for quantity orquality?2018In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, no 1, p. 114-132Article in journal (Refereed)
    Abstract [en]

    Thisarticle discusses the contemporary discourse of ‘quality’ in upper secondaryvocational education in Sweden. The study is based on a selection of governmentpolicy texts that preceded the reform of upper secondary education in 2011. Thepurpose is to present how the concept of quality gets its meaning, and todiscuss this from a perspective of competence, knowledge and qualification inorder to renegotiate the concept of quality. Hence, the article also discusseshow an extended quality concept could contribute to a changed view of Swedishupper secondary vocational education and training (VET) from an economic,individual and social point of view, in terms of both content andattractiveness. A widened approach to quality in VET could lead to a change inthe view of, and the discussion about, VET as such. Our purpose is to emphasizethe importance of a broader understanding of how quality in VET can beunderstood and offer a more nuanced and expanded understanding to thecontemporary discourse of VET quality, and thus offer opportunities for a moreattractive VET.

  • 529.
    Tsagalidis, Helena
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Terning, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    En kvalitativ yrkesutbildning – en utbildning mot kvantitet eller kvalitet?2016In: Fokus på gymnasial yrkesutbildning - En antologi om hur yrkesutbildningen kan förbättras, Sollentuna: World skills Sweden , 2016Chapter in book (Other academic)
    Abstract [sv]

    Synen på vad som uppfattas som kvalitet i yrkesutbildning, eller bristen på densamma, är något som diskuteras flitigt, inte minst i år, tillika det år som av Utbildningsdepartementet, LO Svensk Näringsliv har utnämnts till yrkesutbildningens år 2016 (Hadzialic, 2015). I denna artikel är syftet att diskutera och omförhandla betydelsen av begreppet kvalitet, såsom det omtalas i policytexter som handlar om den gymnasiala yrkesutbildningen. I den idag dominerande berättelsen om kvalitet inom yrkesutbildningen, som växte sig stark inför reformeringen av gymnasieskolan 2011, uttrycks kvalitet främst i relation till elevers grad av anställningsbarhet –med betydelsen en anpassning till arbetslivets krav på produktivitet. Ju mer eleverna redan inledningsvis i sin anställning kan producera, desto högre kvalitet uttalas yrkesutbildningen ha (Terning, in press). Vi menar att denna betydelse av begreppet kvalitet saknar aspekter såsom yrkeskunnande, kompetenser och kvalifikationer. Ett vidgat synsätt på kvalitet inom yrkesutbildningen skulle kunna medföra en höjning av synen på, och även talet om, yrkesutbildningen som sådan. Det skulle dessutom kunna initiera diskussioner kring vad det egentligen innebär att utbilda sig till ett yrke, att kunna detsamma samt vad som kan vara rimligt att som avnämare förvänta sig av yrkeseleven efter avslutad utbildning. Ett utvidgat kvalitetsbegrepp skulle på det här sättet kunna medverka till att attraktiviteten höjs på de gymnasiala yrkesutbildningarna.

  • 530.
    Turunen, Annika
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Puutöitä ja kansalaisuutta2015In: Vapaa, vallaton ja vangittu sivistystyö. Sivistystyön vapaus ja vastuu -pamfletti 2015. / [ed] Jenni Pätäri, Annika Turunen & Ari Sivenius, Helsinki: Vapaa Sivistystyö ry , 2015Chapter in book (Other academic)
  • 531.
    Turunen, Annika
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Sivistystyö sopeuttamisen ja voimaannuttamisen ristipaineessa2013In: Aikuiskasvatus, ISSN 0358-6197, Vol. 33, no 3, p. 164-176Article in journal (Refereed)
  • 532.
    Wallin, Jessica
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Entreprenörskap i skolan: Formulering och transformering av GY11 inom gymnasieskolans hantverksprogram2014Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Syftet med studien är att undersöka hur entreprenörskap i skolan formuleras i läroplaner och tolkas av de som är verksamma inom gymnasieskolans hantverksprogram. Med utgångspunkt i ett läroplansteoretiskt perspektiv (Dahlgren, 1990; Lindensjö och Lundgren, 1986; Lindlensjö och Lundgren, 2000; Linde, 2000; Englund, 1997; Englund, 2005; Bernstein, 1971; Bernstein, 1990; Bernstein, 2000) studeras läroplanens formulerings- och transformeringsarenor, och relationen mellan dessa. Då den svenska läroplanen inte är fri från påverkan utifrån studeras även relationen mellan transnationella och nationella utbildningsdokument inom ramen för formuleringsarenan. Mer specifikt ställs följande forskningsfrågor i relation till båda arenorna:

    • Vad beskrivs vara mål och innehåll i entreprenörskap i skolan?
    • Varför ska entreprenörskap finnas med i undervisningen?
    • Hur beskrivs genomförandet av entreprenörskap i skolan?
  • 533.
    Wallin, Jessica
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Entreprenörskap i hantverksprogrammet2017In: Yrkesdidaktikens mångfald / [ed] Andreas Fejes, Viveca Lindberg, Gun-Britt Wärvik, Lärarförlaget , 2017, 1, p. 73-85Chapter in book (Other academic)
  • 534.
    Wallin, Pontus
    et al.
    Skolforskningsinstitutet, Solna strand.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hrastinski, Stefan
    Enheten för digitalt lärande, Kungliga tekniksa högskolan KTH, Stockholm.
    Nilsson, Staffan
    Institutionen för pedagogik och didaktik, Stockholms universitet.
    Individanpassad vuxenutbildning: Med fokus på digitala verktyg2019Report (Refereed)
    Abstract [sv]

    Skolforskningsinstitutet arbetar kontinuerligt med att ringa in undervisningsnära ämnesområden där behovet av vetenskapligt grundad kunskap bedöms vara stort. Det sker i dialog med verksamma i skolan, med representanter för myndigheter och or­ganisationer inom skolväsendet samt med forskare inom det utbildningsvetenskapliga fältet.

    Ett viktigt område som har identifierats under det arbetet gäller individanpassad undervisning inom vuxenutbildning. I behovsinventeringen framkom också att det finns behov av att sammanställa forskning om hur digitala verktyg används inom bland annat distansundervisning inom vuxenutbildning. Genom denna systematiska översikt vill vi sammanställa sådan forskning och göra den tillgänglig för lärare och andra verksamma inom komvux i Sverige.

    Översikten utgår ifrån följande övergripande frågeställningar:

    1. Vad kännetecknar individanpassad undervisning som möter vuxna elevers olikheter?
    2. Hur kan lärare använda digitala verktyg för att individanpassa undervisningen?

    Individanpassad undervisning inom vuxenutbildning

    Med individanpassad undervisning inom vuxenutbildning menar vi lärares metoder och arbetssätt som möter vuxna elevers olikheter i form av förutsättningar för lärande och behov i undervisningen. Vi har identifierat tre övergripande strategier för individanpassad undervisning:

    • gruppering

    • differentierad undervisning

    • individuell handledning.

    Gruppering innebär att elever delas in i grupper eller kurser utifrån deras förutsättning­ar och behov. Differentierad undervisning innebär att lärare tar hänsyn till elevers olikheter inom ramen för en kurs eller undervisningsgrupp. Individuell handledning innebär att elever ges individuellt stöd av läraren. I de studier som ingår i översikten relaterar forskarna oftast till någon eller några av dessa strategier för individanpassad undervisning.

    Resultat

    Det vetenskapliga underlaget består av 15 studier. Fyra av studierna har genomförts vid komvux i Sverige. Två studier har genomförts vid vuxenutbildning i övriga Skan­dinavien, vilken i hög utsträckning liknar komvux i Sverige. Ytterligare nio studier har genomförts i sammanhang som liknar komvux i Sverige men som också kan skilja sig något i fråga om hur utbildningen organiseras eller vilka elever som deltar.

    De ingående studierna skiljer sig i fråga om vilken forskningsmetod som använts. Även om studierna är av olika karaktär ger alla en förståelse för eller förklaringar till vad som kännetecknar individanpassad undervisning som möter vuxna elevers olikheter. En del av studierna kan dessutom beskriva eller förklara hur lärare kan använda digita­la verktyg för att individanpassa undervisningen.

    Undervisning som möter vuxna elevers olikheter

    Lärare har en nyckelroll i hur undervisningen utformas och genomförs. Men läraren är inte den enda som påverkar elevers lärande i en undervisningssituation. För den enskilda eleven kan andra elever också spela en viktig roll. Speciellt elever som har liten erfarenhet av studier kan vara beroende av att ta efter mer erfarna elever. Att imitera andra elever kan möjliggöra för elever med liten erfarenhet av utbildning att lära sig studieteknik och det sammanhang som undervisningsmiljön innebär. Lärare som vill individanpassa sin undervisning behöver överväga hur undervisningsmiljön möjlig­gör för elever att imitera andra elever för att på så sätt nå ett framgångsrikt lärande.

    Vuxna elever kan ha en mångfald av erfarenheter som lärare kan knyta an till i undervisningen. Genom att visa kunskap om och intresse för elevers tidigare erfaren­heter kan läraren bedriva en undervisning som är anpassad för den enskilda eleven. Genom en sådan undervisning kan en typ av resonans uppnås mellan elevens erfaren­heter och ämnesinnehållet i undervisningen. Eleven kan på så vis finna igenkänning i kunskapsinnehållet och engagemang för undervisningen.

    En undervisningsmiljö är också en plats för att skapa en gemensam kultur och en social arena som stimulerar till lärande. Betydelsen av interaktion och dialog mellan elever samt mellan elever och lärare ska inte underskattas vid skapandet av en miljö som gynnar elevers lärande. Det kan finnas elever som först behöver etablera relationer och interaktionsmönster i en undervisningsmiljö för att ett lärande ska bli möjligt.

    Att individanpassa undervisningen med hjälp av digitala verktyg

    Att introducera digitala verktyg i undervisningen kan påverka möjligheterna till individanpassning på olika sätt. Till digitala verktyg räknar vi teknisk utrustning, pro­gramvara och it-tjänster. Om digitala verktyg används för att genomföra exempelvis distansundervisning påverkas förutsättningarna för att individanpassa undervisningen på ett sätt som både innebär möjligheter och utmaningar. Ett exempel på möjlighet är att lärare på ett enkelt sätt kan förmedla ett omfattande kursmaterial till eleverna. Till utmaningarna hör bland annat att lärare kan få sämre överblick över vad eleverna gör och hur de lär sig.

    Vuxna elever har olika förutsättningar att tillgodogöra sig undervisning som sker med stöd av digitala verktyg. En lärare som är medveten om detta kan vara uppmärk­sam på om en elev har behov av extra hjälp och stöd. Lärare kan erbjuda elever olika sätt att studera för att kunna hitta ett upplägg som passar dem. För vissa elever kan exem­pelvis distansutbildning vara det bästa alternativet medan samma typ av distansutbild­ning bland annat kan innebära en förhöjd risk för avhopp för andra elever.

    Digitala verktyg kan fungera som ett komplement i och till klassrumsundervisningen. Digitala verktyg erbjuder lärare möjligheter att bland annat tillhandahålla in­spelade lektioner som elever vid behov kan ta del av vid upprepade tillfällen. Att påkalla lärarens uppmärksamhet i en klassrumssituation för att be om repetition kan upplevas som svårt av vissa elever. Med tillgång till inspelade lektioner kan elever med behov av repetition få ett extra stöd. En förutsättning är att eleverna har tillgång till och förmåga att använda digitala verktyg på avsett sätt.

    En god introduktion till digitala verktyg är viktigt. Samtliga elever kan behöva stöd för att kunna använda digitala verktyg för lärande. Med tydlighet kring verktygen för lärande kan eleverna ta ansvar för sin användning av verktygen, göra det som förväntas av dem och be om hjälp vid behov.

    Användning av resultaten

    Undervisningen inom skolväsendet i Sverige ska vila på vetenskaplig grund och be-prövad erfarenhet. Vidare ska vuxenutbildningen anpassas utifrån individens behov och förutsättningar. Därmed är lärare inom komvux ålagda att utforma och genom­föra en individanpassad undervisning som vilar på vetenskaplig grund och beprövad erfarenhet. Resultaten i den här systematiska översikten utgör en vetenskaplig grund för lärare att utgå ifrån. Men översikten visar också att det finns mycket mark kvar att bryta. Forskare har ett viktigt arbete framför sig med att förstärka den vetenskapliga grunden på området.

    Det finns aspekter av undervisningen som lärare inte kan råda över. Omfattningen av grupperingen av elever och resurser till individuell handledning kan vara på förhand givna. Men oavsett sådana förutsättningar kan lärare ta inspiration av forskningen som ingår i den här översikten. Resultaten från de vetenskapliga studierna ger lärare möjlighet att reflektera kring och utveckla sin undervisning. Forskningen ger inga tydliga svar på frågan om vad som är den bästa generella metoden för att bedriva en lyckad individanpassad undervisning som möter vuxna elevers olikheter. Existerande forskning på området kan bara ge exempel på vad som händer i en undervisningssituation i olika sammanhang med givna förutsättningar. Genom att inta ett vetenskapligt förhållningssätt bör lärare också vara kritiska till resultaten och själva avgöra hur exempel som lyfts i studierna relaterar till den egna undervisningssituationen.

    Urvalet av forskning

    Vi har gått igenom 16 845 sökträffar, varav 251 studier har granskats i fulltext. Av dessa bedömdes totalt 15 studier kunna bidra till att besvara den systematiska översiktens frågeställningar.

    Studierna som utgör underlag för översikten fokuserar på olika aspekter av un­dervisningen samt användningen av digitala verktyg inom ramen för undervisningen. Några studier undersöker vad elever inom vuxenutbildning har för förutsättningar för lärande. Sådana studier kan hjälpa till att beskriva och förklara grundförutsättningarna för lärares undervisning inom vuxenutbildning. I andra studier som ingår i översikten är syftet snarare att undersöka vad vuxna elever har för behov i sitt lärande. Dessa studier kan hjälpa lärare att identifiera vad de kan göra för att utforma individanpassad under-

    visning i specifika undervisningssituationer. Slutligen finns det artiklar i underlaget som utforskar och prövar olika metoder och arbetssätt som lärare använder för att individanpassa undervisningen för att möta elevers olikheter. Dessa studier kan ge lära­re vägledning för hur undervisningen kan utformas och genomföras. Endast ett fåtal studier undersöker vad undervisningen ger för effekter på elevers kunskapsresultat.

  • 535.
    Wessbo, Simon
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Forsell, Johan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Martín-Bylund, Anna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Vestergren, Sara
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Editorial: Open issue2017In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 5, no 1, p. 5-10Article in journal (Other academic)
    Abstract [en]

    This open issue of Confero presents four essays that all relate to questions of education and power. Laila Nielsen and Ralph Leighton compare how conditions of citizenship regarding ethnicity, gender, and social class are understood, based on interviews with teachers and students in upper secondary schools in England and Sweden. The second essay is written by Rasoul Nejadmehr who gives a thorough account of the "scientific education" as the dominant educational paradigm of the present. Through a historical analysis, Nejadmehr shows how this paradigm is deeply embedded with racial, colonial, and Eurocentric biases. The third essay by Marcus Samuelsson analyzes offical and unofficial inspections of the classroom that takes place when authorities conduct audits, but also when pupils post videos on social media. In the fourth essay of this issue, Tomas Wedin discusses changes in the Swedish school during the period of 1946-2000. 

  • 536.
    Wildemeersch, Danny
    et al.
    Leuven University.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Citizenship and the crisis of democracy: What role can adult education play in matters of public concern?2018In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 9, no 2, p. 133-137Article in journal (Other academic)
  • 537.
    Wilhelmsson, Niklas
    et al.
    Karolinska Institutet, Stockholm, Sweden.
    Dahlgren, Lars Owe
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Hult, Håkan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Wirell, Staffan
    Linköping University, Department of Medical and Health Sciences, Radiology. Linköping University, Faculty of Health Sciences.
    Ledin, Torbjörn
    Linköping University, Department of Clinical and Experimental Medicine, Oto-Rhiono-Laryngology and Head & Neck Surgery. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Anaesthetics, Operations and Specialty Surgery Center, Department of Otorhinolaryngology in Linköping.
    Josephson, Anna
    Karolinska Institutet, Stockholm, Sweden.
    Phenomenographic study of basic science understanding-senior medical students' conceptions of fatigue2013In: Education for Health, ISSN 1357-6283, E-ISSN 1469-5804, Vol. 26, no 3, p. 156-163Article in journal (Refereed)
    Abstract [en]

    INTRODUCTION: Helping students learn to apply their newly learned basic science knowledge to clinical situations is a long-standing challenge for medical educators. This study aims to describe how medical students' knowledge of the basic sciences is construed toward the end of their medical curriculum, focusing on how senior medical students explain the physiology of a given scenario. Methods A group of final-year medical students from two universities was investigated. Interviews were performed and phenomenographic analysis was used to interpret students' understanding of the physiology underlying the onset of fatigue in an individual on an exercise bicycle.

    RESULTS: Three categories of description depict the qualitatively different ways the students conceptualized fatigue. A first category depicts well integrated physiological and bio-chemical knowledge characterized by equilibrium and causality. The second category contains conceptions of finite amount of substrate and juxtaposition of physiological concepts that are not fully integrated. The third category exhibits a fragmented understanding of disparate sections of knowledge without integration of basic science and clinical knowledge.

    DISCUSSION: Distinctive conceptions of fatigue based with varying completeness of students' understanding characterized the three identified categories. The students' conceptions of fatigue were based on varying understanding of how organ systems relate and of the thresholds that determine physiological processes. Medical instruction should focus on making governing steps in biological processes clear and providing opportunity for causal explanations of clinical scenarios containing bio-chemical as well as clinical knowledge. This augments earlier findings by adding descriptions in terms of the subject matter studied about how basic science is applied by students in clinical settings.

  • 538.
    Ye, Rebecca
    et al.
    Stockholms Universitet, Stockholm, Sweden.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The transnational track: State sponsorship and Singapore’s Oxbridge elite2015In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 36, no 1, p. 11-33Article in journal (Refereed)
    Abstract [en]

    This paper explores the process of transnational institutional matching between elite institutions in Singapore and Great Britain, and the role of state-sponsored scholarships in enabling this process as political and administrative elites are selected and groomed. Using data gathered from in-depth interviews conducted with Singaporean undergraduates study- ing at Oxbridge and a dataset of the institutional origins of 580 Singap- orean government scholars, the analysis illustrates how students are being matched from two Singaporean junior colleges to Oxbridge and back to the higher strata of the Singaporean Public Service. We show that the educational trajectories of these government scholars need to be addressed in relation to the informational capital acquired in specific elite schools as well as the governing roles these individuals are meant to obtain within the state upon graduation.

  • 539.
    Åkerblom, Erika
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. Avdelningen för utbildningsvetenskap, Akademin för utbildning och ekonomi, Gävle, Sverige.
    Utbildning och hälsa i nationens intresse: Styrningsteknologier och formering av en förädlad befolkning2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis consists of four articles about civic education in order to create a well-functioning nation. The purpose of the thesis is to problematise how education and health operate as governing technologies aimed at the population within today's refinement discourse. The theoretical and analytical framework is based on Foucault's concepts of governmentality, biopolitics, discourse analyse and genealogy. The empirical material consists, among other things, of official documents such as SOUs, project reports and web pages. The results show that even if the population and its problems are described as different, it is assumed to be based on, and originate from, ignorance. To address this, education and educative measures operates to create a well-functioning population. The citizens are governed and regulated by neoliberal governance, where techniques such as control and discipline enable mapping, educational efforts, categorisation and regulation. The healthy citizen is expected to be autonomous, to have the will to constantly learn and be healthy in accordance with the norm. 

  • 540.
    Åkerblom, Erika
    et al.
    Högskolan i Gävle, Sweden.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Constructing a healthy, knowledgeable and well-educated citizen: Motivational interviews and physical activity on prescription2017In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 39, no 3, p. 320-332Article in journal (Refereed)
    Abstract [en]

    In recent decades education has been suggested as an importantvsolution to current problems of the population’s health. A high level of education in general is construed as essential for the nation’s well-being and competitiveness. In this article we problematise the ways in which discourses on education, learning and health have become interlinked. Drawing on a post-structural theorisation inspired by Michel Foucault, we analyse Swedish policy documents on education and public health and direct our attention to how the healthy citizen is shaped and fostered. We illustrate how the healthy citizen emerges in opposition to the non-healthy, non-desirable and abnormal citizen. Citizens are made responsible for identifying their deficits and suggesting solutions. Governing techniques, such as motivational interviews and physical activity on prescription, operates in order to shape such citizens. Through these techniques, a confessional relation emerges, where citizens are invited to disclose their deficits and problems and in so doing shape themselves in a desired way.

  • 541.
    Öhman, Eva
    et al.
    Karolinska Institute, Sweden; Stockholm County Council, Sweden.
    Alinaghizadeh, Hassan
    Karolinska Institute, Sweden.
    Kaila, Paivi
    Karolinska Institute, Sweden.
    Hult, Håkan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nilsson, Gunnar H.
    Karolinska Institute, Sweden.
    Salminen, Helena
    Karolinska Institute, Sweden.
    Adaptation and validation of the instrument Clinical Learning Environment and Supervision for medical students in primary health care2016In: BMC Medical Education, ISSN 1472-6920, E-ISSN 1472-6920, Vol. 16, article id 308Article in journal (Refereed)
    Abstract [en]

    Background: Clinical learning takes place in complex socio-cultural environments that are workplaces for the staff and learning places for the students. In the clinical context, the students learn by active participation and in interaction with the rest of the community at the workplace. Clinical learning occurs outside the university, therefore is it important for both the university and the student that the student is given opportunities to evaluate the clinical placements with an instrument that allows evaluation from many perspectives. The instrument Clinical Learning Environment and Supervision (CLES) was originally developed for evaluation of nursing students clinical learning environment. The aim of this study was to adapt and validate the CLES instrument to measure medical students perceptions of their learning environment in primary health care. Methods: In the adaptation process the face validity was tested by an expert panel of primary care physicians, who were also active clinical supervisors. The adapted CLES instrument with 25 items and six background questions was sent electronically to 1,256 medical students from one university. Answers from 394 students were eligible for inclusion. Exploratory factor analysis based on principal component methods followed by oblique rotation was used to confirm the adequate number of factors in the data. Construct validity was assessed by factor analysis. Confirmatory factor analysis was used to confirm the dimensions of CLES instrument. Results: The construct validity showed a clearly indicated four-factor model. The cumulative variance explanation was 0.65, and the overall Cronbachs alpha was 0.95. All items loaded similarly with the dimensions in the non-adapted CLES except for one item that loaded to another dimension. The CLES instrument in its adapted form had high construct validity and high reliability and internal consistency. Conclusion: CLES, in its adapted form, appears to be a valid instrument to evaluate medical students perceptions of their clinical learning environment in primary health care.

  • 542.
    Österborg Wiklund, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkbildning i global (o)rättvisa: Makt och motstånd i folkhögskolans internationalisering och transnationella kurser2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis explores the Swedish folk high schools’ (FHS) engagement with global (in)justice, its emergence and contemporary practices, with a focus on transnational courses in global development. The study addresses social, political and historical aspects of this engagement, concentrating on the FHS as an educational institution. The theoretical perspectives are inspired by critical discourse analysis, postcolonial and feminist theory and cultural sociology. The results show how development issues have emerged, since the 1950s, as an important educational area that has become incorporated into the institutional identity of the FHS, and how this educational area has been negotiated and changed over time. Overall, this transnational engagement is characterized by a growing reflexivity of being both involved in, and actively opposing, an unfair world order, which in turn conditions what becomes (im)possible to accomplish through educational practices. The thesis concludes that there is no single story about FHS engagement for global justice. On the contrary, the stories are diverse, and are expressed differently depending on when, how and where the struggle for global justice is performed. Being both "in and against" here involves the reproduction of existing power relations, as well as renegotiating, navigating and unlearning of hegemonic knowledge. In line with this, the FHS is also changing as an institution, in step with its time

  • 543.
    Österborg Wiklund, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    (Inter)nationalistisk folkbildning: Säkerhetspolitik, nationalism och opinionsbildning i den svenska folkhögskolans mobilisering för utvecklingsfrågor 1950–19692018In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 5, no 1, p. 51-72Article in journal (Refereed)
    Abstract [en]

    Folk High Schools in Sweden have a long history of engaging internationally, especially as regards courses on development studies (u-landslinjer) that emerged in the late sixties. The purpose of this article is to track some of the dis- courses about internationalisation, development and aid that preceded those courses, as well as to scru- tinise ideas of the role of the Folk High School (folkhögskola) in the emerging field of development aid. Analysing material from Tidskrift för svenska folkhögskolan (Journal of the Swedish Folk High School) between 1950 and 1969, the study shows that the discourse on internationalism takes its starting point from an already established nationalism and nordism. National security also arises as an argument for engaging in development issues. The analysis also shows that there is a shift in the role of the Folk High School in the evolving development work; from “helping” to “advocating.” The results raise questions about how we can understand today’s Folk High School courses on global development against the background of the debates of the fifties and sixties.

  • 544.
    Österborg Wiklund, Sofia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Arbouz, Daphne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Laginder, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Research on popular education in transformation: a bibliographic analysis of doctoral theses in Sweden 1991-20142014Conference paper (Other academic)
    Abstract [en]

    Swedish research on popular education [folkbildning] has since the 1980s emerged into a rather well established field of research. From being a single theme in a few dissertations, the field of research has now developed into an organized community of researchers including a national network and secretariat (Mimer), an annual national research conference, and an active association for researchers and popular educators with interest in research on popular education. The expansion we have witnessed this last decades is not only limited to aspects of infrastructure and the growing number of researchers inhabiting this field, but also in terms of disciplinary and academic affiliation among researchers themselves as well as researched scopes and objectives. This present paper illustrates these transformations through a bibliographic analysis of 162 doctoral theses, produced between the years 1991-2014 and all of them are reported in Mimer’s newsletter. The theses have been coded based on their disciplinary production, academic affiliation, researched topics, and context, including the authors’ gender. The paper highlights in particular three issues/challenges to the field of popular education research: The effects of the emerging economy of publications and citations; the transformations surrounding the disciplinary nature of knowledge production; Gender and the representation of power. 

  • 545.
    Österborg Wiklund, Sofia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Könade (klass)resor och solidaritetsparadoxer inom folkhögskolans transnationella kurser i global utveckling2019In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 28, no 1, p. 55-78Article in journal (Refereed)
    Abstract [en]

    Nordic popular education (folkbildning) has a history of emancipatory endeavours. At the same time it has also been involved in, and reproducing, different structures of power. By studying participants on a Folk High School course on global development, where intersectional power orders are critically challenged while also permeating and enabling the course, this article addresses this paradox. Interviews are analysed with tools from critical and cultural sociological theory. The purpose of the study is to deepen the understanding of the conditions and significance of critical popular education. The stories depict how the courses become alternatives to more male-dominated elite courses at the Folk High School; how class is mirrored as the course becomes a tool for either upward class mobility or (middle) class reproduction; and how a moral subjectivity is created through a relation to, and distancing from, discourses of tourism and traditional aid.

  • 546.
    Nordvall, Henrik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österborg Wiklund, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet Maj 20152015Other (Other academic)
  • 547.
    Nordvall, Henrik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österborg Wiklund, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet Mars 20142014Other (Other academic)
  • 548.
    Nordvall, Henrik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Svenman, Nina (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österborg Wiklund, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet Mars 20162016Other (Other academic)
  • 549.
    Nordvall, Henrik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Pastuhov, Annika (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet Mars 20192019Other (Other academic)
  • 550.
    Nordvall, Henrik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österborg Wiklund, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet September 20142014Other (Other academic)
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