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  • 8251.
    Waite, Sue
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER). Faculty of Arts & Humanities, Plymouth Institute of Education, Plymouth University, Plymouth, United Kingdom.
    Quay, J.
    In Place(s): dwelling on culture, materiality and affect2019In: Research handbook on childhood nature: Assemblages of childhood and nature research / [ed] A. Cutter-Mackenzie, K. Malone, E. Barratt Hacking, Cham: Springer, 2019Chapter in book (Refereed)
  • 8252.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
    Chang Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Investigating preschool and primary school teachers´ self-efficacy and needs in teaching science: A pilot study2014In: CEPS Journal, ISSN 1855-9719, Vol. 4, no 1, p. 51-67Article in journal (Refereed)
  • 8253.
    Walan, Susanne
    et al.
    Karlstad University, Karlstad, Sweden.
    Chang Rundgren, Shu-Nu
    Karlstad University, Karlstad, Sweden.
    Student responses to context- and inquiry-based three-step teaching model.2015In: Teaching Science: The Journal of the Australian Science Teachers Association, ISSN 1449-6313, Vol. 61, no 2, p. 33-39Article in journal (Refereed)
    Abstract [en]

    Research has indicated that both context- and inquiry-based approaches could increase student interest in learning sciences. This case study aims to present a context- and inquiry-based combined teaching approach, using a three-step teaching model developed by the PROFILES project, and investigates Swedish students' responses to the activity. A Likert scale questionnaire was used for the data collection. The results of a total of 105 15-year-old students showed that, overall, the students were highly positive about this science teaching module.

  • 8254.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Chang-Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    Student's responses to an inquiry- and context-based science teaching module2014Conference paper (Refereed)
  • 8255.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Chang-Rundgren, Shu-Nu
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    The indicators to evaluate teachers' professional development in context-based science teaching2014Conference paper (Refereed)
  • 8256.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Barnens universitet - Intresseskapande STEM-aktivitet?2016Conference paper (Refereed)
  • 8257.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Possible solutions to the teaching challenges of inquiry- and context-based science education in primary school.2015Conference paper (Refereed)
  • 8258.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Primary Teachers’ Reflections on Inquiry- and Context-Based Science Education2017In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 47, no 2, p. 407-426Article in journal (Other academic)
    Abstract [en]

    Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students’ interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also introduced to a teaching model from a European project, where inquiry- and context-based education (IC-BaSE) strategies were fused. The research question related to teachers’ reflections on these teaching strategies, and whether they found the model to be useful in primary schools after testing it with their students. Data collection was performed during the CPD programme and consisted of audio-recorded group discussions, individual portfolios and field notes collected by researchers. Results showed that compared with using only one instructional strategy, teachers found the new teaching model to be a useful complement. However, their discussions also showed that they did not reflect on choices of strategies or purposes and aims relating to students’ understanding, or the content to be taught. Before the CPD programme, teachers discussed the use of inquiry mainly from the aspect that students enjoy practical work. After the programme, they identified additional reasons for using inquiry and discussed the importance of knowing why inquiry is performed. However, to develop teachers’ knowledge of instructional strategies as well as purposes for using certain strategies, there is need for further investigations among primary school teachers.

  • 8259.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Students' reflections on participation in a science and technology school competition2018In: Electronic Proceedings of the ESERA 2017 Conference: Research, Practice and Collaboration in Science Education / [ed] Odilla Finlayson, Eilish McLoughlin, Sibel Erduran, Peter Childs, Dublin, Ireland, 2018, Vol. Part 2, p. 273-282Conference paper (Refereed)
    Abstract [en]

    Different kinds of efforts have been made in many countries to stimulate students' interest in science and technology, for example through school competitions. Few studies, however,have investigated the effect of school competitions in science and technology. This study centres onhow students participatingin the science and technology school competition The Technology Eightexperienced the outcomesof taking part inthe competition. Semi-structured interviews were conducted with seventeen 15-year-old students. Transcripts of the interviews were analysed based on contentand resulted in four categories: Social effects, Attitude to competitions, Stimulated interest in science and technology and Gained knowledge. The students enjoyed participating in the competition and found that it had a positive effect on the social situationin the classroom. Competitions were also appreciated and seen to encourage students to work harder. However, the competition didnot have much effect in changing interest in science and technology. Finally, the students found it difficult to express how the competition had contributed to gainingmore content knowledge in the subjects, but they emphasised the practical aspects of learning.

  • 8260.
    Walan, Susanne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Teachers’ and principals’ reflections on student participation in a school science and technology competition2018In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 36, no 4, p. 391-412Article in journal (Refereed)
    Abstract [en]

    Background: The European Union asks for renewed pedagogies in schools according to teaching strategies and necessary competences for the twenty-first century, instead of the often-used transmissive pedagogies. The national Swedish competition in science and technology for grade eight, The Technology Eight, provides an opportunity for teachers to work with instructional strategies in line with suggested pedagogies.

    Purpose: To investigate teachers’ and principals’ reflections on the competition in schools.

  • 8261.
    Walan, Susanne
    et al.
    Karlstad University, Karlstad, Sweden.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Birgitta, Mc Ewen
    Department of Health Sciences, Karlstad University, Karlstad, Sweden.
    Why Inquiry? Primary Teachers’ Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students’ Science Learning2017In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 47, no 5, p. 1055-1074Article in journal (Refereed)
    Abstract [en]

    Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers’ knowledge about of students’ understanding and intended learning outcomes. Content representations created by the teachers and students’ experiences of the enacted teaching served as foundations for the teachers’ reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students’ experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers’ intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers’ choice of instructional strategies and their knowledge about students’ understanding, with the exception that the teacher who also added drama wanted to support her students’ understanding of the states of water. © 2016 Springer Science+Business Media Dordrecht

  • 8262.
    Waldmann, Christian
    Umeå University.
    Förskolebarns förståelse av de spatiala begreppen framför och bakom2012In: Ämnesdidaktisk komparation: Länder, ämnen, teorier, metoder, frågor och resultat / [ed] Niklas Gericke, Bengt Schüllerqvist, Karlstad: Karlstad University Press, 2012, p. 137-148Chapter in book (Refereed)
  • 8263.
    Waldmann, Christian
    Umeå University, Faculty of Arts, Department of language studies.
    Förskolebarns förståelse av de spatiala begreppen framför och bakom2012In: Ämnesdidaktisk komparation: länder, ämnen, teorier, metoder, frågor och resultat : ett urval av artiklar presenterade vid den tredje nordiska ämnesdidaktikkonferensen (NOFA 3) vid Karlstads universitet, 2011 / [ed] Niklas Gericke och Bengt Schüllerqvist, Karlstad: Karlstad University Press, 2012, p. 137-148Chapter in book (Refereed)
  • 8264.
    Waldmann, Christian
    et al.
    Umeå University.
    Dockrell, Julie
    University College London, UK.
    Sullivan, Kirk P. H.
    Umeå University.
    Att stötta talspråklig förmåga: lärmiljöer, lärtillfällen och interaktioner2016In: ASLA : Språk och norm: Sammandrag av sektionsföredrag, 2016Conference paper (Refereed)
    Abstract [sv]

    Den talspråkliga förmågan ligger till grund för och interagerar med läs- och skrivutvecklingen och med inlärning i andra skolämnen. En begränsad språklig förmåga hos barn medför en högre risk för svårigheter med läs- och skrivinlärningen, och för svaga skolprestationer. Alla barn har rätt till en skolmiljö som stöttar deras talspråksutveckling, tillfällen att öva och utveckla sina talspråkliga färdigheter och interaktioner med mer kvalificerade samtalspartners som utmanar deras talspråkliga förmåga. Läraren och undervisningen spelar en avgörande roll för att förskolebarn/skolelever ska kunna utveckla sina talspråkliga färdigheter. Hur barns/elevers talspråkliga utveckling stöttas i förskolan/skolan är dock oklart. Som stöd i sin professionella utveckling kan lärare använda verktyg för att identifiera såväl styrkor som utvecklingsbehov i de fysiska lärmiljöerna, lärtillfällena och interaktionerna i lärmiljöer/klassrum med fokus på hur dessa stöttar barns/elevers talspråks- utveckling. I denna presentation redovisar vi resultaten från en undersökning av 20 klassrum i årskurs 1 där lärare har använt en svensk version av ett evidensbaserat observationsverktyg för att identifiera såväl styrkor som utvecklingsbehov i de fysiska lärmiljöerna, lärtillfällena och interaktionerna. Observationsverktyget som användes i undersökningen (Communication Supporting Classroom Observation Tool) utvecklades i Storbritannien och bygger i alla delar på forskningsevidens om vilka lärmiljöer, lärtillfällen och interaktioner som utgör språkutvecklande inslag i undervisningen. Syftet var att undersöka observationsverktygets tillämpbarhet i en svensk skolkontext. Kvantitativ och kvalitativ data samlades in. Resultaten redovisas och diskuteras i relation till resultaten från en stor undersökning i 101 klassrum i Storbritannien. 

  • 8265.
    Waldmann, Christian
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Dockrell, Julie
    Umeå University, Faculty of Arts, Department of language studies. UCL Institute of Education.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Att stödja elevers talspråksutveckling: lärmiljöer, lärtillfällen och interaktioner i klassrummet2016Conference paper (Refereed)
  • 8266.
    Waldmann, Christian
    et al.
    Umeå University.
    Dockrell, Julie
    University College London, UK.
    Sullivan, Kirk P. H.
    Umeå University.
    Supporting indigenous bilingual children's oral language development2015In: ALAA/ALANZ/ALTAANZ 2015: Learning in a Multilingual World, Adelaide, November 30-December 2, 2015: Abstract Listing : As at 25 November 2015, 2015, p. 132-132Conference paper (Refereed)
    Abstract [en]

    The Convention on the Rights of the Child states that children from minority groups have the right to learn, use and develop their indigenous/minority languages, and a primary goal for the Sami school in Sweden is to support each child’s functional Sami-Swedish bilingualism. However, Sweden continues to receive criticism from the Committee of Ministers of the Council of Europe for the lack of a comprehensive and structured approach towards minority language education, resources, materials, and teacher training. Oral language development is central to a child ́s ability to access the curriculum and develop literacy skills. All children need an environment supportive of oral language development, and opportunities and interactions with more knowledgeable conversational partners to practice and develop oral language skills. Little is known about how bilingual children’s oral language development in Sami and Swedish is supported. Teachers can be supported by tools that they can use to describe the language learning environments, opportunities and interactions, and to develop their professional practice in the area of effectively supporting young bilingual children ́s oral language development. We report on a pilot study that has adapted the Communication Supporting Classrooms Observation Tool to the Swedish school context. This adaption is a first step towards adapting and using this tool in bilingual North and South Sami (pre)schools. The results of the pilot study are discussed in relation to the challenges of setting up a research project examining the support of oral language development in both the indigenous Sami languages and the national language Swedish.

  • 8267.
    Waldmann, Christian
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Dockrell, Julie
    Umeå University, Faculty of Arts, Department of language studies. UCL Institute of Education.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Supporting indigenous bilingual children's oral language development2015In: ALAA/ALANZ/ALTAANZ 2015: Learning in a Multilingual World, Adelaide, November 30-December 2, 2015, 2015, p. 132-132Conference paper (Refereed)
    Abstract [en]

    The Convention on the Rights of the Child states that children from minority groups have the right to learn, use and develop their indigenous/minority languages, and a primary goal for the Sami school in Sweden is to support each child’s functional Sami-Swedish bilingualism. However, Sweden continues to receive criticism from the Committee of Ministers of the Council of Europe for the lack of a comprehensive and structured approach towards minority language education, resources, materials, and teacher training. Oral language development is central to a child ́s ability to access the curriculum and develop literacy skills. All children need an environment supportive of oral language development, and opportunities and interactions with more knowledgeable conversational partners to practice and develop oral language skills. Little is known about how bilingual children’s oral language development in Sami and Swedish is supported. Teachers can be supported by tools that they can use to describe the language learning environments, opportunities and interactions, and to develop their professional practice in the area of effectively supporting young bilingual children ́s oral language development. We report on a pilot study that has adapted the Communication Supporting Classrooms Observation Tool to the Swedish school context. This adaption is a first step towards adapting and using this tool in bilingual North and South Sami (pre)schools. The results of the pilot study are discussed in relation to the challenges of setting up a research project examining the support of oral language development in both the indigenous Sami languages and the national language Swedish.

  • 8268.
    Waldmann, Christian
    et al.
    Umeå University.
    Dockrell, Julie
    University College London, UK.
    Sullivan, Kirk P. H.
    Umeå University.
    Supporting language learning environments, opportunities and interactions in bilingual Sami-Swedish (pre)school contexts2016In: 14th Annual Hawaii International Conference on Education, Honolulu, January 3-6, 2016, 2016Conference paper (Refereed)
    Abstract [en]

    The Convention on the Rights of the Child states that children from minority groups have the right to learn, use and develop their indigenous/minority languages:

    In those States in which ethnic, religious or linguistic minorities or persons of indigenous origin exist, a child belonging to such a minority or who is indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own language. (Article 30).

    In Sweden, the parliament affirmed the right of national minorities to learn, use and develop their minority languages in 2005, and in 2009 this right was written into Swedish law (the Swedish Language Act 2009:600, and the Act on National Minorities and National Minority Languages 2009:724). However, Sweden continues to receive strong criticism from the Committee of Ministers of the Council of Europe (2015) for the lack of a comprehensive and structured approach towards minority language education, resources, materials, and teacher training.

    Oral language development “is central to a child´s ability to access the curriculum and develop literacy skills” (Dockrell et al 2010). In a minority language context, supporting oral language skills is central for language maintenance and revitalization, and for developing a functional bilingualism. A primary goal for the Sami school in Sweden is to support each child’s functional Sami-Swedish bilingualism. Considering the importance of oral language, all children need an environment supportive of oral language development, and opportunities and interactions with more knowledgeable conversational partners to practice and develop oral language and communication skills for all languages. Supporting and enhancing oral language skills for the diverse learners in school settings can be challenging, and little is known about how bilingual children’s oral language development in Sami and Swedish is supported. Teachers can be supported by tools that they can use to describe the language learning environments, opportunities and interactions, and to develop their professional practice in the area of effectively supporting young bilingual children´s oral language development. In this presentation, we report on a pilot study that has adapted the Communication Supporting Classrooms Observation Tool (Dockrell et al 2015) to the Swedish school context. This adaption is a first step towards adapting and using this tool in bilingual North and South Sami (pre)schools. The results of the pilot study are discussed in relation to the challenges of setting up a research project examining the support of oral language development in both the indigenous Sami languages and the national language Swedish.

    References

    Council of Europe. (2015). European charter for regional or minority languages. Application of the Charter in Sweden. 5th Monitoring Cycle. http://www.coe.int/t/dg4/education/minlang/Report/EvaluationReports/SwedenECRML5_en.pdf [downloaded on July 16, 2015].

    Dockrell, J.E, Bakopoulu, I., Law, J., Spencer, S. & Lindsey, G. 2015. Capturing communication supporting classrooms: The development of a tool and feasibility study. Child Language Teaching and Therapy, 1-16.

    Dockrell, J.E., Stuart, M., & King, D. 2010. Supporting early oral language skills for English language learners in inner city preschool provision. British Journal of Educational Psychology, 80, 4, 497-515.

    Act on National Minorities and National Minority Languages (2009:724).

    Swedish Language Act (2009:600)

    United Nations. (1989). Convention on the Rights of the Child. http://www.ohchr.org/ Documents/ProfessionalInterest/crc.pdf [downloaded on July 16, 2015].

  • 8269.
    Waldmann, Christian
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Dockrell, Julie
    Umeå University, Faculty of Arts, Department of language studies. UCL Institute of Education.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Supporting language learning environments, opportunities and interactions in bilingual Sami-Swedish (pre)school contexts2016In: 14th Annual Hawaii International Conference on Education, Honolulu, January 3-6, 2016, 2016Conference paper (Refereed)
    Abstract [en]

    The Convention on the Rights of the Child states that children from minority groups have the right to learn, use and develop their indigenous/minority languages:

    In those States in which ethnic, religious or linguistic minorities or persons of indigenous origin exist, a child belonging to such a minority or who is indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own language. (Article 30).

    In Sweden, the parliament affirmed the right of national minorities to learn, use and develop their minority languages in 2005, and in 2009 this right was written into Swedish law (the Swedish Language Act 2009:600, and the Act on National Minorities and National Minority Languages 2009:724). However, Sweden continues to receive strong criticism from the Committee of Ministers of the Council of Europe (2015) for the lack of a comprehensive and structured approach towards minority language education, resources, materials, and teacher training.

    Oral language development “is central to a child´s ability to access the curriculum and develop literacy skills” (Dockrell et al 2010). In a minority language context, supporting oral language skills is central for language maintenance and revitalization, and for developing a functional bilingualism. A primary goal for the Sami school in Sweden is to support each child’s functional Sami-Swedish bilingualism. Considering the importance of oral language, all children need an environment supportive of oral language development, and opportunities and interactions with more knowledgeable conversational partners to practice and develop oral language and communication skills for all languages. Supporting and enhancing oral language skills for the diverse learners in school settings can be challenging, and little is known about how bilingual children’s oral language development in Sami and Swedish is supported. Teachers can be supported by tools that they can use to describe the language learning environments, opportunities and interactions, and to develop their professional practice in the area of effectively supporting young bilingual children´s oral language development. In this presentation, we report on a pilot study that has adapted the Communication Supporting Classrooms Observation Tool (Dockrell et al 2015) to the Swedish school context. This adaption is a first step towards adapting and using this tool in bilingual North and South Sami (pre)schools. The results of the pilot study are discussed in relation to the challenges of setting up a research project examining the support of oral language development in both the indigenous Sami languages and the national language Swedish.

  • 8270.
    Wall, Peter
    Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    EU-undervisning: En jämförelse av undervisning om politik på nationell och europeisk nivå2011Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This study focuses on, and explores the curriculum content and resources used when teaching on the European Union (EU) and EU-questions within civics education at lower secondary level in Sweden. The research findings have been examined from a ‘best practice’ perspective in relation to subject matter which is seen as positive in the context of political participation. The content, which includes polity, policy and politics, has together with an approach to treat the content as domestic politics, been viewed as a successful model leading to political participation. In order to assess to what extent the taught content facilitates pupils political participation, the EU content taught at lower secondary education is compared to national politics. In addition, as it can be expected to have an impact on what is taught, the context and actual content what is taught about EU and national politics is also compared.

    The results, based on information and findings collected through questionnaires and semi-structured interviews with teachers from six different municipalities show that EU education does not compare well when contrasted against the educational content taught in relation to national level polity, policy and politics.

    The curriculum content taught on the EU illustrates primarily that it is the polity dimension which is dominating whereas all EU education is framed more as foreign policy politics rather than as part of domestic politics. Swedish national politics on the other hand, to a larger extent, show signs of the three dimensions and has clear characteristics of domestic politics.

    The citizen’s ability to influence politics is at the core of education in relation to national politics. However, this does not seem to be the case when it comes to education in relation to the EU. The politics of Swedish political parties advocated at a national level is, for example, explored in detail; however, none or very little of their politics at EU level is addressed. The dominant question, in relation to EU studies, is if Sweden should be a full member of the EU or not. The educational design in relation to national politics comes across as better planned when compared to EU studies. What is brought into the educational content in relation to EU studies depends to a large extent on the context and subject area in which it is being raised.

  • 8271.
    Wall, Peter
    Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Politikundervisning2012In: Forskning av och för lärare: 14 ämnesdidaktiska studier i historia och samhällskunskap / [ed] Hans Lödén, Karlstad: Karlstad University Press, 2012, 1, p. 247-263Chapter in book (Other academic)
    Abstract [sv]

    Politikundervisning

    I denna text sammanfattas och diskuteras resultaten från en studie av lärares undervisning om politik. Sjutton högstadielärare i sex olika kommuner har redogjort för sin undervisning om politik på nationell nivå (nationell politik) och europeisk nivå (EU). Resultaten visar att undervisningen om de två politiska beslutsnivåerna skiljer sig avsevärt både avseende i vilket sammanhang undervisningen sker och vilken typ av innehåll som tas upp. Med utgångspunkt i statsvetenskaplig och didaktisk forskning diskuteras vilka konsekvenser de olika sätten att undervisa om politik kan tänkas få för elevers uppfattningar om sina möjligheter att agera i en demokrati.

    I studien framgår att undervisningen om nationell politik och EU sker i olika sammanhang. Lärarna har i samtliga fall avsatt ett särskilt arbetsområde för undervisning om nationell politik. Arbetsområdet behandlas i samband med riksdagsval eller i en särskild årskurs. Undervisningen om EU är däremot inte alltid planerad att ske i ett särskilt sammanhang. Olika aspekter av EU-samarbetet kan tas upp vid olika tillfällen. Till exempel i samband med ett geografiarbete om Europas länder eller vid en genomgång av efterkrigstidens historia. I flera fall finns inte ett i förväg inplanerat tillfälle för undervisning om EU utan ämnet tas upp i de fall EU-frågor uppmärksammas av elever eller media.

    I undervisningen om nationell politik belyses politikens tre dimensioner: Dess ramar i form av regler och institutioner (politydimensionen), politikens innehåll med bland annat aktuella politiska frågor och partiståndpunkter (policydimensionen) och samarbeten och konfrontation som exempel på politiskt handlande (politicsdimensionen) framkommer alla relativt väl i undervisningen. Undervisningen om EU, däremot, behandlar i första hand aspekter som kan kopplas till politydimensionen. I de fall policydimensionen belyses handlar det oftast om argument för och emot ett svenskt EU-medlemskap. Det är också tydligt att EU-frågor inte framställs som en demokratisk angelägenhet för eleven. Divergerande uppfattningar om politiken i EU kopplas till staters olika intressen och ideologiska dimensioner betonas ej i undervisningen. Det samma gäller medborgerliga möjligheter till påverkan som till exempel val till Europaparlamentet. Kunskapsområdet nationell politik kännetecknas däremot av att ideologiska meningsskiljaktigheter mellan partierna och medborgerliga påverkansmetoder får ett stort utrymme i undervisningen. Uppmaningar till eleverna om att agera politiskt förefaller också vara vanliga i undervisningen om nationell politik.

    En slutsats som dras i studien är att undervisningen om nationell politik är tydligt inriktad mot att stärka kompetenser elever behöver för att kunna agera i en demokrati medan undervisningen om EU snarare har ett allmänbildande syfte. Avslutningsvis diskuteras några tänkbara förklaringar till att EU-undervisningen skiljer sig så markant från undervisningen om nationell politik. 

  • 8272.
    Wall, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Broberg, Yvonne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Projektet "VFU och Video": En undersökning av möjligheter och hinder vid genomförandet av trepartssamtal med utgångspunkt i videosekvenser från studenters verksamhetsförlagda utbildning inom skola och förskola2014Report (Other academic)
    Abstract [sv]

    Rapporten redovisar de slutsatser som dragit av ett projekt där förskollärar- och lärarstudenter erbjudits möjligheten att filma delar av sin verksamhetsförlagda utbildning (vfu). Filmsekvenserna har därefter legat till grund för nätbaserade trepartssamtal mellan student, lokallärarutbildare och universitetslärare. Ett motiv till att arrangera nätsamtal med utgångspunkt i filmsekvenser från vfu-perioden är att den ökande andel distansstudenter försvårat för universitetslärare att göra praktikbesök. Ett annat motiv är att forskningsresultat tyder på att det finns en stor lärandepotential i att studera filmsekvenser av egen undervisning.

    Syftet med projektet är att undersöka förutsättningar för att inspelade filmsekvenser från studenters vfu ska kunna ligga till grund för trepartssamtal över nätet och om dessa kan bidra till utveckling och bedömning av studenters lärande. Hösten 2012 erbjöds därför studenter, på ett par program på lärar- och förskollärarutbildningen, att delta i ett projekt. En handfull studenter kom att genomföra hela projektet.

    Projektet visar att det finns ett antal pusselbitar som alla behöver falla på plats för att filmande av moment från studenters vfu skall fungera som underlag för virtuella trepartssamtal. Aspekter som behöver beaktas är bland annat vilka incitament som behövs för att studenter skall lägga ner den extra arbetsinsats som krävs och hur tekniken kring nätsamtalen kan göras mer pålitlig. Avseende i vilken utsträckning ”trepartssamtal baserade på filmsekvenser från studenters vfu-period kan fungera som bedömningsunderlag samt bidra till studenters lärande”, är bedömningen att metoden har en potential för såväl bedömning som lärande. Universitetslärarna menar att filmen tillsammans med samtalet ger dem ett underlag för att bedöma studenten. Universitetslärarna och de lokala lärarutbildarna anser i stor utsträckning att det är utvecklande för studenterna att studera filmsekvenser av sin egen undervisning. Filmerna används som utgångspunkt för samtalen och filmerna underlättar för att konkretisera och tydliggöra den feedback som lokal lärarutbildare och universitetslärare ger studenten. Studenterna anser också att det ur ett lärandeperspektiv är givande att se sin egen undervisning.

    Avslutningsvis diskuteras ett antal aspekter som bör beaktas i fall film och trepartssamtal ska implementeras som en del i lärarutbildningen.

  • 8273.
    Wallenström, Petra
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Oreskovic, Johanna
    Mälardalen University, School of Education, Culture and Communication.
    Lärares introduktion av matematiklektioner: Vilka lärarkunskaper används och hur används dessa?2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med föreliggande studie är att beskriva hur det matematiska innehållet beskrivs och förmedlas av lärare vid introduktion av matematiklektioner. Observationer av åtta grundskolelärare har genomförts. Balls, Thames och Phelps (2008) modell för MKT har använts för att sortera och analysera studiens empiri. Resultatet visar att lärarna kombinerar både ämnes- och pedagogiska kunskaper vid introduktion av matematiklektioner. Dock missar samtliga lärare att förklara och förmedla målet med matematiklektionen till eleverna. Resultatet diskuteras utifrån ett pragmatiskt perspektiv och en av slutsatserna som dras är att modellen för MKT kan användas av lärare som underlag vid planering och genomförande av matematiklektioner.

  • 8274.
    Wallin, Anna
    Kristianstad University, School of Education and Environment.
    Ämnesintegration på Fordons- och transportprogrammet: Några yrkesämneslärares perspektiv på ämnesintegration mellan yrkesämnen och gymnasiegemensamma ämnen2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med uppsatsen var att undersöka och analysera de möjligheter och hinder som några yrkesämneslärare på Fordons- och transportprogrammet upplevde med ämnesintegrerad undervisning. Fokus låg på för- och nackdelar för elevernas lärande och förberedelse inför yrkeslivet. Vidare undersöktes hur ämnesintegrationen, som yrkesämneslärarna hade erfarenhet av, var strukturerad och vilka utvecklingsmöjligheter yrkesämneslärarna ansåg att ämnesintegration hade. Ämnesintegration definierades här som ett medvetet arbetssätt, där mer än en kurs och en lärare var involverad och kursmål från flera kurser bedömdes. Undersökningen genomfördes som en kvalitativ studie med intervjuer av sex yrkesämneslärare på Fordons- och transportprogrammet som arbetade på samma gymnasieskola. Sammanfattningsvis visade studien att deltagande yrkesämneslärare ansåg att ämnesintegration var ett bra arbetssätt för att ge eleverna möjligheter att utvecklas kunskapsmässigt och förberedas inför yrkeslivet. Dock var deltagande yrkesämneslärare tveksamma beträffande den struktur skolan arbetade efter, en struktur som var baserad på de gymnasiegemensamma ämnena. De upplevde att detta medförde att eleverna eventuellt inte tillgodogjorde sig de fördelar som brukar lyftas fram med ämnesintegration. De såg en positiv utvecklingspotential för skolan med en genomarbetad ämnesintegrerad profil. Studien visade även att det fanns områden som skolan behövde utveckla för att ämnesintegration skulle bli ett framgångsrikt koncept, exempelvis att överbrygga olikheter mellan yrkesämneslärare och ämneslärare samt satsa på kompetensutveckling. 

  • 8275.
    Wallin, Hans
    Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
    Den osynliga matematiken2005Book (Other academic)
  • 8276.
    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)
  • 8277.
    Wallin, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    How to be a man: Malory and the moral paradox2011In: Essays In Medieval Studies, ISSN 1043-2213, E-ISSN 1538-4608, Vol. 27, p. 105-115Article in journal (Refereed)
    Abstract [en]

    Sir Thomas Malory, author of the 15th century Le Morte Darthur, stood accused of rape and burglary of a monastery. ‘The moral paradox’ of a criminal author and a pious and chivalric book has troubled 19th and 20th century critics deeply, but the desire for a match between the morals of the man and those which critics find in his book has proved to be oddly resilient to developments in literary theory during the 20th century, from New Criticism’s ‘intentional fallacy’ to Barthes’ and Foucault’s death of the author. Rather than letting Malory the potential rapist and robber go, critics insist there cannot be a division between the man and his book in terms of morality.This article investigates the reasons for and consequences of the reluctance on the part of the critics to view Malory as anything but fundamentally one with his book. The absolute truth value of the fictional text, Le Morte, is seen to override historical documents, alter certain biographical accounts and create others. Above all, it forces critics to formulate theories of authorship, wrestling with a tension between ideas of medieval textual production and Malory as a Romantic genius. Eugène Vinaver, the editor of The Works of Sir Thomas Malory, builds one of the most elaborate and complicated theories of how the internal creative genius overtakes the personality and skill of the rough, non-intellectual Englishman in his transformation of the sophisticated French sources into something new and valuable. This article examines how ideas of nationality, religion and creativity have steered the theories of authorship which underpin the critical assessment of Le Morte Darthur and its problematic author.

  • 8278.
    Wallin, Marie
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Robert Cormier2013In: International Research in Children's Literature (IRCL), ISSN 1755-6198, E-ISSN 1755-6201, Vol. 6, no 2, p. 232-234Article in journal (Refereed)
  • 8279.
    Wallin, Sandra
    et al.
    Kristianstad University College, School of Teacher Education.
    Mellblom, Jeanette
    Kristianstad University College, School of Teacher Education.
    Nyckeln till naturvetenskap: En studie av pedagogers arbete med naturvetenskap tillsammans med barn i förskolan2010Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur pedagoger arbetar med naturvetenskap tillsammans med barn i förskolan. Skolverket (2009) framhåller en problematik som är att målen i den nuvarande läroplanen anses vara otydliga och pedagogers kunskaper kan behöva utvecklas när det gäller naturvetenskap. Det nya läroplansförslaget ska förtydliga och lyfta fram naturvetenskap samt höja ambitionsnivån för pedagoger i förskolan. Litteraturgenomgången visar vikten av att pedagoger är medvetna om kunskaps-, lärande- och barnsyn för att kunna möta uppdraget och den pekar på vikten av material och miljö för att stimulera barns upptäckande. Den teoretiska utgångspunkten baseras på ett sociokulturellt perspektiv där samspel, kommunikation, språk och artefakter är viktiga delar. I studien används observationer och intervjuer som verktyg för att undersöka hur pedagoger arbetar med naturvetenskap samt hur de ser på sitt arbetssätt. Teori och praktik kan komplettera varandra i arbetet med naturvetenskap och resultatet av undersökningen visar att pedagogernas kunskaper inom ämnet har stor betydelse. Slutsatsen av undersökningen är att pedagogernas kunskaper syns i arbetet genom kommunikation, samspel och användandet av fysiska och språkliga artefakter. I sammanhanget innebär det att vidareutbildning inom det naturvetenskapliga området är av stor vikt för att kunna möta läroplanen. Pedagogers kunskaper blir nyckeln till naturvetenskap.

  • 8280.
    Wallin Wictorin, Margareta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Nordenstam, Anna
    Göteborgs universitet.
    Tecknade serier: ett medium för klassrummet2019In: För berättelsens skull: modeller för litteraturundervisningen / [ed] Ingrid Lindell & Anders Öhman, Stockholm: Natur och kultur, 2019, 1, p. 139-167Chapter in book (Refereed)
  • 8281.
    Wallinder, Hanna
    University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Hur arbetar förskollärare för att utveckla barnens kunskap om naturen: Aktiviteter, förutsättningar och skillnader mellan städer och byar2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    De övergripande syftena med denna undersökning var dels att lyfta fram vilka olika typer av aktiviteter förskolor använder sig av för att utveckla barnens kunskap om kompostering, djur, bär/svampar och växter, dels att undersöka pedagogernas uppfattning om förutsättningar för detta arbete. Dessutom var syftet att undersöka om det är skillnader i hur förskolorna arbetar och ser på förutsättningar beroende på om de ligger i en stad eller by. Undersökningen gjordes genom en enkätundersökning som skickades ut till, totalt tretton förskolor, olika förskolor i en större stad, mellanstor stad samt olika byar. Resultaten i denna undersökning visar att det geografiska läget på förskolorna inte behöver ha sådan stor inverkan på hur mycket de arbetar med att utveckla barnens kunskap om naturen. Resultaten visar dock att städer arbetar mer med kompostering än de förskolor som ligger i en by eller i en mellanstor stad. Resultaten då det gällde vissa praktiska förutsättningar visade att förskolorna till stor del ansåg sig ha goda praktiska förutsättningar i arbetet med att utveckla barnens kunskap om naturen.

  • 8282.
    Wallner, Lars
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Framing Education: Doing Comics Literacy in the Classroom2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Interest in comics as Swedish school material has risen in the last few years and the publication of comics for children and adolescents has also increased. Meanwhile, although research around new literacies has taken an interest in combinations of image and text, there is still little research on comics as a literacy material, especially as part of school practices. With comics’ rise in popularity, and their quality as examples of new literacies, this points to the relevance of exploring how meaning making with comics is done in schools. The purpose of this study is to contribute knowledge on how locally situated literacy practices are done, practices in which pupils and teachers make meaning with comics. The study combines literacy, comics and discursive psychology to investigate aspects of literacy not as individual, inner workings, but as part of participants’ social constructions, in line with New Literacy Studies. With this perspective, it is possible to investigate literary concepts such as narrative, and participants’ construction of story elements, through the way in which these aspects are utilized by participants to construct social action – what participants do with their utterances. To study this, video recordings have been made in one primary and one secondary school, in two different Swedish cities. The results of the study show constructions of a comics literacy, where participants engage with both visual and textual aspects of the material and negotiate focalization of narrative perspective and construction of narrative structure as well as narrative devices such as speech and thought bubbles. Furthermore, meaning making of comics literacy also includes the construction of discourses around comics as a specific type of story telling, either for material or literary reasons. The thesis discusses how participants construct classroom literature, and provides insight into how interaction around comics enables participants to construct and negotiate discourses around what comics literacy is and what it enables, as well as how to talk about, create, and read comics.

  • 8283.
    Wallner, Lars
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
    Inrutad pedagogik: Serietidningen som verktyg i skolan2018In: Venue, E-ISSN 2001-788X, Vol. 7, no 1, p. 1-5Article in journal (Other academic)
    Abstract [sv]

    Serietidningar i skolan gör det möjligt för elever att arbeta med handling och känsla i berättelser och visar hur lärares och elevers personliga erfarenheter med serier bidrar till klassrumsarbetet.

  • 8284.
    Wallström, Linnéa
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Blomberg, Sofia
    Mälardalen University, School of Education, Culture and Communication.
    Vilken roll har läxan i matematikundervisningen?: En kvalitativ studie om lärares förhållningssätt till läxor i matematikundervisningen2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to identify if, why and how certain teachers of grade 1-3 consider to work with mathematics homework. Further the aim is to investigate the definition of homework and to identify opportunities and obstacles with including it as part of the teaching practised. To collect data for the study, semi-structured interviews have been performed with eight teachers.

    A presented results show that all respondents includes mathematics homework in their teaching but its purpose and definition varies. For example, some teachers sees it as a possibility of communication with the home while others sees it as an opportunity for repetition. The result also shows variations of how mathematics homework is used and that it can in itself constitute opportunities as well as obstacles to learning.

    The main conclusion of the study is that mathematics homework as an educational tool is an unregulated area with no official guideline in place. 

  • 8285.
    Walsh, Steve
    et al.
    Newcastle University, UK.
    Sert, Olcay
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Mediating L2 Learning Through Classroom Interaction2019In: Second Handbook of English Language Teaching / [ed] Xuesong Gao, Springer, 2019Chapter in book (Refereed)
    Abstract [en]

    This chapter focuses on the interactional dynamics of L2 English classrooms with an emphasis on how teachers mediate opportunities for learning. In L2 English classrooms, including English as a foreign language, English as a medium of instruction, and content and language-integrated learning settings, teachers require particular skills which allow them to make structures of L2 accessible through their interactional decisions. These teachers, we suggest, need an appropriate level of interactional competence to create opportunities and space where learning can occur. In this chapter, using data from a range of contexts, we present transcripts of video-recorded classes and demonstrate the ways in which learning is mediated, space created, and opportunities for learning established through a focus on Classroom Interactional Competence (CIC). We illustrate a variety of interactional practices that evidence CIC, including increased wait time, reduced teacher echo, and various feedback practices including the shaping of learner contributions. We also highlight the multimodal and multilingual aspects of CIC and discuss implications for L2 teacher education.

  • 8286.
    Wang, Airong
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Facilitating Participation: Teacher Roles In A Multiuser Virtual Learning Environment2015In: Language Learning & Technology, ISSN 1094-3501, E-ISSN 1094-3501, Vol. 19, no 2, p. 156-176Article in journal (Refereed)
    Abstract [en]

    This paper reports on a task-based language teaching course in Second Life. The data set consists of transcribed recordings and a teacher interview. Focusing on how the teacher facilitated student participation, this paper aims to explore the discourse functions in the teacher language output and then to address the teacher roles in three different task phases. All the turns produced by the teacher and the students were counted, the teacher language output in the recordings was classified into 19 discourse function categories, and then all the discourse functions were classified into six teacher roles. The results show that the during-task phase was student output oriented. This study reveals that in the pre-task phase the teacher used the largest numberof types and tokens of discourse functions, and played a significant technical and social role. In the during-task phase, the teacher focused on motivating students to participate, monitoring student activities, and providing task support. In the post-task phase, the teacher was a language guide. While the teacher roles that were most prominent varied in the three task phases, the teacher was found to play four roles consistently in the three task phases: monitor role, motivator role, language guide role, and social role.

  • 8287.
    Wang, Airong
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Managing student participation: Teacher strategies in a virtual EFL course2014In: The Journal of the JALT CALL SIG, ISSN 1832-4215, Vol. 10, no 2, p. 105-125Article in journal (Refereed)
    Abstract [en]

    This paper aims to explore teacher strategies for managing student participation in a complex Multi-user Virtual Environment. Data include transcribed recordings from a task-based eflcourse in Second Life. Conversational Analysis is adopted to analyze the teacher’s verbal language output in the transcript, and a stu-dent questionnaire is used to complement the findings from the transcript. The results sug-gest that teacher strategies are influenced by task phases and also by the specific nature of Second Life.

  • 8288.
    Wang, Shuoyun
    Umeå University, Faculty of Arts, Department of language studies.
    Modersmålets roll för språkutveckling och identitetsutveckling: En undersökning av några förskollärares, modersmålslärares och föräldrars uppfattningar2014Independent thesis Basic level (university diploma), 210 HE creditsStudent thesis
    Abstract [en]

    The objective was to examine the role in language and identity development in multilingual preschool children. The questions examined were ”Which view has preschool teachers, native language teachers and parents on the first language support for bilingual children's language and identity development?” and ”How do preschool teachers, native language teachers, and parents to promote multilingual children's language development in all languages?” This was performed trough a survey of the perceptions of a group of preschool teachers, native language teachers and parents, conducted using qualitative interviews. The interviews showed an overwhelming positive view of the first language support provided, and that a combination of frequent language exposure and self-esteem enhancement techniques are used to support the children’s language development.

  • 8289.
    Wannberg, Maria
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Stress i förskolan: En enkätstudie om pedagogernas syn på stress i förskolan2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

     

    Förskolan är en arbetsplats där stress förekommer i stor utsträckning. Syftet med mitt examensarbete var att undersöka hur stressen visar sig i förskolan och vilka åtgärder som kan vidtas för att minska stressen.  För att synliggöra detta skapades en enkät som delades ut till 60 pedagoger, spridda på 6 förskolor. Fyrtiotvå pedagoger deltog i undersökningen. Resultatet visar att pedagogerna själva upplever de stora barngrupper som förekommer idag, samt att antalet pedagoger minskar som stressande. Ytterligare en stressande faktor som visar sig i mitt resultat är ljudnivån som ständigt gör sig påmind i förskolan. Stress påverkar vår hälsa och kan, om det pågår under en lång tid, leda till sjukskrivning eller utbrändhet, och det är av stor betydelse att tid för återhämtning finns. Barn och stress hör inte ihop, något som tyvärr är en återkommande kombination i förskolan. 

     

    Resultatet visar att dagliga rutiner uppfattas som stressmoment hos pedagogerna, och känslor av otillräcklighet är vanligt förekommande. Resultatet påvisar även att pedagogerna upplever stress vid fler dagliga situationer, något som bör tas på allvar. Viktiga åtgärder för att minska stressen vid dagliga rutiner kan vara struktur och kommunikation. Åtgärder för att minska stressen i förskolan är få och kan ses som ett rop på hjälp från pedagogerna. Många förskollärare är unga och har många år kvar i arbetslivet. Denna undersökning visar pedagogernas uppfattning om stress och orsaker till att stress uppkommer. Även åtgärder som kan bidra till att minska stressen i förskolan går att läsa i arbetet.

  • 8290.
    Wardini, Elie
    Stockholm University, Faculty of Humanities, Department of Asian, Middle Eastern and Turkish Studies, Middle Eastern Studies.
    Arabic in Stockholm: Practice and Perception among Second Generation Young Heritage Speakers2017In: Öst är väst och väst är öst: en vänbok till Henry Diab / [ed] Kerstin Eksell, Lund: Portlak , 2017, p. 113-133Chapter in book (Other academic)
    Abstract [en]

    Arabic is probably the largest non-native language in Sweden. Yet very little research is conducted on the language practices and attitudes among Arabic heritage speakers. The present paper explores, based on responses to a questionnaire, the practices and attitudes of 25 young second generation speakers of Arabic, born in Sweden yet whose parents were born in an Arabic speaking country. The picture that emerges is complex. With the exception of identity, where a large majority view Arabic as a positive factor, the picture is mixed. Arabic seems to have relatively little impact on the lives of the respondents, with no clearly positive or negative tendencies. One factor seems to be the exception, Arabic in Swedish schools is generally viewed negatively.

  • 8291.
    Wassberg, Paula
    University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Matematik och naturvetenskap i barnens fria utomhuslek - en observationsstudie2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 8292.
    Wedege, Tine
    et al.
    Malmö University.
    Skott, Jeppe
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Changing views and practices?: A study of the Kapp-Abel mathematics competition : research report2006Book (Other academic)
  • 8293.
    Wedin, Ann-Sofi
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Från lärarstuderande till lärare: några tankar om handledning och utveckling av yrkeskunnande2014In: Dynamiska och komplexa miljöer: reflektioner över pedagogiska praktiker : vänbok till Glenn Hultman / [ed] Ann-Sofi Wedin, Ann-Marie Markström, Kristina Hellberg, Linköping: Linköpings universitet, Institutionen för beteendevetenskap och lärande , 2014, p. 145-157Chapter in book (Other academic)
    Abstract [sv]

    Forskningen har intresserat sig för att beskriva lärares arbete i ungefär ett sekel. Intresset för att studera lärares kunskap är betydligt yngre, bara ca tre decennier (Wedin, 2007). Med kunskap avses i detta fall deras praktiska kunskap; ett begrepp som forskare i princip är överens om, vilket även gäller att den erhålls genom erfarenhet. Beteckningar som hantverkskunskap (Grimmett & McKinnon, 1992) och lärarkunskap (Magnusson, 1998) återfinns dock som synonymer till praktisk kunskap. Mycket energi har lagts ned på att ta reda på vad som utmärker en skicklig lärare (Lindqvist, 20 l 0). Jordell (2003) menar dock att det är en omöjlig uppgift. Trots att samma fråga ställts har svaren varierat, men lärares praktiska kunskap ses samstämmigt av forskare som komplex och mångdimensionell (Elbaz, 1983; Clandinin; 1986; Hultman, 200 I; Wedin, 2007 m.fl .). Om man instämmer i beskrivningen av och förståelse för lärararbetet som dubbelsidigt (Carlgren & Marton, 2000); både intentionellt (att åstadkomma lärande) och betingat (att arbetet sker under särski lda villkor), är det inte svårt att inse att det nog måste förhålla sig så.

    Under sin lärarutbildning ska de studerande utveckla både teoretisk kunskap och reflektiva förmågor såväl som praktisk förmåga och skicklighet, vilket syftar till att de ska bli så väl rustade för sitt kommande yrkesliv som möjligt. Mattson, Eilertsen & Rorrison (2011) framhåller att en kompetent och professionell lärare kännetecknas av just en blandning av akademiska kvaliteter och mer praktiskt/personliga egenskaper. Förhållandet mellan teoretisk och praktisk kunskap är dock i lärarutbildningen, såväl som i många liknande utbildningar, en kontroversiell fråga. Kunskap som grundas på forskning tillskrivs generellt ett högre värde i universitetsbaserade utbildningar än kontextuell och situationsbetingad kunskap (a.a.) Ett antal veckors praktik, numer benämnd verksamhetsförlagd utbildning, (VFU), ingår ändå i lärarutbildningen just för utveckling av kunskap av den senare typen. De lärarstuderande har i den processen en handledare som hjälp och stöd i detta.

    I detta kapitel riktas intresset mot handledning i allmänhet och hur handledare hjälper sina studerande att utvecklas mot färdiga lärare i synnerhet.

  • 8294.
    Wedin, Ann-Sofi
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Markström, Ann-MarieLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.Hellberg, KristinaLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Dynamiska och komplexa miljöer: reflektioner över pedagogiska praktiker : vänbok till Glenn Hultman2014Collection (editor) (Other academic)
  • 8295.
    Wedin, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Att stötta och utveckla muntlighet i klassrummet2016Other (Other academic)
  • 8296.
    Wedin, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Skrift och flerspråkighet2017Other (Other academic)
  • 8297.
    Wedin, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Språkande i förskolan coh grundskolans tidigare år2017 (ed. 2)Book (Other academic)
  • 8298.
    Wedin, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Språklig mångfald och språkutvecklande arbetssätt.2015Other (Other (popular science, discussion, etc.))
  • 8299.
    Wedin, Åsa
    Örebro University, School of Humanities, Education and Social Sciences.
    Utveckling av tal och skriftspråk hos andraspråkselever i skolans tidigare år. 2011In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 20, no 2, p. 95-118Article in journal (Other academic)
    Abstract [sv]

    I denna artikel analyseras tre elevers språk under åren f-3, en med enspråkigt svensk bakgrund och två med flerspråkig bakgrund. Materialet består av inspelade intervjuer och skrivna texter insamlade under en etnografiskt inriktad klassrumsstudie. Analysen är inriktad på textuell kompetens, det vill säga förmåga att föra ordet en längre stund och att uttrycka längre tankar och är genomförd med performansanalys som bas.

    Analysen visar att de två andraspråkselevernas språkliga nivå i svenska är mycket låg i slutet av år tre, i både tal och skrift. En trolig anledning till den låga skriftspråkliga kompetensen antas vara att undervisningen har skett på ett språk som eleverna inte behärskar i tillräckligt hög grad. Samtidigt kan den svaga skriftspråkskompetensen ha bidragit till den låga kompetensen även i talspråket. Genom att dessa elever har varit hänvisade till talet för sin språkutveckling, och detta har givit eleverna få tillfällen till att möta och själva producera längre tal, har inflöde och utflöde av sådant språk varit litet. Det visar att språkutvecklande arbetssätt som även innefattar talet, är av avgörande betydelse för elever som är sena i sin skriftspråksutveckling. Detta gäller särskilt andraspråkselever men även andra elever som inte möter det kunskapsrelaterade språket utanför skolan.

  • 8300.
    Wedin, Åsa
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Återblick och reflektion2015Other (Other (popular science, discussion, etc.))
163164165166167168169 8251 - 8300 of 8739
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