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  • 1.
    Bredwad, Linnéa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Wikman, Carina
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Det sociala klimatet i lärandemiljöer: En pilotstudie kring självskattningsverktyget MAVIS möjligheter att vägleda och stödja förändringar i två lärargrupper i en grundskola.2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Läroplan, styr- och policydokument gynnar ett relationellt förhållningssätt och fastställer att skolan ska arbeta för inkludering. Forskning visar att det finns samband mellan elevers välbefinnande och studieresultat och skolans/gruppens lärandemiljö. Trots detta är området nedprioriterat vilket gör det angeläget att studera. Studien som kan ses som en explorativ pilotstudie undersöker hur lärare i två lärargrupper bedömer, genomför och arbetar med lärandemiljön utifrån en självskattning. Syftet är att undersöka om modellen av det sociala klimatet och självskattningsverktyget MAVIS kan användas inte enbart för att beskriva, utan också för att vägleda och stödja förändringar av det sociala klimatet och lärandemiljön i grundskoleklasser. Verktyget är utvecklat utifrån en modell av det sociala klimatet som även är uppsatsens teoretiska utgångspunkt. Modellen stödjer analys, utvärdering och utveckling av värderingar och målsättningar inom skolans organisation. Tio lärare, varav sex undervisande i en årskurs 7 och fyra i en årskurs 8 har deltagit i studien. ”Mixed methods” har använts vilket innebär en metodansats som både är kvalitativ och kvantitativ. Datainsamlingen har genomförts genom att informanterna har ifyllt enkäten MAVIS, diskuterat och samtalat under inspelning samt fyllt i en frågeenkät med öppna frågor. Resultatet visar att modellen för det sociala klimatet och skattningsverktyget kan användas för att upptäcka utvecklingsområden i lärandemiljön. Det kan stödja lärarna att fokusera ett område och främja reflektion, diskussion och samarbete. Chanserna till framgångsfullt förändringsarbete ökar genom ett bottom-up-perspektiv där praktikerna själva får definiera behoven och insatserna och eftersom MAVIS styr in arbetet mot miljön fokuseras gruppen istället för individen, något som kan leda till ökad inkludering.  

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  • 2.
    Riad, Rasmus
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Siljehag, Eva
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Wikman, Carina
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ford, Tamsin
    Bölte, Sven
    How I Feel about My School—Adaptation and Validation of an Educational Well-Being Measure among Young Children in Sweden2021In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 18, no 10, article id 5075Article in journal (Refereed)
    Abstract [en]

    The well-being of children has received increasing attention in recent years. Nevertheless, we lack adequate brief self-report tools that enable us to consider young children’s well-being in policy evaluations and educational research. This study describes the adaptation and first validation of theSwedish version of How I Feel About My School (HIFAMS), a subjective well-being questionnaire suitable for children aged 4 to 12 years, which was originally developed in the United Kingdom (UK). Descriptive statistics with analysis of psychometric properties and confirmatory factor analysis (CFA) are based on the perceived well-being of 228 children in preschool and school aged 5 to 8 years old. The CFA endorsed a good fit to a one-factor model, and the scale showed moderate internal consistency (rα = 0.63). The results are largely in line with the findings of the original HIFAMS. We conclude that the Swedish version can be applied in early preschool/school settings and could provide first-hand information about children’s well-being from the first years of education until elementary school grades. Practitioners in early education settings might benefit from HIFAMS assessments when seeking to understand children’s current well-being to provide support to children with special educational needs or children at risk for mental health issues. Researchers could use the HIFAMS to standardize child well-being evaluations in policy evaluations and interventional studies.

  • 3.
    Westling Allodi, Mara
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Bredwad, Linnea
    Wikman, Carina
    Teachers’ joint evaluation of the quality of the social climate as a starting point for interventions: a small test in two teacher teams2018In: Educational Research: Boundaries, Breaches and Bridges: Abstract Book, 2018, p. 168-168Conference paper (Refereed)
    Abstract [en]

    The aim of the study was to test with teachers’ team a self-assessment instrument of the social climate, in order to investigate how the instrument was evaluated by the teachers; whether the joint assessments provide a useful profile of weaknesses and strengths; and if the assessments function as starting point for interventions planned by the teachers that aim to change and improve the social climate in the class. The theoretical framework includes: theory of values (Schwartz, 1992), self-determination theory (Deci & Ryan, 2012) integrated in a model, Goals and Values in School (GAVIS) that takes account of children’s evaluations of their learning environments (Allodi, 2002, 2007, 2010, 2014). According to the model the goals to pursue in order to experience a good social climate have to cover various basic needs: the needs of autonomy, competence, belonging, openness and stability. Mixed method: teacher questionnaires, and recorded conversations in two teams were collected. Based on the GAVIS model a self-assessment instrument for teachers has been developed that contains 50 items covering 10 domains. The teachers were asked to rate the items choosing one option: this is a challenge; this is something we have worked with, but that can improve; this is a strength. The participants were 10 teachers, 6 working in grade 7 and 4 in grade 8. The teachers discussed the results of the assessments and planned possible interventions. The outcomes were followed- up after two weeks. The contents of the instrument were relevant, but some formulations could be improved. The assessments could identify meaningful strengths and weaknesses. The joint assessment in the teams originated discussions and identified targets for interventions. At the follow-up the teachers had introduced changes and improvements, but they expressed that more time was needed. The self-assessment model seems relevant and useful according to the teachers in order to discuss the social climate and plan common interventions. Some item formulations could be improved by mean of classroom observations.

  • 4.
    Wikman, Carina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lärares etiska förhållningssätt: En pedagogisk omsorg om och ett ansvar för människans unika och särskilda karaktär i förhållande till skolans värdegrund2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här uppsatsen bygger på litteraturstudier. Eftersom pluralism och skillnad är demokratins förutsättningar använder jag pluralism som en utgångspunkt för att tolka skolans värdegrund. Detta gör jag genom att lägga Fjellströms ansvarsdiskurs som ett raster över först ansvar, sedan omsorg och till sist pluralism i värdegrunden. Uppsatsen är upplagd så att ansvar, omsorg och pluralism presenteras enligt omsorgsetikens syn och därefter ges Levinas perspektiv på det samma. Genom att omdefiniera Noddings omsorgsaspekt och Levinas ansvarsaspekt försöker jag utveckla en förståelse för ett etiskt förhållningssätt. Därefter följer ett avsnitt med en jämförelse mellan omsorgsetiken och Levinas etik, där motsättningar och överensstämmelser diskuteras. I slutkapitlet diskuteras vad det etiska förhållningssättet innefattar och vilken betydelse det har för lärare och för värdegrunden.

    Omsorgsetiken bidrar till ett etiskt förhållningssätt genom att sätta fokus på relationer och omsorg som indirekt leder till en kommunikativ öppenhet inför den Andre vilket är positivt för pluralism och skillnad. Omsorgsetiken belyser även den etiska aspekten på läroplansfrågor. Levinas etik fokuserar på relationen och det oändliga ansvaret inför den Andres alteritet vilket är positivt för pluralism och skillnad.

    Istället för att producera den demokratiska personen kan den demokratiska subjektiviteten genom etiskt förhållningssätt framträda uppfattad som ”handlande – i pluralitet”. Fokus finns då på skillnad istället för på likhet och enighet.

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  • 5.
    Wikman, Carina
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Social Climate and the Student in the Learning Environment: Advances in Assessment, Observation, and Coaching2023Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Relationships and what is taking place socio-emotionally in the classroom may support or hinder students´ learning and development. All students benefit from a positive, supportive classroom climate, especially children with special educational needs. Improving the quality of the learning environment does not mean disregarding academic achievement. Because research on how to improve the classroom climate is limited, this thesis aimed to develop an intervention with the potential to influence the social climate and benefit student outcomes. Furthermore, the three studies in this thesis have connected aims. The first and the second study provided insight into constructs at the student level. The first study examined the psychometric properties of an instrument used to measure students’ prosocial behavior. The second study examined the associations between students´ self-concept, prosocial skills, well-being in school, and academic achievement. Gender differences were also investigated. The third study tested the effects of an intervention involving specific activities (e.g., self-assessment, observation, and coaching). The three studies were empirical investigations of a sample of 143 students in elementary schools in a Swedish metropolitan area. The data sources were students´ self-reports and tests, including teachers´ reports on students’ prosocial skills, teachers’ social climate assessments, and video-recorded classroom climate observations. Study I and II had a cross-sectional design, and study III had an experimental design with cluster randomization at the school level. There were four intervention classes and four control classes. Data were primarily analyzed with structural equation modeling (SEM) techniques in Mplus to examine the hypotheses and research questions.

    Study I examined students’ prosocial behavior using confirmatory factor analysis (CFA). A two-factor measurement model was clearly supported, but a single-factor and a three-factor model cannot be excluded as possibilities for future research in the Swedish school context. Study II examined the constructs at baseline with CFA, demonstrating significant associations between self-concept and prosocial behavior, indicators of social-emotional learning (SEL), and well-being. The findings support the association between SEL and academic achievement indicators, confirming previous research. In study III, pre- to post-test changes resulting from a coaching intervention were examined with an autoregressive model. The coaching intervention was considered feasible, but there were no intervention effects from the pre- to post-test on the observed variables: self-concept, prosocial behavior, well-being, academic achievement, or classroom climate.

    Overall, this thesis contributes to the research on the whole child approach. Self-concept and prosocial behavior, indicators of SEL and well-being, contribute to understanding academic achievement. Teachers can use these assessment instruments to understand children´s social-emotional and academic development levels and the correlations between them so that appropriate support can be provided.

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  • 6.
    Wikman, Carina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Karlstad Business School (from 2013).
    Pauli, Mikaela
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Karlstad Business School (from 2013).
    Hur skiljer sig synen på motivationsfaktorer och belöningssystem mellan chefer i generation X respektive Y?: En jämförande studie med koppling till samhällsutvecklingen2019Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    In today’s market there are greater spread of generations than before. This adds challenges which managers need to learn to handle. These challenges can consist of different views and values regarding motivation factors and reward systems. Through increased digitalization and globalization, the social development has affected the generations in different ways. This can create clashes between generations. How should this problem be addressed? Previous research has discussed differences regarding the view of motivation factors and reward systems between different generations. The purpose of this study is to investigate how managers in generation X respectively Y, adhere to motivation factors and reward systems. The study also includes a comparison of social development and generation differences. A qualitative study has been conducted through semi structed interviews with ten respondents, equally distributed between generation X respectively Y. To enable the comparison between the generations, a theoretical framework containing motivation factors and reward systems have been created. The framework also contains a description of the characteristics of generation X respectively Y, Maslow’s hierarchy of needs and Herzberg’s two-factor theory. The results of the study are that managers in generation X respectively Y have different perceptions of motivation factors and reward systems. The respondents have also shown that social development has characterized generation Y to a greater extent than generation X. An example is that generation Y has grown up during digitalization since early age. According to the theory, generation Y has been characterized more by social development through a constant comparison which is possible with social media. Through the increased competition through social development, generation Y can have higher demands on themselves and a feeling of not being satisfied with themselves.

  • 7.
    Wikman, Carina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    A Cluster Randomized Controlled Trial of a Teacher-Coaching Intervention: a Proof of Concept StudyManuscript (preprint) (Other academic)
    Abstract [en]

    This study examined the utility of a practice-based coaching intervention in Swedish elementary schools. The study’s aim was to test the intervention’s feasibility and preliminary effects on a small scale. The intervention involves introducing activities, self-assessment, observation, and coaching to the teachers, with the aim of improving the social climate of a classroom, as well as students’ self-concept, prosocial behavior, well-being, and academic achievement. The design was a cluster randomized trial with the school as the unit of assignment. The participants in the intervention group were four classes with 66 students, and in the waiting list control group, four classes with 77 students. The duration of the intervention was five months. The intervention was consistent with a Practice-Based Coaching (PBC) model. To investigate the immediate effects of the intervention, autoregressive structural equation models were estimated. The regression estimates of the intervention of the latent variables at the post-test were non-significant. Based on the obtained results, we discuss potential changes for a longer duration, more frequent coaching sessions, and additional instruments that might enhance the effect of the intervention changes without compromising its feasibility.

  • 8.
    Wikman, Carina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Attention to the Whole Child Perspective2022In: 2022-Conference RCEN, 11-13 June, 2022, 2022Conference paper (Other academic)
    Abstract [en]

    In schools, the academic life of children is often put in the front of educational practice, yet attention to the whole child is valuable because it underlies improvements in multiple child outcomes (Cantor, Osher, Berg, Steyer, and Rose, 2018; Osher, Cantor, Berg, Steyer, & Rose, 2018). Whole-child development is an approach that focuses on supporting not only academic skills but personal, social, and emotional skills in children (Darling-Hammond et. al., 2019). Especially important for the present study is the Collaborative for Academic, Social, and Emotional Learning CASEL framework’s competencies of self-awareness as well as social awareness and relationship skills (CASEL 2013; 2020). Children´s self-concept is one key index within the domain of self-awareness and children´s prosocial behaviors are an indicator of social awareness and relationship skills. In the present study, we examined cross-sectional associations between indicators of social emotional competence (i.e., self-concept, prosocial behaviors) and children’s well-being and academic skills. 

    Participants comprised 143 children in second grade in four municipal primary schools. Eight elementary school teachers provided teacher ratings of the prosocial behaviors of participating children. Other constructs were child reported well-being and self-concept. Children also completed tests in math and literacy.

    The main findings from a structural equation model showed that the indicators of social emotional competence: self-concept and prosocial behaviors correlated moderately. Self-concept correlated highly with well-being and prosocial behaviors. Academic skills in terms of reading and math correlated moderately with prosocial behaviors and also well-being with math. Correlations between reading and well-being, reading and self-concept as well as math and self-concept were low and non-significant. 

    The present study is important from a Nordic perspective given that there is a need to build up empirical examples for why a whole child approach to education has value and should be retained and emphasized throughout a child’s education.

    References

    Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019). Malleability, Plasticity, and Individuality: How Children Learn and Develop in Context. Applied Developmental Science, 23 (4), 307-337.

    Collaborative for Academic, Social, and Emotional Learning. (2013). 2013 CASEL guide: Effective social and emotional learning programs—Preschool and elementary school edition.

    Collaborative for Academic, Social, and Emotional Learning. (2020). CASEL's SEL framework.

    Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B, and Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied developmental science, 24 (2) 97-140.

    Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2018). Drivers of human development: How relationships and context shape learning and development. Applied developmental science, 22 (1), 1-31.

  • 9.
    Wikman, Carina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Evaluation of a Pilot School-Based Teacher-Coaching Intervention to Change the Social Climate in Second Grade2023In: EARLI 2023 - Book of abstracts, 2023, p. 171-171Conference paper (Other academic)
    Abstract [en]

    The structure of relationships in the classroom and socio-emotionally proceeding in the learning environment may hinder or support children´s learning and development. Therefore, measuring the social climate is essential to identify challenges, successes, and areas for additional improvement. The present study examined the effect of a practice-based coaching intervention in improving the social climate in the learning environment and academic achievement and behavioral outcomes for students. The design was experimental with a cluster randomized assignment. Eligibility criteria for participants and clusters were 1) municipal primary schools, 2) second-grade classes, and 3) teacher certification. Intervention pertains to the cluster level: classes were N=4 and students N=66; wait-list-control group: classes were N=4 and students N=77. The duration of the intervention was five months. It consisted of three key components: action planning, observation, and professional conversation, according to the Practice Based Coaching model. The overall aim of the present study was to develop and test the effects of the intervention that involves the introduction of activities, self-assessment, observation, and coaching aimed at beneficially changing the social climate in the classroom, with a hypothesized indirect impact on students´ self-concept, prosocial behavior, well-being, and academic achievement. To investigate the immediate effects of the intervention, autoregressive structural equation models were estimated. The regression estimates of the intervention of the latent variables at the post-test were non-significant. Based on the obtained results, we discuss potential changes for a longer duration, more frequent coaching sessions, and additional instruments that might enhance the effect of the intervention changes without compromising its feasibility.

  • 10.
    Wikman, Carina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Measuring the Social Climate in the Learning Environment: Differences Between Two Instruments2022Conference paper (Refereed)
    Abstract [en]

    The structure of relationships in the classroom and what is proceeding socio-emotionally in the learning environment may hinder or support children´s learning and development. Therefore, measuring the social climate is essential to identify challenges, successes, and areas for additional improvement. In the U.S, the observation instrument CLASS has been developed based on developmental theory and research that suggests that interactions between teachers and students are the primary mechanism of student learning and development. In Sweden, the self-assessment questionnaire, GAVIS, has been developed from the theory of fundamental universal values, theory of psychosocial environment, self-determination theory, and analysis of student experiences. The aim of this pilot study was to examine the differences between the class and GAVIS instruments for young children.

  • 11.
    Wikman, Carina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Psychometric Properties of the Elementary Social Behavior Assessment in Swedish Primary School: A Teacher Rated Index of Students' Prosocial School Behaviors2021In: Frontiers in Education, E-ISSN 2504-284X, Vol. 6, article id 681873Article in journal (Refereed)
    Abstract [en]

    This study examined the psychometric properties of a Swedish language adaption of the teacher-rated Elementary Social Behavior Assessment (ESBA), which provides an index of students’ prosocial school behaviors. Participants were eight teachers (two teachers per school in four schools) who rated their students (N = 143 children, M age = 8 years old). The ESBA factor structure was tested with Confirmatory Factor Analysis in a series of models. The two- and three-factor models showed better fit. ESBA showed high internal consistency at the observed level. ESBA’s psychometric properties show initial promise as a tool to help Swedish teachers to support students’ prosocial skills development. 

  • 12.
    Wikman, Carina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ferrer-Wreder, Laura
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Teacher self-assessment of the learning environment with GAVIS: Abstract2020Conference paper (Other academic)
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  • 13.
    Wikman, Carina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ferrer-Wreder, Laura Anne
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Self-Concept, Prosocial School Behaviors, Well-Being, and Academic Skills in Elementary School Students: A Whole-Child Perspective2022In: Education Sciences, E-ISSN 2227-7102, Vol. 12, no 5, article id 298Article in journal (Refereed)
    Abstract [en]

    Whole-child development focuses on supporting not only academic but also social emotional skills. This cross-sectional study's aim was to examine the associations between the child-rated self-concept and well-being, teacher-rated prosocial school behaviors, and academic skills (as measured by child performance tasks) and to examine if there were group differences by gender for these constructs. The sample was 143 s grade students (M age = 8 years old). The results indicate that self-concept correlated highly with well-being and moderately with prosocial behaviors, while academic skills correlated moderately with prosocial behaviors. The results also show that the boys had lower average prosocial behavior (teacher-rated) and self-concept (child-rated) ratings relative to the girls. The findings indicate that prosocial behavior, well-being, and self-concept can be measured in psychometrically sound and practically meaningful ways in Swedish elementary schools. Because many of the socioemotional and behavioral constructs were correlated with academic skills, these constructs could be important targets for early academic support interventions inspired by a whole-child approach.

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