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  • 1.
    Abbas, Jufoon
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Nelson, Lina
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Blyga barn i sociala situationer: Pedagogers strategier för att inkludera blyga barn i förskolan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Idag uppmanas barn på förskolan att ta för sig och göra sig hörda, detta för att bli en del av gemenskapen. Blyga barn på förskolan tenderar att bli osynliga vilket leder till att de har svårt att bli delaktiga. I vår studie undersöker vi hur pedagoger arbetar för att inkludera blyga barn i förskolan.

    Syfte: I denna studie undersöker vi hur förskollärare arbetar för att blyga barn ska känna sig inkluderade i sociala situationer.

    Metod: Vi har valt att genomföra semistrukturerade intervjuer. Vi har intervjuat nio verksamma pedagoger på fem olika förskolor. Vi kontaktade cheferna på varje förskola via mejl innan vi skickade ut vårt missivbrev. Efter samtycke från studiedeltagarna spelade vi in våra intervjuer som sedan transkriberades och analyserades.

    Resultat: Resultatet av vår studie är att blyga barn har svårt att bli delaktiga i förskolan och inkluderas endast i vissa situationer. Att det finns olika strategier som pedagoger kan ta till för att stödja dessa barn har visat sig genom tidigare forskning. Dock behövs utbildning till pedagoger för att de ska bli medvetna om dessa strategier då det framkommit att utbildning inom området inte tillhandahålls. Det är också situationsbundet när barn blir blyga, vilket visar att barn är blyga i vissa miljöer eller sammanhang men inte i andra. Barn som är blyga går miste om upplevelser och erfarenheter på förskolan som andra barn får till sig, vilket innebär att de riskerar att gå miste om utvecklingsmöjligheter och att hamna utanför gemenskapen.

  • 2.
    Abdallah, Nour
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Nyman, Caroline
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Naturvetenskap i förskolan: en kvalitativ studie om förskollärares syn på naturvetenskap i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien har syftat till att ta reda på hur pedagoger tänker kring arbetet samt vilka möjligheter och svårigheter det finns med att arbeta med naturvetenskap i förskolan. Under vår undersökning har vi utgått ifrån olika övergripande frågeställningar som vilka arbetssätt pedagoger utgår från när det gäller naturvetenskap i förskolan, vad ser pedagoger för möjligheter att arbeta med naturvetenskap i förskolan samt vad för svårigheter pedagoger ser med att arbeta med naturvetenskap i förskolan? I studien utgick vi från den kvalitativa metoden där åtta intervjuer utfördes på två olika förskolor. Intervjufrågorna var öppna för att försöka fånga in så mycket av de intervjuades upplevelser och tankar kring ämnet naturvetenskap. Resultaten i studien visar att pedagoger har olika tankar om hur man arbetar med naturvetenskap samt att pedagoger arbetar på ett varierat sätt. När det gäller arbetsformen fann vi fyra subkategorier, att arbeta med begreppsförståelse, att ha spontana och planerade aktiviteter, att barnen ska upptäcka själva och att uppmuntra barnen till att lära sig genom sociala samspelet.Vi kom även fram till att det finns olika möjligheter samt svårigheter med naturvetenskap somexempelvis att ha en skog nära kan vara en stor möjlighet eftersom det kan underlätta pedagogers arbete. Svårigheter som kan uppstå är att om det förekommer brister på kunskaphos pedagoger kring ämnet naturvetenskap kan detta innebära att det blir svårt att lära barnen om naturvetenskap. Det blir svårt att exempelvis att svara på frågor.

  • 3.
    Abdulla, Afrah
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology. University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kursen för samhällsorientering för nyanlända: mobilisering och integration för deltagare2013In: Gemenskaper: socialpedagogiska perspektiv / [ed] Eriksson, Lisbeth, Nilsson, Gunilla & Svensson, Lars A., Göteborg: Daidalos, 2013, 1, p. 117-138Chapter in book (Other academic)
  • 4.
    Abraham, Getahun Yacob
    et al.
    Karlstad University, Karlstad, Sweden.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Internationalisation in teacher education: student teachers' reflections on experiences from a field study in South Africa.2018In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 9, no 4, p. 347-362Article in journal (Refereed)
    Abstract [en]

    Internationalisation of higher education and teacher education has been a key issue since the 1990s and many universities still attempt to increase student mobility ever since. Much research has been done on the topic of internationalisation and higher education, including teacher education trying to show how a certain programme impacts on students’ learning, especially intercultural learning when it comes to programmes in teacher education. These studies are often directed towards programmes that last several months or a whole year. The focus of this study is rather to explore if and in what way experiences in a two-week field study can contribute to a student teacher’s intercultural learning and professional development. The findings of the research show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and on awareness of teachers’ living and working conditions in a different culture like South Africa.

  • 5.
    Abrahamsson Ekberg  , Malin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Snell, Paulina  
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    "Du måste vara trygg i dig själv som ledare": En studie om rektorers ledaregenskapers påverkan av den psykosociala arbetsmiljön i skolan2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The psychosocial work environment refers to the social climate in workplaces which affects all employees who interact with each other. The employees' health and satisfaction in their workplace, is the leader's responsibility and how he or she chooses to respond to their employees' needs also affects the results around the work environment. The study was comprised of eight semi structured interviews where teachers were interviewed regarding their experiences on how the leader's traits and skills affect their psychosocial work environment, and how their leaders should act when conflict arises. Traits are defined in this study as something you are born with and skills are defined as something that you learn. The results indicate that participation, clear directives and responsiveness promote good psychosocial work environment according to the teachers, while master suppression techniques and difficulties in receiving criticism counteract it. In conflict situations it is important that the principal can act as a neutral collocutor but still remain as a mainstay to the teachers.

  • 6. Abrandt Dahlgren, Madeleine
    et al.
    Hult, Håkan
    Dahlgren, Lars Owe
    Hård af Segerstad, Helene
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    From Senior Student to Novice Worker: Learning Trajectories in Political Science, Psychology and Mechanical Engineering2009In: The Routledge international handbook of higher education / [ed] Tight, Malcolm, New York: Routledge , 2009, p. 165-179Chapter in book (Other academic)
  • 7.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Science.
    Hult, Håkan
    Linköping University, Department of Behavioural Science.
    Dahlgren, Lars Owe
    Linköping University, Department of Behavioural Science.
    Hård af Segerstad, Helene
    Linköping University, Department of Behavioural Science.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture.
    The transition from higher education to work life: a comparison between a problem-based learning programme and conventional programmes in Higher education2005In: Symposium at the 33nd Congress of the Nordic Educational Research Association (NERA). Oslo, March 2005., 2005Conference paper (Other academic)
    Abstract [en]

    This longitudinal study focuses on the transition from higher education (HE) to worklife. Generally, the transition is considered to have become more complicated due to the changing conditions for work in a supercomplex society. More specifically, there is also still sparse knowledge about how students in PBL programmes cope with the transition process. Previous research on the topic has suggested that there is a need for more complex studies of the relationship between HE and work. The aim of the study is twofold, (i) to describe the way students experience their programme as seniors and later their work situation as novice workers, and (ii) if there are differences regarding these experiences in comparison between a PBL programme (psychology) and conventional progammes (mechanical engineering and political science). The transition from HE to worklife in the three programmes is analysed according to five dimensions; relation to space/areas of operation, identity/tracjectory, professional role characteristics, transition process and relationships between education and work. The results indicate that the PBL-programme is preparing for worklife in a rational way, both regarding generic skills and substantive knowledge. The conventional programmes stand out as preparing for worklife either by providing generic skills or by having a ritual character.

  • 8. Abrandt Dahlgren, Madeleine
    et al.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Dahlgren, Lars-Owe
    Hård af Segerstad, Helene
    Hult, Håkan
    From senior student to novice worker: learning trajectories in political science, psychology and mechanical engineering.2006In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 31, no 5, p. 569-586Article in journal (Refereed)
    Abstract [en]

    This longitudinal study focuses on the transition from higher education to working life. Research has hitherto described the transition in rather general terms, and there is still only limited knowledge about how graduates construe themselves as professionals, or how they experience the transition to the sociocultural contexts of working life. In this study, the transition is viewed as a trajectory between different communities of practice. Three different Master’s programmes at Linköping University are focused on and compared: political science, psychology and mechanical engineering. The specific aims are to: (i) identify aspects of identity and knowledge formation as reported by informants, both as...

  • 9.
    Ahlcrona, Hampus
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Framvik, Girish
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Pedagogers syn på musik som språkutvecklande verktyg: På förskolan och öppna förskolan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Inledning: Idén till denna studie framkom efter vår verksamhetsförlagda utbildning (VFU) från förskollärarprogrammet på Högskolan Väst. Musiken och sången finns alltid närvarande genom sångstunder, spontansång vid matbordet eller i form av sångtexter och noter uppsatta på väggarna. Dock är de lärarledda musikaktiviteterna ofta i återskapande form, eller call-response form, det vill säga att barn upprepar något som en pedagog sjunger först. Hur kan det komma sig att musiken, som i läroplanen inte har en uttalad koppling till språket, har en förhållandevis stor roll i förskoleverksamhetens vardag?

    Syfte: Studiens syfte är att undersöka hur pedagoger använder musik och musikaktiviteter i språkutvecklande syfte i förskolan. Frågeställningar som användes var på vilka sätt musik kan användas i språkutvecklande syfte, och hur förskolans pedagoger talar om kopplingen mellan musik och språkutveckling.

    Metod: För att svara på dessa frågeställningar valde vi att använda oss av den kvalitativ forskningsmetod, närmare bestämt fokusgrupper. Genom de diskussioner som uppstår i fokusgrupper vidgas deltagarnas synsätt, erfarenheter och åsikter med hjälp av de andra deltagarnas perspektiv. Vi valde just denna metod då vi anser att den ger oss data som kan ge svar på de frågeställningar som framställts. Studien utfördes på förskolor i Västsverige, med deltagare i spridd ålder från flera olika kommunala förskolor samt en öppen förskola inom samma område.

    Resultat: Resultatet visar att musiken till stor del används som ett språkutvecklande verktyg på grund av det intresse och den uppmärksamhet musiken bidrar med, den sprider glädje och hjälper barn att slappna av. Det är lätt att variera lärarledda aktiviteter samt anpassa nivån på lärandeobjektet till varje individs behov och nivå. Enligt vissa pedagoger ses inte användningen av instrument i musikaktiviteter som nödvändigt för barns språkutveckling, men det ses som en stor tillgång att ha musikaliskt kunniga pedagoger i arbetslaget. Det syns även skillnad i arbetssättet på förskolor och på öppna förskolan, där öppna förskolan inte har samma krav på verksamheten. Trots det sker sångstunder och musikaktiviteter regelbundet där syftet ofta är att stötta barn i sin språkliga utveckling.

  • 10. Ahmadi, Ahmad
    et al.
    Herrman, Margaretha
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Högberg, Karin
    Från akademi till arbete i filmindustrin: Filmproduktionsutbildningens bidrag som kulturbärare eller kulturomformare2011In: Utmaningar och perspektiv på VerksamhetsIntegrerat LÄRande, 2011Conference paper (Refereed)
  • 11.
    Andersson, Anna
    University West, Department of Social and Behavioural Studies, Psychology and organization studies.
    TALKMAP: en kommunikationsmodell för bättre ledarskap?2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay was primarily to seek knowledge about how leaders using the Talkmap method, feel that their attitude and leadership was affected. The study used symbolic interactionism, communication theory, and some leadership theories, to understand and interpret the respondents' different experiences. This study is qualitative with a hermeneutic approach, and the interpretations are based on respondents' experiences of Talkmap. The study used an abductive approach when analyzing the seven semi-structured interviews.

    The result of the study showed that all respondents felt they had developed their abilities in treatment. They used tools and models in Talkmap, which gave them knowledge of how people like to reflect themselves in each other. This knowledge could be used in interpersonal meetings. One important aspects given by the respondents was that they now felt less stress, since they could control development of conversation. They also felt that the emphasis of the course was on optimism and positivity, which led to the fact that they often reflected on their leadership and how to improve as leaders. The essay concluded that good treatment always can evolve, and by participating in Talkmap the leadership could develop by gaining more tools

  • 12.
    Andersson, Annika
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Boundary work and boundary awareness: a case study of an emergency exercise with blue light students2015In: Proceedings of the ISCRAM 2015 Conference - Kristiansand, May 24-27 / [ed] Palen, Büscher, Comes & Huges, 2015Conference paper (Refereed)
  • 13.
    Andersson, Annika
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    In case of emergency: Collaboration exercises at the boundaries between emergency service organizations2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Due to the emergent and dynamic nature of incidents, the complexity of emergency work is often referred to as a challenge for learning. Another recurrent challenge in emergency work is that of collaboration at and across established organizational boundaries involving actors with specific types of expertise who are operating under different regulations and responsibilities. In addition, training emergency service organizations in collaboration remains a challenge. In light of the difficulties and shortcomings that have been identified in major incident responses, the need for exercises for developing and maintaining collaborative response effectiveness prior to the next incident is often highlighted. The overall aim of this thesis is to understand how full-scale exercises can provide conditions for developing inter-organizational collaboration between the police, ambulance and rescue services at the incident site. Learning activities that carry the potential to support and develop collaborative capacity, and how the alignment of distributed expertise can be trained for, were of particular interest. Interviews with participants in eight full-scale exercises with professionals and interviews and observations of one exercise with senior-level students in Sweden served as the empirical base.Central concepts from Cultural-Historical Activity Theory (CHAT) provided theoretical tools to explore the exercises and understand boundaries between organizations with a wider, systemic approach. The empirical studies show that the participants understood full-scale exercises to be valuable opportunities for becoming involved in response work, making decisions, and acting and interacting in uncertain situations and realistic environments. As in real-life responses, exercises are characterized by the stabilization and confirmation of everyday routines on the one hand, and by improvisation and change on the other hand. The studies also show that exercises tend to focus on specific scenarios,intra-organizational routines, and leadership positions. Infrequent exercises inwhich the participants were only trained in a limited role were perceived to be in adequate for developing preparedness and collaboration. However, the analysis suggested that the way in which exercises were organized and performed had implications for how participants were trained in collaboration.Realizing the potential of boundaries as resources for learning in exercises depends on how boundaries are explicated and approached. Thus, rather than striving to ignore or eliminate boundaries in exercises, the studies illustrated the learning value of explicitly reflecting on the multiple understandings around boundaries. The studies demonstrated that much of the work at an incident site takes place around negotiations. Collaboration at the incident site was not only aquestion about boundary crossing; operational tasks may not always be aligned and have to be prioritized and sequenced. The exercises comprised work situations in which no single motive could explain or determine the collaboration,due to different types of expertise, primary responsibilities and needs forinformation. These factors were understood in terms of the concepts of boundarywork and boundary awareness. These concepts point at a more divergent understanding of collaboration that reaches beyond striving to create mutual understanding between organizations in learning activities. Differences between organizations, such as in terminology, time horizons, priorities, leadership structures, understandings of safety and how intra-organizational decisions and actions could impact the collaborating organizations' work, were central triggers for discussion and negotiation. These differences required explanations in order to make the actions and decisions of one organization understandable and justifiable to another, based on organizational mandates and types of expertise.Giving emergency services the opportunity to work together, to develop an awareness of their expectations of each other in various situations, to use and interpret their own and others' terminologies, and to identify internal hierarchies and motives for prioritizations was essential dimensions of exercises

  • 14.
    Andersson, Christina
    et al.
    University West, Department of Social and Behavioural Studies.
    Carlsson, Catharina
    University West, Department of Social and Behavioural Studies.
    Barns kunskaper om miljö och hållbar utveckling i vardagen2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Miljöproblemen uppmärksammas idag i hela världen. Dagligen hör vi att hoten mot miljön måste åtgärdas och att alla måste hjälpas åt. Riksdag, regering, och flera stora världsorganisationer arbetar hårt med att få in ett miljöperspektiv i all undervisning. Det här gäller från förskolan ända upp till vuxenutbildning. Syftet är att undersöka vad barn vet och kan om vardagliga handlingar som påverkar miljön och en hållbar utveckling på ett positivt sätt i förhållande till vad rapporter och styrdokument föreskriver. Vi genomförde studien med hjälp av kvalitativa gruppintervjuer med 36 barn i åldrarna fem till tio år. Intervjuerna genomfördes gruppvis då vi anser att ett socialkonstruktivistiskt perspektiv kan vara gynnsamt i samtal om ett så stort och komplext ämne som miljö och hållbar utveckling är. Vi använde frågor, bilder och konkret material som underlag när vi genomförde intervjuerna. Generellt anser de flesta barn att det är viktigt med en bra miljö, även om kunskaperna om hur vi åstadkommer detta är varierande. Skillnaden på kunskapen mellan förskolan och grundskolan visade sig vara större än vad vi förväntat oss. Vi kunde inte se att miljöundervisning har gett det resultat och haft den centrala roll som riksdag, regering och världsorganisationer som bland andra FN och OECD föreskrivit.

  • 15.
    Andersson, Emil
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Musik i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 16.
    Andersson, Fredrik
    et al.
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Börjesson, Oliver
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Att identifiera resursfaktorer för arbetsnärvaro i en västsvensk kommun: En fenomenografisk ansats2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: Sickness absence in Swedish municipalities have increased during the past five years. This is a trend that follows all Swedish municipalities. A municipality in Western Sweden has worked much to prevent sickness absence through rehabilitation. However, the municipality now wants to shift focus and work more with those who are healthy by investigating what creates health among their employees.

    Purpose & Issue: This study aims to investigate which resource factors of health that contributes to the working presence in a municipality in Western Sweden. Method: A qualitative method with inspiration from phenomenography has been used for the study design, for gathering data and for the data analysis.

    Result – Outcome space & Conclusions: Four main categories emerged identifying The result shows four categories identified as the most important resource factors for health among for the informants. These four categories were: job satisfaction, morale, opportunity to influence and wholeness.

  • 17.
    Andersson, Kajsa
    et al.
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Dunsäter, Torleif
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Skolbibliotek och undervisning: En studie om lärare och skolans bibliotekariers uppfattningar om skolbibliotekets roll i undervisningen2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper has been to study teachers´ and librarians´ perspectives of the role of the school library in education in secondary schools. The study is based upon interviews with teachers and librarians from two different schools. We are inspired by phenomenography but we use a descriptive method and the following four parts are described in our result: the use of the school library, investigative approaches, the role of the school library and its environment and the role of the librarian. The conclusions which are evident from our research suggest the library has a fundamental role in the heart of the school. The school library is a multi-functional service used to support school studies, independent work and promote and encourage the reading of fiction. Essential to making the school library function well is professional staff, inspiring new literature and sufficient space to allow such functions to operate without disturbing each other. To ensure co-operation functions optimally the two professions must work effectively together as one team, understanding each other’s roles fully.

  • 18.
    Andersson, Maria
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Stark, Claes
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Implementering och vidmakthållande av kompetensutvecklingsinsatser: Friktion och möjligheter2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to gain an understanding of how managers within two SiS institutions feel that they are working with competence development initiatives regarding MI.

    The result shows that the competence development initiative becomes part of the implementation and the mainteanace of the method, since employees through training in MI receive a common approach with a common language.

    The study is a qualitative study that is based on interviews with managers at two institutions within the State Department Board. The results are reported on the basis of interviews with eight unit managers. The interviews were conducted with the help of semi-structured interview questions that opened up the informants' own stories and gave the researchers the opportunity to ask supplementary questions. The informants were interviewed individually and the interviews were recorded to ensure that the researchers got everything that was said.

    The phenomenological approach of the study wanted to reach the core of the phenomenon how managers at two SiS institutions feel that they are working on competence development initiatives concerning MI. Continued learning and development of MI takes place in everyday life at the workplace where learning in the method needs to be structured so as not to be forgotten. The structure of MI increases the quality of the organization for both young people and staff, as the common approach gives a security. The implementation of MI is a shared responsibility where the managers structure for a good and developing learning environment and employees are responsible for using MI in everyday life through reflection and feedback.

  • 19.
    Andersson, Marianne
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lindholm, Carola
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Reggio Emilia i tanke och handling i en svensk förskolekontext: - Pedagogers förståelser av begreppen "Det rika barnet"och "Miljön som den tredje pedagogen"2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte: Studien syftar till att få kunskap om hur centrala begrepp inom Reggio Emilias filosofi omsätts i tanke och handling i tre svenska Reggio Emilia förskolor. Med hjälp av ett fenomenografiskt perspektiv vill vi få kunskap om pedagogers uppfattningar kring begreppens innebörd och hur de i så fall menar att det inverkar på barn i praktiken. Det gör vi genom att undersöka hur begreppen "det rika barnet" och "miljön som den tredje pedagogen" uttrycks i tanke och handling. Metod:Intervjuer, observationer av miljöer, fotografier av miljöer, visuell metod, fenomenografisk analysmetod. Resultat: Det framgår av resultatet att innebörden av begreppet ”det rika barnet” inte diskuterats på de förskolor som ingår i studien. Istället har ”det kompetenta barnet” blivit synonymt med begreppet och med deras barnsyn. Pedagogens roll handlar till stor del om att erbjuda material och miljöer som möter barns behov och intressen. Att barns olikheter ses som en tillgång kopplas till de möjligheter miljön erbjuder att utforska. Det är också viktigt att barn tillåts vara olika i miljön. Det finns en tro på det självgående barnet som resulterar i att barn visar vägen i projekt. Miljön stöttar när barn kan fungera självgående, utan att vara beroende av en vuxen. Barns intressen ska återspeglas i miljön, som ändras utifrån deras processer. En tillgänglig och tillåtande miljö möjliggör att barn kan agera självständigt och miljön stöttar på så vis pedagogerna. En väl förberedd miljö kompenserar närvaron av en pedagog och lockar barn genom att vara inspirerande och tilltalande. Att barn ska lära sig något och utvecklas i miljöerna har en framåtsyftande funktion. Det anses också att miljön kan bidra till barns möjligheter att verka i ett demokratiskt sammanhang.

  • 20.
    Andersson, Peter
    et al.
    Gothenburg university.
    Cederlund, Katarina
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lyngfelt, Anna
    Gothenburg university.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Crossing borders by the use of digital tools in classrooms representing different socioeconomic backgrounds2015In: NERASymposium: “Situating literacies in educational settings”, 4-6 March 2015, Gothenburg, 2015Conference paper (Other academic)
  • 21.
    Andersson, Peter
    et al.
    Gothenburg university.
    Cederlund, Katarina
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lyngfelt, Anna
    Gothenburg university.
    The Challenges of Change in Early Literacy Instruction2014In: SIG Writing: Conference on Writing Research, 2014Conference paper (Other academic)
  • 22.
    Andersson, Susanne
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Ekström, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Digitalkamera, dataprojektor, smartboard, dator med mera...: En studie kring hur lärarna i år 2-5 ser på multimedia i undervisningen2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: En av skolans främsta uppgifter är att rusta eleverna för framtiden på olika sätt. I studien lyfter vi vikten av att eleverna måste kunna orientera sig i en komplex verklighet med stort informationsflöde och snabb förändringstakt (Lpo 94, 2006). Vi undersöker hur lärarna arbetar med olika media i sin undervisning. Vi har också intresserat oss för vilka datorprogram de väljer att använda. Dagens elever har en helt annan erfarenhet av och tillgång till Internet än tidigare elever har haft, vilket gjort att de redan i tidig ålder möts av olika utmaningar och faror. Syfte: Syftet med undersökningen är att ta reda på hur lärarna ser på multimedia i undervisningen i år 2-5, samt hur multimedia praktiskt används i arbetet med eleverna. Metod: Som metod valde vi kvalitativ semistrukturerad forskningsintervju. Vi har utfört elva intervjuer med mp3-spelare, vilka har transkriberats till text och analyserats. Intervjupersonerna har varit lärare som arbetar i år 2-5, och arbetar i fem olika kommuner. Intervjuerna har vi analyserat utifrån en vidare hermeneutisk tolkning, utifrån ett fenomenologiskt synsätt. Resultat: Vi har funnit att de flesta lärarna arbetar mycket medvetet med multimedia i sin undervisning. De är i stort sett nöjda med de typer och antal av multimedia och program skolan tillhandahåller. Lärarna på de flesta skolorna utbildar eleverna utifrån en medvetenhet om omvärldens faror. Vi har även funnit att lärarens inställning påverkar deras användande av multimedia i undervisningen. Flera lärare anser att PIM-utbildning för kommunens lärare ökar deras engagemang. Är läraren intresserad, så blir eleverna intresserade. Att använda multimedia gör lärandet mer lustfyllt och ökar motivationen hos de flesta elever, samtidigt som det främjar deras samarbete och sociokulturella lärande.

  • 23.
    Andersson Varga, P.
    et al.
    Gothenburg University, Sweden.
    Asplund Carlsson, Maj
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Writing for life?: A case study of affordances of writing in four L1 upper secondary classrooms2015In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 15, no SpecialIssue, p. 1-19Article in journal (Refereed)
    Abstract [en]

    During the period of 1994-2011 all programmes in Swedish upper secondary school comprised a set of core subjects with the aim to entail equity on the policy level. However, a division between programmes still prevailed on the school level, particularly in the core subject L1 Swedish. The main purpose of this study has been to explore how the teaching of writing in two academic and two vocational programmes differs, which writing repertoires are developed and how writing is assessed. The study is part of a long-term ethnography of writing in upper secondary school (Andersson Varga, 2014). The data produced during the two-year field study contain field notes from writing lessons, lesson observations and talks with four teachers, as well as recorded and transcribed, semi-structured teacher and student interviews, instructions on writing tasks, student texts and teachers’ responses to student texts. This article focus-ses on the preparation for the National Test, the afforded assignments, the realisations of the student texts and the assessment. The teachers in the four programmes handle the national syllabus in relation to the students, resulting in four different curricula in the classroom. Thus, issues of inequity, disparities in curricula as well as different expectations on students, depending on programme, became obvious. To understand the processes of social reproduction, we use Bernstein’s sociology of education (1996, 2000) and the concept of the pedagogic device and pedagogic identity. However, we also show one example of interruption (Singh, 2013) in one of the four classrooms. Thus, the main results demonstrate how one particular teacher brings about change to a group of working class girls. © 2015 International Association for the Improvement of Mother tongue Education.

  • 24.
    Andersson, Åsa
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Nya etniciteter, det mångkulturella och synkretiska strategier2008In: Meningsskapande och delaktighet: Om vår tids socialpedagogik, Göteborg: Daidalos , 2008, p. 83-103Chapter in book (Other academic)
  • 25.
    Andersson, Åsa
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Bolin, Anette
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Work Integrated Learning from the Perspective of Internationalization2012In: The European Conference on Educational Research 2012: The Need for Educational Research to Champion Freedom, Education and Development for All, 2012Conference paper (Refereed)
    Abstract [en]

    The focus of this presentation is on work integrated learning in higher education that takes place in a cultural context different to that which the student is accustomed to. In higher education internationalization is often stated as a central vision both in relation to education and research. This is commonly expressed in policy documents in statements such as working for an open and border crossing university and having a distinct international perspective in all forms of higher education. The research project “Work integrated learning from the perspective of internationalization” is designed to highlight some of the conditions that surround such visions by examining learning in international settings from students' experiences of practice-related activities abroad. This involves activities that are directly work-oriented or field work carried out within the framework of a university course and / or a bachelor thesis. In the project we are thereby examining students' situated learning and thus highlight the contextual practice community they can access in an international environment. This includes both specific and more general aspects of learning in which different aspects are highlighted. Specific training related to special education programs focus on the development of professional identity while generally learning affects students from all programs in which learning outcomes such as wider perspectives and critical thinking are included.Our research focus is of exploratory nature where the approach is to examine students’ experiences of practice-related learning from the perspective of internationalization. This is being researched from three relating aspects. • Emotional and identity transformational aspects of learning. What does it mean to be in a relatively unknown social environment and there be faced with work-related tasks? What kind of interpretations and understandings of the situations occur? • Communicative aspects of students' practice-oriented learning – the importance of language and cultural codes. • Comparative aspects of students’ learning – the importance of comparisons for perspective taking and development of knowledge.Previous researched has been done on students’ practice-related learning in the field of work integrated learning. The forms of practice-oriented learning are of various kinds. It may be learning through the use of practical training related to establishing a profession-specific knowledge and identity. Other forms are the use of direct working connections or cultural settings outside the university through project work in course moments and / or for a bachelor thesis. What is common to these various forms is an endeavor of higher education to make the arena and cultural settings outside the university to a direct part in students’ learning. Given that the internationalization of higher education has increased, it is important also to examine students’ learning in various international contexts. The relevance of this can be found in theories of learning particularly those focusing on the contextual meaning from the idea that learning originates from the experience of interaction with the environment. Social aspects such as the relational and dialogic qualities are central already in the work of Vygotsky (1962) but according to Cooper (2008), it is only recently that this has been researched from an international perspective.

    Method

    The study is based on qualitative interviews with post graduate students who have completed internship or field work abroad. We have conducted in depth interviews using a guide with thematic questions focusing on emotional, communicative and comparative aspects of work integrated learning abroad. When processing the raw information the interviews were digitally-recorded and transcribed verbatim. The sample includes 12 in depth interviews, three students from each four different departments (social work, teacher, health promoter, cultural studies and engineering) at a smaller Swedish university. Another category of material is the interviewed student’s written reports from their field work. A content-analysis is performed on all parts of the material according to the three mentioned aspects. The analysis is abductive, which means that it uses theoretical concepts in making sense of the material, but is also sensitive to the participants' own ways of conceptualizing their experiences and learning. Common as well as unique features in the students' stories will be presented and discussed and considered in regard to the students' personal, institutional and cultural contexts.

    Expected Outcomes

    Preliminary analysis suggest in line with previous studies that the interviewed students' experiences of practice-related learning in a different cultural context show linkage with the phenomenon of sojourning which means taking up temporary residence in another culture. The previous, more linear psychological explanatory model of "adapting" the self in a new country to study or work does not suffice to explain the students' various experiences and learning in their field of study/professional development or on a more general. Our primary analysis of the material rather indicate that these processes are best understood as a complex web of shifting links between mastery of communication, social interaction and personal development. It is the management of this web which gives the result of cross-cultural adaptation and renegotiation of the "identity". As previous studies in the field have shown, personal, educational and psychological factors are as important as organizational and social-cultural factors for influencing the learning outcome (Qing et al 2010). And when it comes to identity formation practice related learning abroad also shows deeply personal transformative possibilities (Ryanand & Viete 2009).

    References

    Cooper, G. (2008) "Assessing International Learning Experiences: A Multi-Institutional Collaboration". In: Phi Kappa Phi Forum/ Vol. 88 Qing, G., Schweisfurthb, M. & Daya, C. (2010) "Learning and growing in a 'Foreign' Context: Intercultural Experiences of International Students" In: A Journal of Comparative & International Education. Vol.40, No. 1. Ryan, J. & Viete, R. (2009) “Respectful interactions: learning with international students in the English-speaking academy”. In: Teaching in Higher Education, Vol. 14, No. 3 Vygotsky, L. (1962) Thought and language. Cambridge: MA: M IT press

  • 26.
    Andreasson, Ingela
    et al.
    Göteborgs universitet, Institutionen för pedagogik och didaktik.
    Asplund Carlsson, Maj
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Elevdokumentation: om textpraktiker i skolans värld2009Book (Other academic)
  • 27.
    Andreasson, Ingela
    et al.
    Göteborgs universitet.
    Asplund Carlsson, Maj
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Individual Educational Plans in Swedish schools: Forming identity and governing functions in pupils’ documentation2013In: International Journal of Special Education, ISSN 0827-3383, E-ISSN 1917-7844, Vol. 28, no 3, p. 55-67Article in journal (Refereed)
    Abstract [en]

    The documentation of pupils in Swedish schools is extensive and  a documentation culture has come to characterize the schools in recent years. In the context of decentralization and changing governance, focus has increasingly been directed towards assessment, follow-up and evaluation of pupils’ learning and social development. This article examines the Individual Educational Plans (hereafter IEP) used for pupils with special educational needs in Swedish compulsory schools from the perspective of text analyses based on discourse theory. The aim of this study is to shed light on how pupils are constructed in the school’s documentation. The study examines how these IEPs are used as a pedagogical technique for new ways of governing in order to impose self-regulation, individual responsibility and social control.The documents, which comprise the empirical material in this article, are gathered from 14 different schools and consist of documents for a total of 136 pupils with special educational needs

  • 28.
    Ankarberg, Annelie
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Ödebrink, Gustav
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    ”Det är den personliga feedbacken som får mig att växa”: En kvalitativ studie om medarbetares uppfattningar av medarbetarsamtalet2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: Despite about one hundred years of reserach on Performance Appraisals, the topic is still relevant today. Performance Appraisals is for many organizations a tool for managing their human resources, partly by giving employees feedback on their work performance and partly for setting goals for the future.

    Purpose: This study aims to investigate employee’s perceptions about the Performance Appraisals an d how it can be used to motivate employees.

    Method: This study’s questions was answered by a qualitative approach. Eight semistructured interviews were conducted, audiorecorded and transcribed. The collected empirical data were analyzed by thematic analysis. Participants: Eight people employed in the healthcare profession were interviewed in the study. Seven of the participants were assistant nurses and one was a nurse. The participants worked at the time of the study at various workplaces in southwestern Sweden and were 26 to 58 years old.

    Results: The results of this study shows the respondents generally believe that the performance appraisals is significant and has a positive effect in the form of giving employees the opportunity to have a conversation where one can discuss their work situation with their manager. The performance appraisal can contribute to increased motivationas it provides an opportunity to “look ahead” and that the employee from his/her manager gets feedback and a sense of support and confidence. In order to create a more long-lasting and persistent effect of increased motivation, the performance appraisal needs to take place more often.

  • 29.
    Arbjörk, Jeanette
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Andersson, Malin
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    "Man får ju känna i morrhåren när man kliver överkanten": Några anställdas uppfattningar kring sitt medarbetarskap2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper has been to investigate how employees of a public administration perceive their employeeship. We have looked at how the employees perceive that the leadership affects the employeeship, how the employees perceive their employeeship and how the employees perceive their learning, all this with the purpose as the foundation. The data was gathered through semi-structured interviews and was analyzed based on a phenomenographic approach, this as we wanted to find the variation in the employees perception. The outcome of the analysis are three categories of description with adherent subcategories to it, where several variations about employeeship are found. "The real employeeship (?)" with subcategories "I take my responsibility with support from the leader" and "Employees are motivated by being able to take care of things themselves but can feel lonely at sometimes". "Learning by work and with others" with subcategories "The significance of relationships for learning" and "Prerequisities for learning are characterized by task and will to learn" and the description category "Influence through action and attitude". The results show that the context of the employeeship determines the type of employeeship that occurs. The responsibility is defined based on various dimensions such as the responsibility to know their limitations, responsibility for relationships in the group and the responsibility to relate to organizational terms. The employees take their responsibility through their competence and with help from leaders and collegues

  • 30.
    Aregård, Alicia
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Har man nära till naturen har man nära till lugnet: En studie av landsbygdsbors förhållande till naturen2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie var att undersöka landsbygdsbors förhållande till naturen, med fokus på dess betydelse för det mentala välbefinnandet. Studien har en kvalitativ ansats och material har samlats in i form av självrapporter, i vilka informanter i olika delar av landet har delat med sig av tankar om sin vardag på landsbygden och naturens roll i vardagen. Resultatet visar att närheten till naturen har stor betydelse för informanternas dagliga välbefinnande och deras förmåga att hantera vardagen. Naturen utgör en källa till rekreation och fungerar även som en slags terapeut för bearbetning av tankar och känslor. Den andel av informanterna som både bor och arbetar på landsbygden lägger något större fokus på upplevelsen av att ha naturen ständigt närvarande, jämfört med den grupp som arbetar i tätorter och fokuserar på att de söker sig till naturen i rekreationssyfte. Det framkommer att närheten till naturen har stor betydelse för livskvaliteten, genom att stämma överens med informanternas uppfattningar om vad ett gott liv innebär. Vikten av att leva ett liv som överensstämmer med de egna värderingarna är potentiellt den främsta slutsatsen som kan dras av resultatet. Det tredje och sista temat som framträder visar en medvetenhet kring miljöfrågor och hållbarhet, både kring den fysiska miljön och de strukturella förutsättningar som råder på landsbygden. En viss oro för framtiden lyfts och man understryker hur viktigt det är med en levande landsbygd. Resultatet har tolkats utifrån teorier om livskvalitet, rekreation och miljöengagemang.

  • 31.
    Arvola, Mattias
    et al.
    Linköping University, Department of Information and Computer Science,Linköping, Sweden.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Nordvall, Mathias
    Linköping University, Linköping, Sweden.
    Ragnemalm, Eva L.
    Linköping University, Linköping, Sweden.
    Simulated Provocations: A Hypermedia Radio Theatre for Reflection on Classroom Management2018In: Journal Simulation & Gaming, ISSN 1046-8781, E-ISSN 1552-826X, Vol. 49, no 2, p. 98-114Article in journal (Refereed)
    Abstract [en]

    Background. Learning to manage a classroom is a difficult but important part of teacher education. Earlier research on simulations for learning classroom management has highlighted the difficulty of supporting reflection.Purpose. This case study explores and evaluates the design of a simulation for student teachers' reflection on classroom management.Design. The design process resulted in the scenario-based SIMPROV simulation, which was made in the form of a hypermedia radio theatre that students go through in pairs or triads. Authoritarian, authoritative, democratic, and compliant leadership styles were built into the choices student teachers made.Evaluation. The simulation was evaluated in two courses where the participants' level of reflection and perceived knowledge improvement was measured using a questionnaire. Forty-three first-year student teachers, 48 third-year student teachers, and 38 of the student teachers' mentors participated in the evaluation.Results. The results indicate that participants engaged in reflection and understanding to a high degree, and only to a low degree in critical reflection or habitual action.Conclusions. The conclusions are that the scenario-based simulation designed as a hypermedia radio theatre supported knowledge improvement, understanding, and reflection and that social interaction during and after simulation sessions was an important feature.

  • 32.
    Asplund Carlsson, Maj
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Tanterna och pedagogiken2014In: Om förskolan och de yngre barnen: historiska och nutida nedslag / [ed] Balldin, Jutta, Dahlbeck, Johan, Harju, Anna, Lilja, Peter, Lund: Studentlitteratur AB, 2014, 1, p. 37-48Chapter in book (Other academic)
  • 33.
    Asplund Carlsson, Maj
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Utvecklingspedagogiken och den sociala ordningen2011In: Barns lärande i ett livslångt perspektiv / [ed] Williams, Pia, Sheridan, Sonja, Stockholm: Liber , 2011, p. 77-85Chapter in book (Other academic)
  • 34.
    Asplund Carlsson, Maj
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Andreasson, Ingela
    Göteborgs universitet, Institutionen för pedagogik och specialpedagogik, Utbildningsvetenskapliga fakulteten.
    Dovemark, Marianne
    Göteborgs universitet, Institutionen för pedagogik och specialpedagogik, Utbildningsvetenskapliga fakulteten.
    Bedömnings-, dokumentationspraktiker och pedagogiska identiteter2015In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 2015, no 2, p. 206-233Article in journal (Refereed)
    Abstract [en]

    When competition and an increasing level of marketisation characterises school life, the number of evaluations and the level of control has grown out of proportion. Through comparisons, assessments and ranking systems, also called ‘the terrors of performativity’ according to Ball (2003) commercial agents have gained influence over practices of assessment and documentation within the education system. Increased demands on pupils’ and parents’ participation and a belief that written documentation will lead to better results has caused an extensive use of different web based tools like Unikum. With the point of departure in a collected material of more than a hundred Individual Educations Plans (IEP) where commercial web based tools have been used, we make an analysis with Basil Bernstein’s (1996, 2000) concepts Pedagogic Identity, and Instructional and Regulative discourse in relation to expectations and constructions manifest in the plans. The results show that all four identities are expressed in the plans however, with an emphasis on a neo-liberal identity. We discuss the results in relation to the instructional and regulative discourses. The conclusion is that the tools both shape and determine possible identities and possible discourses in the web based interaction between children, parents and teachers.

  • 35.
    Asplund Carlsson, Maj
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Herrman, Margaretha
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Kullgren, Carina
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    "Handen i handsken" - om yrkesmässig lämplighet2011In: Att göras till filmarbetare / [ed] Herrman, Margaretha, Nora: Nya Doxa , 2011, 1, p. 173-192Chapter in book (Other academic)
  • 36.
    Asplund Carlsson, Maj
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lunneblad, Johannes
    Institutionen för pedagogik, kommunikation och lärande.
    Spänning och äventyr som läromedel2011In: Kritisk läsning av pedagogiska texter: genus, etnicitet och andra kategoriseringar / [ed] Carlson, Marie, Brömssen, Kerstin von, Lund: Studentlitteratur , 2011, p. 49-68Chapter in book (Other academic)
  • 37.
    Atle, Ylva
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kihlberg, Emma
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Känslokalla flickor och sårbara pojkar?: -En granskning av läroböcker ur ett genusperspektiv2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: I samhället finns stereotypiska uppfattningar om vad som anses vara kvinnligt och manligt och enligt skolans värdegrund ska skolan motverka dessa uppfattningar. Stereotyper kan bland annat återfinnas i läroböcker. Läroböcker är något som elever dagligen får ta del av. På tidigt 1990-tal upphörde den statliga granskningen av läromedel. Detta bidrar till att lärare inte längre kan ta förgivet att läromedlen överensstämmer med skolans värdegrund och därmed blir uppgiften att granska läromedel betydelsefull. Tidigare forskning om detta ämne visar övergripande att läroböcker i olika ämnen förmedlar en stereotyp bild av det manliga och kvinnliga könet, samt att det manliga könet är överrepresenterat i läroböcker. Syfte: Syftet med uppsatsen är att undersöka skönlitterära texter från läroböckerna Bums, Prima svenska 6 och ZickZack läsrummet ur ett genusperspektiv. Avsikten är att undersöka hur kvinnor, flickor, män och pojkar gestaltas och konstrueras genom de egenskaper de tillskrivs, samt om något kön är under- eller överrepresenterat. Metod: I studien har en textanalys av läroböcker utförts på skönlitterära texter. Vi har genomfört både kvalitativa och kvantitativa analyser. Det förstnämnda genom att tolka textmaterialets innehåll, och det sistnämnda genom att mäta frekvensen av företeelser utifrån vår forskningsfråga. Den kvalitativa analysen har genomförts utifrån ett schema konstruerat av Nikolajeva, som vi använder som ett analysverktyg. Resultat: Den kvalitativa delen av vår undersökning visar att det kvinnliga och manliga könet konstrueras i läroböckerna. Könen tillskrivs i större utsträckning de stereotypa egenskaperna för respektive kön än vad de tillskrivs det motsatta könets egenskaper. När könen överskrider könsgränserna är det i större utsträckning män som får feminina egenskaper än vad kvinnor får maskulina egenskaper. Vår analys visar även att då det maskulina könet får feminina egenskaper är detta i stor grad pojkar och inte vuxna män, och att då kvinnor får maskulina egenskaper är detta vuxna kvinnor. Vårt kvantitativa resultat visar att män är överrepresenterade kvinnorna i läroböckerna. Både genom fördelningen av huvud- och bipersoner och genom antal förekommande personer, med undantag för en av läroböckerna där det kvinnliga könet får flest huvudroller

  • 38.
    Augustsson, Dennis
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Collaborative Media in Educational Settings: Teaching as a Design Profession2018In: The International Journal of Design Education, ISSN 2325-128X, Vol. 13, no 2, p. 1-19Article in journal (Refereed)
    Abstract [en]

    This article reports on a participatory design project conducted with K-12 schools in the US and Sweden to create an international collaboration on Marine Biology using video production as a tool for learning and representation. The aim of the project was to explore teachers' challenges and strategies due to digitalization and new curricular demands through a lens of sociocultural perspectives. Cultural Historical Activity Theory (CHAT) was used to understand and support participating teachers' development as well as the design process. Using the CHAT model as a design tool enabled teachers to grasp a complex learning environment and frame contradictions and tensions in the activity. Challenges in terms of curricular demands and media literacy could be identified and addressed as part of interacting activity systems, and the process enabled expansion of knowledge and ideas for both design and future work practice.

  • 39.
    Augustsson, Linn
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Alidost, Sheila
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Upplevelsen av sambandet mellan krav och resurser: En fenomenologisk studie bland förskolepersonal2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    After the curriculum supplement, which took place in 2010, in the follow-up development and evaluation, nurseries additional tasks to follow, which in turn have resulted in higher demands on employees and working team in preschools in Sweden. Our study has been conducted in a preschool in Region Västra Götaland. The business consists of three divisions, which are divided by age of the children, 1-2 years, 3-4 years, and 5-6 years. Each department works two preschool teachers and a nanny. The finding of the case study was that the business does not have enough potential to achieve all the demands from the curriculum. Interestingly was therefore to examine the extent to which pre-school activities are given sufficient opportunities to meet curriculum goals. Our purpose was to catch the boss and employee perceptions of the relationship between requirements and resources. The issues that formed the basis for our case study were: Does the business live up to the demands that the curriculum places based on the available resources of the business? What is the situation with the resources of the business? How does the business to be on the resources available? The approach we used is to get answers to the questions have been through a qualitative approach where data collection methods consisted of semi-structured interviews and participant observation. The participation in the case study has been the employee and manager in early childhood education. The choice of the various occupational categories was of interest to get an overall perspective of requirements and resources for early childhood education. The concepts of requirements and resource formed the basis for the semi-structured interviews. Employees and management interview guides had the same focus but despite this, two different interview guides. One interview guide was used to obtain the employees ' perspective, the second interview wizard to capture management's perspective on employees' administrative work of monitoring, evaluation and development. Henceforth, the case study showed that the employees and the manager's experiences of the new requirements that monitoring, evaluation and development was considered to be time consuming and that this took much time away from the children's group, mainly because of the resources of finances and lack of time. Economy shortage has contributed to large groups of children and employees, which in turn has led to the feeling of inadequacy among employees.

  • 40.
    Babaheidari, Said Morad
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    Managing the Digitalization of Schools: an exploratory study of school principals’ and IT managers’ perceptions about ICT adoption and usefulness2014In: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014, Chesapeake, VA: Association for the Advancement of Computing in Education, 2014, p. 106-113Conference paper (Refereed)
    Abstract [en]

    In nowadays increasingly ICT-related investments in an overgrowing competitive school setting, the deployment, maintenance, and particularly the effective use of ICT is in many ways a complex multifaceted managerial task involving several stakeholder groups. In a pilot study of a single school district in a Swedish municipality, we have interviewed representatives from the municipal board of education, the municipal IT-support for schools, and two principals. We have used Technology Acceptance Model (TAM3) as our analytical lens to explore how school principals’ and municipal IT-managers’ perceive ICT adoption, usefulness, and the potential role of ICT. We conclude that the barriers for a successful integration of ICT into school-related activities requires a holistic managerial thinking in order to overcome the lack of coordinated ICT investment strategy and tracking of ICT.

  • 41.
    Bengtsson, Marie
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Nu kör vi!: Mot jämställdhet i åkerinäringen med ett AIL-perspektiv2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 42.
    Bengtsson, Staffan
    et al.
    Högskolan i Jönköping, Hälsohögskolan.
    Svensson, Lars A.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology. University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Erkännandets pedagogik: exemplet lärcenterbaserad utbildning2013In: Gemenskaper: Socialpedagogiska perspektiv / [ed] Eriksson, Lisbeth, Nilsson, Gunilla & Svensson, Lars A., Göteborg: Daidalos, 2013, p. 181-207Chapter in book (Other academic)
  • 43.
    Berggren, Caroline
    et al.
    Institutionen för pedagogik och specialpedagogik, utbildningsvetenskapliga fakulteten, Göteborgs universitet.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture.
    Widening participation trends in Sweden: Regulations and their effects, intended and unintended2012In: Widening Participation in Higher Education: casting the net wide? / [ed] Hinton-Smith, Tamsin, London: Palgrave Macmillan, 2012, p. 197-212Chapter in book (Other academic)
    Abstract [en]

    Widening Participation in Higher Education: Casting the Net Wide? offers an authoritative up-to-date commentary on the challenges facing higher education today, through the perspectives of experts representing universities across the UK, Europe, Africa and the USA. Contributors draw on recent empirical research as well as analysis of historical developments and emerging policy to provide an understanding of these issues of widening participation to educational practitioners, policy makers and academics alike. Up-to-date insights chart the impact of global economic trends and recent policy developments for students, academics, providers and changing course provision. Contributions from emerging and established experts address a broad range of relevant issues, from the question of grade inflation through to the effectiveness of peer outreach programmes. The book provides insight into how the effects of trends including marketization and globalization will continue to impact pivotally on the extent to which higher education is able to act as a force for social equalization or exclusion of opportunities.

  • 44.
    Bergh, Madeleine
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Sjuksköterskans pedagogiska funktion och kompetens i mötet med närståeden2012In: Pedagogik inom vård och handledning / [ed] Pilhammar Andersson, Ewa, Lund: Studentlitteratur, 2012, 2., [rev.] uppl, , p. 172 s.p. 65-88Chapter in book (Other academic)
  • 45.
    Bergh, Madeleine
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Carlson, Elisabeth
    Malmö högskola. Fakulteten Hälsa och samhälle.
    Friberg, Febe
    Sahlgrenska akademin vid Göteborgs universitet.
    Gedda, Birgitta
    University West, Department of Nursing, Health and Culture.
    Häggström, Eva
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level.
    Pilhammar, Ewa
    Sahlgrenska akademin vid Göteborgs universitet.
    Pedagogik inom vård och handledning2012 (ed. 2., [rev.] uppl.)Book (Other academic)
  • 46.
    Berglund, Emilia
    et al.
    Göteborgs stad.
    Lager, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lundqvist, Jennifer
    Göteborgs stad.
    Gustafsson Nyckel, Jan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Det dubbla kompetenskravet: en studie av lärarstudenters utveckling av kompetenser inom en ny lärarutbildning2019In: Forskning i Pædagogers Profession og Uddannelse, E-ISSN 2446-2810, Vol. 3, no 1, p. 87-101Article in journal (Refereed)
    Abstract [en]

    "The dual competence requirement - A study of teacher student competences in a new teacher education" examines students dealing with a dual competence requirement in teacher education. The study has its' background in educational trends that aim to bring together a social pedagogical tradition with an educational tradition, with a focus on teacher training in School age educare (fritidshem). Focus group interviews have been used to interview 16 students in teacher education at a university in Sweden with a focus on working in school-age educare. A thematic analysis was implemented, where development of three different competences emerged that correspond to a dual competence requirement, which is Re-creators, Co-Creators and Innovators. The analysis highlights both the differences and similarities between the three competences, while also showing how the competences complement each other. The Re-creators are characterized by adapted and reproduced skills development, in which the student actively chooses to become either a teacher in the school-age educare or his subject. The Co-creators are characterized by the students adapting to the education's implementation and producing parallel skills and becoming teachers in the school-age educare and their subject. The Innovators feature a productive creative competence in which the students use their practical aesthetic subject knowledge in the school-age edu-care activities, and their school-age educare skills in the teaching of the practical aesthetic subject. Findings are discussed in relation to the offering of creative skills.

  • 47.
    Berner, Sofie
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Skånberg, Sanna
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Relationen mellan lärande, arbetsrelaterad stress och arbetstillfredsställelse: Privat respektive offentlig sektor2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    How important is really work satisfaction? Research shows inter alia that employee's worksatisfaction is the fundamental for the employee to be motivated to perform better. If employees don't thrive at work, they will probably not last long, which means that the company needs to recruit new personnel, which in turn is hugely expensive. This means that if employees experience a high level of work satisfaction, they will be more productive, which will be of benefit for the company in form of economic gains. In our opinion, the existing research on the relationship between learning, work-related stress and work satisfaction is insufficient, and there is a lack of research on differences between blue-collar workers and educators in relation to the three aforementioned factors. However, there is research that shows that learning relates positively to work satisfaction and that there is a negative correlation between learning and stress, while some studies points at a negative correlation between stress and work-satisfaction. The purpose with our study was to examine the relation between learning, work-related stress and work satisfaction for both blue-collar workers consisting of workers and officials (N = 43) and primary educators (N =25) respectively. This was done by applying a quantitative method and the data collection (N= 68) was done through a survey constructed in Google Survey, based on questions from COPSOQ II and on (Seppälä et al., 2008;I-shuo (2017). The study showed differences between the two groups when it came to work satisfaction. Workrelated stress was barely non-significant in relation to job satisfaction between the two groups. However, the study didn't hardly show any differences when it came to learning. In addition, the study showed significant negative correlations within both groups when it came to the relationship between work-related stress and work satisfaction. Finally, a significant positive correlation was found between learning and job satisfaction for blue-collar workers. The conclusion of the study was that there were some differences between the different professions.

  • 48.
    Bernhard, Iréne
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Collaboration Model for Work-Integrated Learning in Higher Education 3rd Cycle2018In: INTED 2018: Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, INTED , 2018, p. 5509-5515Conference paper (Refereed)
    Abstract [en]

    Universities need to constantly accommodate new forms of collaboration with society. Interaction with and impacts on society and practice are of crucial importance. University West (UW) in Sweden has a profile area in work-integrated learning (WIL), which generally aims to address issues on integrating theory and practice in a coherent and sustainable way. In this paper we base our arguments on a research education (3rd cycle) in informatics with specialization in work-integrated learning. The aim with the paper is to evaluate UW’s research education and research environment from a WIL perspective. We will adopt an informing science model in order to conduct a current state analysis, in which we identify and visualize collaboration activities within and between the research education/environment and the UWs key stakeholders; society/practices, research community and PhD students. Concrete implications show how collaboration and informing flows are connected and how they can be improved. General reflections are given on the model as a useful means for quality development and assurance beyond learning outcomes, including aspects of collaboration and interaction that can be regarded as paths of societal and practical impacts.

  • 49.
    Bernhardsson, Lennarth
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    Work-integrated-learning: So what?: A framework for describing the level of integration between work and learning2017In: ICERI2017 Proceedings, 2017, p. 443-451Conference paper (Refereed)
    Abstract [en]

    The knowledge society of today is characterized by a continuously ongoing technological development and digitalization that steadily calls for new competencies and transforms existing professions. For being able to provide up-to-date competence in a fast-changing labor market there is, perhaps more than ever, a need for extensive cooperation between Universities and surrounding society. A number of different models supporting the civic university has been established, e.g. “entrepreneurial university”, the triple-helix model and the increasingly popular adoption of “work-integrated learning” (WIL). 

    Work-integrated learning offer students authentic learning experiences and create synergy between theory and practice, e.g. by cooperative educational programs, internship, sandwich programs and case based teaching. Beyond the pedagogical benefits with experiential learning, WIL also supports the transfer between higher education and work, i.e. increases readiness, employability and also encourage a more agentic engagement. Furthermore, research results show that WIL-students have career benefits regarding salary in early career and job advancement. Even though, WIL and similar strategies for combining theory and practice seems to have promising pedagogical and career advantages, the theoretical underpinning is still underdeveloped. For instance, the methodology for how learning is promoted and which role external partners could play is vague. 

    At University West with more than 25 years’ experience of WIL a holistic approach to WIL have been adopted and WIL permeates all the Universities activities: education, research and extensive collaboration with the surrounding society. Over the years our efforts have been formalized and a taxonomy for will-activities have been developed. In sum, we know that WIL have promising potential, and we know what to do. But, in a recently performed study at this University, based on focus groups interviews and consolidation of our experiences we identified that even if the question “what?” is responded to, there is an important sub-question to be addressed, namely: “so what?”. When adopting different WIL activities, both small and large scale activities, e.g. a guest lecture or an internship, it is reasonable to reflect on whether these activities are used in an optimal way? What kind of impact does the WIL-activity imply? What could be achieved by successful integration between theory and practice? Could it be visualized?

    Inspired by models used for integrating technique in education (RAT, SAMR and TPCK-models), we have developed a framework for the progression of work-integrated learning in education. The framework is in a sense a model for “Wil-value”. This framework could be used on different levels and in different context: in a single course, educational program, in research projects, cooperation with surrounding society, mentorship and on partner workplaces.

  • 50.
    Bernhardsson, Patrik
    University West, Department of Economics and IT, Division of Media and Design.
    Hur uppfattar studenter tankebokensimplementering i Web 2.0-verktyg?: En kvalitativ studie om hur studenter uppfattar tankeböckers implementering i Web 2.0-verktyg2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien i denna uppsats är explorativ och förståelseinriktad. Syftet med undersökningen är att undersöka om respondenterna uppfattar att man med hjälp av Web 2.0-verktyg kan stödja lärande utifrån tankebokens koncept.Undersökningen har genomförts på en grupp studenter på Digitala Medieprogrammet vid Högskolan Väst. Studenterna läste vid tillfället en kurs som heter Digitala Distributionsformer, en kurs kring hur man använder olika former av digitala distributionsformer både via internet och mobil. Undersökningen består av en fokusgrupp av dessa studenter, samt observationer kring studenternas användning av de digitala verktygen.Resultatet visar att bloggar ger fördelar och uppmuntrar studenter till ett reflekterat lärande genom t.ex. tankebok som form. Tankebok i blogg kan därigenom bli ett stöd i lärandet.

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