Change search
Refine search result
1 - 15 of 15
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Lundh Snis, Ulrika
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Nilsson, Ann
    University West, Department of Economics and IT, Division of Media and Design.
    Nilsson, Lena A.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Pareto, Lena
    University West, Department of Economics and IT, Division of Media and Design.
    Petersen, Ann-Louise
    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.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Wicke, Kurt
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Nordic Innovation Networks in Education: Dealing with Educational Challenges with Cross Boarder Collaboration and User Driven Design2012In: Uddevalla Symposium 2012 : Entrepreneurship and Innovation Networks. Revised papers presented at the 15th Uddevalla Symposium 14-16 June, 2012, Faro, Portugal. / [ed] Bernhard, Irene, 2012, p. 553-571Conference paper (Refereed)
    Abstract [en]

    This is an EU-funded project related to cross boarder collaboration for educational purposes supported by information and communication technologies between Danish, Norwegian and Swedish schools. The project started in 2011 and extends to 2014 so this empirically dominated paper reports on early findings related to cross-border collaboration challenges. The aim of the project is to develop innovative cross-border teaching models by the means of user-driven, practice-based co-design processes between practitioners and researchers. In the first year, 18 classes from 13 schools in Denmark, Norway and Sweden in the Öresund-Kattegatt-Skagerack region participated. Organized in so called Nordic class-match groups (consisting of students and teachers from one class in each country) new cross-border teaching models are co-created, tested and evaluated in an iterative process. Since teaching models are subject dependent, the project develop teaching models in several subject domains, i.e. math, language, science and social studies / history. Heretofore findings show, however, that organizational and technical issues have superseded and squeezed out subject-oriented discussions due to surprisingly many practical issues that needed to be handled first. We have identified three major thresholds to overcome. The first is related to technical difficulties in schools when diverse IT systems are to be synchronized. The second threshold concerns scheduling coordination difficulties in order to allow synchronous cross boarder collaboration. The third threshold concerns linguistic and communication difficulties rooted in participants communicating in their respective Nordic language. Being able to communicate within Nordic languages are explicit learning goals in all three schools systems, and therefore part of the project aim and consequently all participants are expected to use their native languages when communicating. The next phase of the project is therefore to find solutions to these technical, organizational and linguistic barriers, and already now we see some barrier breaking models taking shape in the active network of Nordic teachers, students, school leaders, IT support teams and researchers.

     

  • 2.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Distribuerat ledarskap för samverkan och pedagogisk utveckling2016In: Kollaborativ undervisning i digital skolmiljö / [ed] Sylvana Sofkova Hashemi & Maria Spante, Malmö: Gleerups Utbildning AB, 2016, p. 109-124Chapter in book (Other academic)
  • 3.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Market Orientation of the Swedish School from an Institutional Perspective: How does the School Acquire the Characteristics of a Company?2008In: Uddevalla Symposium 2008: Spatial Dispersed Production and Network Governance : Revised papers presented at the 11th Uddevalla Symposium, 15-17 May, 2008, Kyoto, Japan  / [ed] Iréne Bernhard, Trollhättan: University West , 2008, p. 571-586Conference paper (Refereed)
    Abstract [en]

    In the beginning of the 1990´s the Swedish public school changed from a management by rules to a management by objectives and results. Thereby the school has to cope with a market oriented system, acting like a company where the pupils and their parents are looked upon as the clients of the school. As a consequence of that the school management is facing a new position. The role of the headmaster has become more multifaceted than before. The headmaster is expected to exercise the public authority, promoting the teachers in their pedagogical skills and also be a business manager. The reorganisation of the school has caused problems among the teachers, the pupils as well as the headmasters. In this article I try to clarify the reasons why the transition to a market oriented system is especially problematic in the school sector. From a theoretical perspective I discuss the school from its former institutional form; as part of the public managed administration, and its present institutional form; a mixture of the previous form and a business company. Turning to a new kind of management requires an understanding of a variety of norms. The implication of this discussion clarifies what kind of possibilities and obstacles the school faces when turning to a market oriented system. One such obstacle is that the school is not used to act independently, to create its own distinct character and demonstrate its self image. I therefore give an example of how to create the self image of an organisation. The example is taken from research on the Study Associations belonging to the free organisations, the Liberal Adult Education (in Swedish folkbildningen). Like a business company the Study Associations are used to emphasize their ideas by their self image. When adapting to the new conditions of the market the Study Associations were eager to keep their character. The analytic model used to analyse the self images of the Study Associations is in this article proposed to be used as a tool for creating a self image of the school unit. The tool is thought of to improve the communication in both an internal and an external perspective of the school. It aims to infuse the teaching, the routines and the attitudes of the staff and the pupils with meaning based on norms and values of the school.

  • 4.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Marknadsorientering inom folkbildningen: fritt och frivilligt i ett nytt ljus2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study is about how the study associations belonging to the liberal adult

    education deal with their role under New Public Management (NPM). Since the

    beginning of the ’90’s the study associations have been engaged in the state

    program for education of the unemployed. State financed education of the

    unemployed was in the beginning managed by objectives with direct grants. After

    about five years the direct grants were discontinued, and the responsibility for this

    education was transferred to the local authority. With different kinds of

    competitive purchase systems the study organizations became actors on the

    educational market. Key issues of voluntary organizations are the ideas or the

    particular nature for which they were created, and which forms the basis for their

    activities. When introducing competitive markets these ideas risk being bent in

    order to meet the demands of the market.

    The question of this dissertation is how the study associations describe their

    identity when they move from being the receiver of grants under management by

    objectives into being self-financed actors on the educational market. By using

    rhetoric analyses this thesis shows how a discourse of the liberal adult education

    can be transferred and used in a new context of an education for the labor market.

    In this context the argumentation is characterized by the rhetoric of a

    professional. At the same time the language of pathos remains. In the new way of

    talking about their activities, pathos and logos have been combined so that both

    directions are important for the commissioned education. Some examples of

    expressions of pathos are free and voluntary (fritt och frivilligt) which historically

    has been an objective of the liberal adult education. In the new context this notion

    stands out as a pedagogical way of working for participants with needs for

    particular support.

     

  • 5.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Matematik behöver också en berättelse: ett pedagogiskt ledarskap med fokus på elevens motivation2012In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, ISSN 1504-9922, Vol. 6, no 1, p. 1-17Article in journal (Refereed)
    Abstract [sv]

    Svenska elever visar över tid i internationella jämförelser försämrade resultat i matematik (TIMSS, 2008; PISA, 2009; PISA, 2003). Detta har lett till att ledarskapet i lärarens pedagogiska utövning fått en ökad uppmärksamhet (Granström, 2007; Skolverket, 2009; Skolverket, 2010). Dessutom har regeringen gjort en särskild satsning i det så kallade matematiklyftet, en nationell fortbildning för matematiklärare med start hösten år 2012 (U2012/2103/GV).  Forskning har visat ett positivt samband mellan elevens självuppfattning eller självbild och elevens skolprestationer i ämnet matematik (Linnanmäki, 2002; Tapia & Moldavan, 2007). Däremot är det inte lika lätt att hitta forskning som handlar om hur ett ledarskap i matematikundervisning på klassrumsnivå utövas som bidrar till att stärka elevens självbild.  Frågeställningen i artikeln handlar om hur berättelsen som redskap i matematikundervisningen kan bidra till att stärka elevens självbild och därmed förändra elevens negativa attityder till ämnet. En studie, mattitydprojektet, har genomförts tillsammans med fyra matematiklärare som undervisar sex klasser i årskurs 1 på gymnasiet. Under ett läsår samarbetar forskare och lärare utifrån ett aktionsforskningsperspektiv. Som komplement till lärarens genomgångar och elevers räkneövningar ger läraren under matematiklektionen utrymme för berättelser i klassen utifrån en modell som presenteras i artikeln. Resultatet av projektet visar att lärarna i sitt pedagogiska ledarskap blivit mer medvetna om sammanhangets betydelse för att motivera eleverna att arbeta med matematik. De upplevde eleverna mer positiva på matematiklektionen. En attitydundersökning visar att eleverna generellt sett upplever matematikämnet som mer intressant efter projektet i jämförelse med innan. Antalet icke godkända betyg har minskat betydligt i jämförelse med motsvarande elevgrupp under tidigare läsår.

  • 6.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Pedagogiskt ledarskap i matematikundervisning2010In: Lärande i och för det nya arbetslivet / [ed] Stefan Lagrosen, Ulrika Lundh Snis & Eddy Nehls, Lund: Studentlitteratur , 2010, 1, p. 103-124Chapter in book (Other academic)
  • 7.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Rektors ledarskap i ett IT-skolutvecklingsprojekt2015In: NGL 2015. Next Generation Learning Conference, 18-19 november 2015,Högskolan Dalarna Falun: Book of Abstract, 2015, p. B2-21Conference paper (Other academic)
  • 8.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Rektors roll som pedagogisk ledare i IKT-baserat skolutvecklingsprojekt2016In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 10, no 3, p. 1-19Article in journal (Refereed)
    Abstract [en]

    The principal of the Swedish school has among other duties the responsibility for the pedagogical development of the school. This article analyses how the principals act as pedagogical leaders in a collaborative ICT project (Information and Communication Technology). The analysis is based on a case study of an EU funded Nordic school development project where the goal was to develop cross-boarder educational models between the national education systems in the three participating countries Sweden, Denmark and Norway. The project was based on virtual communication between the schools using digital technology. The study investigated how the teachers from two schools involved in the project experienced the leadership of the principals in ICT related matters. The teachers were interviewed to find out how they perceived the support they had received from the principals on pedagogical issues, technical equipment and ICT competence.  The interviews were analysed using Dexter’s three basic features, “setting direction”, “developing people” and “making the organisation work”.  Two kinds of leadership were found. The first one resembled a team-based leadership or even called a distributed leadership, where the principal worked closely with teachers and ICT managers. The second one resembled more a formal leadership where principals had a positive attitude towards ICT development but conventional organisational roles were retained. In development projects where ICT will be integrated into teaching requires different types of skills and experience, and hence also between different professional competencies. The project as a working method can in the study be seen as a model for developing a distributed leadership. 

  • 9.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Studieförbunden på utbildningsmarknaden: Hur studieförbunden hanterar sin självbild i marknadsrollen2007In: Årsbok om folkbildning 2006 / [ed] Ekman, Anders, Imnander, Maj-Britt, Boozon, Stellan, Ardström, Bo, Stockholm: Föreningen för folkbildningsforskning , 2007Chapter in book (Other academic)
  • 10.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Studieförbundens institutionella förutsättningar skapar möjligheter på utbildningsmarknaden2010In: Educare Vetenskapliga Skrifter, ISSN 1653-1868, no 1, p. 101-124Article in journal (Refereed)
    Abstract [en]

    This article is about how the Study Associations belonging to Liberal Adult Education (folkbildningen) deal with their role under New Public Management (NPM). Key issues of volun­tary organizations are the ideas or the particular nature for which they were created, and which forms the basis for their activities. When introducing competitive markets these ideas risk being bent in order to meet the demands of the market, and the requirements for economic effectiveness. The organization’s interplay with the changes of the environment is highlighted through the use of the New Institutional Theory. The rhetoric analysis of the self-images of the Study Associations, as actors of the market of education, show a linguistic usage where they both point out their role as actors of the market of adult education and their ideological affiliation to “folkbildningen”. By using the traditional discourse emphasizing pathos (emotions and values) and combine it with logos (programs to qualify the target group) the Study Associations create a special character or a profile of their education. Instead of a deinstitutionalization of the character of the Study Associations we can se a recycling of the traditional discourse in the new context.   

  • 11.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Teachers' Perceptions of Principals' ICT Leadership2014In: Contemporary Educational Technology, ISSN 1309-517X, Vol. 5, no 4, p. 302-315Article in journal (Refereed)
    Abstract [en]

    This article focuses on the leadership used by the principal in a collaborative ICT project. The case study chosen was a school project conducted within the NCCE project (Nordic Cross Country Education). The EU funded project ran for three years in grades 5-9 in Sweden, Denmark and Norway. The goal of the project was to develop cross-boarder education models between the national education systems in the three countries. The project was based on virtual communication using digital technology. The study focuses on how the Swedish teachers from two schools involved in the NCCE project experienced the leadership of the principals in ICT related matters. A qualitative method was used by interviewing the teachers in order to inquire about what kind of support they had received from the school leadership on pedagogical issues, technical equipment and ICT competence.  The ICT leadership was analysed by Dexter’s three basic features: setting direction, developing people and making the organisation work.  The result showed two kinds of leadership. The first one resembled a distributed leadership, where the principal worked closely with teachers and ICT managers, almost like being one of the team. The second one resembled more a formal leadership where principals had a positive attitude towards ICT development but did not participate personally in the project work.

  • 12.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Utvärdering av matematikprojekt i enkommuns fyra högstadieskolor år 20122013Report (Other academic)
  • 13.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Varför ska jag läsa matte?"2011In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 39-50Chapter in book (Other academic)
  • 14.
    Petersen, Ann-Louise
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson Bunting, Leona
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Pedagogical Use of Laptops in a One-to-One Environment in a Swedish Primary School2012In: Contemporary Educational Technology, ISSN 1309-517X, Vol. 3, no 4, p. 249-264Article in journal (Refereed)
    Abstract [en]

    This article focuses on computing in teaching. It focuses on the differences between a traditional view of teaching and a view where the teacher no longer is the knowledge broker but more of a coordinator or a coach. The empirical examples stem from a research project called "One computer one pupil", a study of two classes in year three with children aged 9 and two classes in year five with children aged 11 in a Swedish primary school. When the project started the pupils had been using the computers for about 2,5 years. In contrast to the teacher in grade five, the classes in year three had teachers with a great interest in developing ICT. The children became very skilled in using ICT and working with the laptop was very popular. According to the theoretical model of Voogt (2008), features of a "traditional pedagogy", like prescriptions of the activities, were mixed with elements of an "emerging pedagogy", where the pupils in collaboration performed their tasks in a creative way. However, some of the classroom work was quite unfocused relative to the goals of the subject. Instead of using the technology to reach the goals of the subject, the technology more or less became a goal in itself. To follow up ten Brummelhuis’ and Kuiper’s (2008) terms technology push and educational pull, we have added the term "technology pull."

  • 15.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Bunting, Leona
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    En elev en dator i grundskolans tidigare år: En analys av didaktiska förhållningssätt utifrån perspektiv pålärarens ledarskap, texter och textpraktiker, samt språklärande2013Report (Other academic)
    Abstract [en]

    The project presented in this report concerns teaching and practices in one-to-one computer projects in primary school from the perspectives of teacher leadership, texts and text practices, and language learning. The aim of this project was not to study the implementation of the computers as investigated by many before. The focus was rather on classes where the technology had been used for some time. The teaching in four classes in year 3 and 5 at a school in western Sweden was observed by three researchers with the purpose of finding out what role the teacher assumes and what space the students get, whether the text repertoire widens and the text practices become more varied or different, whether the computer becomes a communication or production instrument for language learning. Recurring participant observations in the classes were made during one term in years 3 and 5. The students in year 3 were also followed during one term in year 4. Semi-structured interviews were conducted about the informants’ experiences of the work with computers. The analyses concern the daily access to a computer in the classes in conjunction with the traditional learning activities, resources and forms of representation in the teaching, as well as the forms of collaboration visible in the classroom. We summarize the conclusions from years 3 and 5 as: Motivated students and teachers – it was fun to work with computers. Development of digital competencies – the teachers stimulated the students to learn skills that gradually built up their knowledge regarding their IT competency. Enriched working methods – the students were offered both digital and more traditional resources and produced presentations, films and animations in which pure text was accompanied by modalities such as pictures and sound. Printed sources dominated – online text sources were not regarded as being as good or easy to find, the students mainly sought and fetched pictures from the Internet. Somewhat widened text repertoire – communicative texts appeared alongside narrative and expository texts in year 3. Narrative and expository texts dominated in year 5. The students used other text types and modalities – activities initiated by students offtask involved other texts and presentation forms, often based on pictures, film or sound, communication and took place more online. Individual and collaborative work in year 3, while having your own computer in year 5 meant individual work. More teacher-controlled than student-controlled classroom work – the teacher decided what to do and how to do it and the majority of tasks presupposed that all students did the same thing. Unclear balance between teaching content and technology – the technology was in focus and the teaching objectives were less clear. The transition for the year 3 students to year 4 resulted in an implementation of a more individualized instruction with less challenges for development and creativity. The activities mainly concerned writing, gathering of facts or practicing English. The teachers owned the technology and the students did not get to express their digital experience.

1 - 15 of 15
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf