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  • 1.
    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.

  • 2.
    Holmberg, Annelie
    et al.
    Uppsala universitet, Konstvetenskapliga institutionen, Uppsala, Sverige.
    Porko-Hudd, Mia
    Åbo Akademi, Fakulteten för pedagogik och välfärdsstudier, Vasa, Finland.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Allt kan transformeras till ett användbart läromedel2017In: Techne series: Research in sloyd education and crafts science. A, ISSN 1238-9501, E-ISSN 1893-1774, Vol. 24, no 2, p. 76-92Article in journal (Refereed)
    Abstract [sv]

    Hur lärare i slöjd i Finland och Sverige uppfattar och använder läromedel beskrivs och analyseras idenna artikel. Det empiriska materialet består av enkätsvar från både flervalsfrågor och öppna frågor av 143 lärare, insamlat våren 2016. Resultatet visar att lärarna å ena sidan definierar läromedel på ett mycket brett sätt genom att inkludera i princip allt som används i undervisningen som läromedel, medan de å andra sidan också använder en snäv definition på läromedel som endast omfattar för ändamålet publicerade läroböcker. Resultatet visar att många lärare i slöjd producerar läromedel som stöder den egna undervisningens målsättningar, den egna elevgruppens behov och matchar krav som deras undervisningskontext ställer och hjälper dem själv att utveckla och upprätthålla sina färdigheter. Många lärare i slöjd är del av olika slags webbaserade delningskulturer där de delar med sig av sina egenproducerade läromedel och vidareutvecklar läromedel som de fått sig tilldelade av kolleger. Internet framhålls som en guldgruva för att hitta material som kan omvandlas till läromedel för slöjdprocessens olika faser och för att differentiera undervisningen. I diskussionen framkommer att lärare i slöjd har en pluralistisk uppfattning om läromedel som speglar det pedagogiska dilemmat mellan frihet och ansvar för undervisningens utformning och innehåll som läromedel exemplifierar.

  • 3.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Att bli och uppfattas som ledare i klassrummet2018In: Att bli lärare / [ed] Eva Insulander & Staffan Selander, Stockholm: Liber, 2018, 1, p. 28-31Chapter in book (Other academic)
  • 4.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Att hantera vardagsnära utmaningar mot ett socialt system: Ur blivande slöjdlärares perspektiv2019In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 39, no 3, p. 228-243Article in journal (Refereed)
    Abstract [en]

    In a case study, 36 future sloyd teachers, who have taken a leading role in working with pedagogical development, describe their experience of pupils' unmotivated and disruptive behaviour. It was revealed that the teachers were disturbed by pupils whose risk-filled behaviour was aggressive or destructive, as well as by pupils who were reluctant to take risks in their constructive or passive behaviour. It was also revealed that these types of behaviour occurred periodically or permanently, which in different ways challenged the sloyd lesson as a social system. From an ecological perspective, the teachers employed various strategies in their attempts to maintain a balance, social sustainability in the classroom. They had various strategies for directly handling challenges, such as attempting to keep the pupils in the classroom, and other strategies for indirectly handling challenges outside the classroom. In this way, the teachers hindered, stopped, brought back or removed pupils who were unmotivated or disruptive. It was also revealed that dealing with these challenges was energy- and time-consuming and that it shifted focus from the teachers' didactic management of sloyd class.

  • 5.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Avtryck som synliggör2018In: Venue : populärvetenskaplig tidskrift för forskning om skola och förskola, E-ISSN 2001-788X, Vol. Oktober, no 1, p. 1-4Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Ensamarbetets dagar är till ända, för elevers och lärares skull. Fast vi är inte riktigt där än. I väntan på detta finns det anledning att uppmärksamma om och hur pedagogiskt förhållningssätt skiljer sig åt i ett kollegium.

  • 6.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Linköpings universitet, Linköping, Sverige.
    En digital anslagstavla för lärare i slöjd2017In: Slöjd i en digital skola / [ed] Martina Rylander Lundström, Stockholm: Lärarförlaget , 2017, p. 139-156Chapter in book (Other academic)
  • 7.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Förstår, följer och har elever nytta avlärares instruktioner? lärares instruktioner?2017In: Venue : tanke- och kunskapsutbyte av erfarenheter och forskning om förskola och skola, E-ISSN 2001-788X, p. 1-4Article in journal (Other academic)
  • 8.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Pathfinders or Explorers: Student teachers' ways of handling the challenges of classroom management in a simulation2018In: Education in the North, ISSN 0424-5512Article in journal (Refereed)
    Abstract [en]

    Twenty-three Swedish student teachers volunteered to try to handle ordinary and difficult challenges of classroom management in a realistic, hypertext-based computer simulation. The point of departure for constructing this simulation was international classroom management research. The simulation offered the students an opportunity to choose from authoritarian, authoritative, democratic, and abdicated leadership styles as approaches to handling six teaching sequences. The results of the test showed that on the one hand, the students shifted between different leadership styles during the test, but on the other hand, that they used either a pathfinder or an explorative approach while doing so. Pathfinders acted as if they were searching for the shortest and fastest way through the simulation; while explorers looked into more or less all the options presented. Also shown was that none of them used the same leadership style to handle ordinary or difficult challenges. Almost all of the students used the authoritative and democratic leadership style, which could be understood as them (a) recognizing the greater validity of these two leadership styles, and therefore eliminating extremes like the authoritarian and abdicated ones, (b) selecting authoritative and democratic choices to reflect what they themselves experienced as pupils in school and as students during their practice teaching and (c) perceiving that these leadership styles are close to an ideal for the way they want to perform as teachers as soon as they start working.

  • 9.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Real time movies versus frozen snapshots: Audits of everyday life in classrooms2017In: Confero: Essays on Education, Philosophy and Politics, E-ISSN 2001-4562, Vol. 5, no 1, p. 171-191Article in journal (Refereed)
    Abstract [en]

    This essay aims to analyse two different forms of contemporary stories: pupils' and adults' audits of what goes on in classroom life. This was done by making a distinction between unofficial and official inspections. In the essay, I show that unofficial inspections are carried out by pupils, most likely with the aim of providing those of us outside the classrooms with real time movies to inform us about what takes place during life in classrooms. I go on to show that pupils highlight aspects of the complex everyday life in classrooms in a different way than the official inspections, which are performed by adult officials from agencies such as the Swedish Schools Inspectorate and are more likely to be understood as frozen snapshots. In analysing this issue, the stories of everyday classroom life, this essay highlights sixteen differences between unofficial and official inspections. These differences relate to who is carrying out the inspection, how the inspection was conducted, what the inspection focused on, when the inspection took place, and why. The analysis also highlight eight similarities between unofficial and official inspections. These relate to what was being observed, the benefit of the inspections and the motives behind the observation. The essay concludes with arguments regarding observations by unofficial audits supplementing and adding other qualities than the official one, by indicating secondary and tertiary qualities of a different intentional depth.

  • 10.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The same but somehow different: contemporary Swedish teachers' perceptions of troublesome behaviour2018In: Samhälle, genus och pedagogik: Utbildningsvetenskapliga perspektiv : vänbok till Inga Wernersson / [ed] Kerstin von Brömssen, Signild Risenfors & Lena Sjöberg, Trollhättan: Högskolan Väst , 2018, p. 177-194Chapter in book (Other academic)
    Abstract [en]

    An expanded focus on discipline and disorder classrooms

    In Sweden, we have over the last 15 years experienced a heightened concern with discipline, especially among politicians and debaters, who argue that problem with discipline has decreased in Swedish classrooms. Even so, the PISA results focusing on discipline in classrooms between 2000 and 2009 reported in some years (OECD, 2011, 2013) the opposite trend towards more orderly classrooms. According to that report, Sweden is one of the countries with more than 10 percentage points of improvement, based on students' reports of calm classrooms. From that, the report concludes:"By 2009, the quality of student-teacher relations was even better"(OECD, 2011, p. 3). Secondly, Swedish educational researchers have overthe last 10 years (cf. Bartholdsson, 2007; Granath, 2008; Wester, 2008;Samuelsson, 2008; Landahl, 2009; Karlberg, 2011) studied what happens in classrooms and how teachers' think about and handle disturbances and discipline. Thirdly, Sweden during 2010 passed a new Educational Act (Utbildningsdepartementet, 2010:800) with expanded disciplinary sanctions for teachers to use. With the passing of that act teachers and schools gained the possibility of suspending a student for three weeks, as well as moving a student to another school as a response to the disorder, troublesome behaviour or disrespect they have had to tolerate in the classroom. In light of the above mentioned, the aim of this study is to describe and understand the ways in which teachers have experienced students' troublesome behaviour during lessons.

  • 11.
    Samuelsson, Marcus
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Arvola, Mattias
    Linköpings universitet.
    Nordvall, Mathias
    Stenliden, Linnea
    Linköpings universitet.
    Simuleringsbaserad undervisning som ett kompletterande inslag i lärarutbildningen vid Linköpings universitet2017Report (Other academic)
  • 12.
    Samuelsson, Marcus
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson, Eva M.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Strategiskt och operativt arbete med validering av reell kompetens: Ett följeforskningsprojekt vid Högskolan Väst2018Report (Other academic)
    Abstract [en]

    This report is a description, among other possible descriptions, of the work done on accreditation and recognition of qualifications at University West. The project was carried out during the autumn and spring terms of 2016 and 2017 respectively. The work on which this report is based was in the form of an on-going evaluation. This study, in turn, was carried out as the result of a government mandate issued by the Swedish Council for Higher Education. It aimed to improve the way work relating to the assessment of practical expertise is done at institutions of higher learning. The aim of the study was formulated as a description that offered an interpretation of the strategic and operational work on accreditation and recognition of qualifications carried out at University West. Two theoretical frames of reference – discourse analysis and chain of command theory – were used to interpret the empirical evidence that was collected. This was done by participating in workshops that were run during the spring of 2017, analysing information that was available via www.hv.se and www.hv.se/en the analysis of notes taken during meetings, and an interview with a focus group. The results show how UW worked with the issue at the strategic and operational levels. The report underscores the possibilities and limitations of the current webpage, which appears to be both time-consuming and opaque. This is worrisome in today's world where more and more people seek information via the Web. Similarly, it is made clear that a limited amount of information reaches all university employees and what the consequences of this lack of transparency can be. Moreover, the results show that work on validation is done in different ways and is not shared with other departments of the university. The report closes with a discussion of the results from three perspectives: that of the individual, of the group, and of the organisation. The possibilities and limitations for working with accreditation and recognition of qualifications are problematized.

  • 13.
    Samuelsson, Marcus
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Linköping University, Sweden.
    Samuelsson, Joakim
    Linköping University, Sweden.
    Proficient classroom management through focused mathematic teaching2017In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 75, no 6, p. 634-651Article in journal (Refereed)
    Abstract [en]

    A not entirely unusual position among teachers is that they believe that they must first establish a peaceful classroom before they can begin to teach the subject. This research, shows how a proficient mathematics teacher teaches his subject and thereby creates a quiet and focused classroom and exerts effective leadership, just by teaching mathematics. The researchers observed a male mathematics teacher for almost half a year, i.e. one semester. The results of research present several patterns that the researchers saw during the observations of his teaching. The teacher showed an interest in each student's mathematical thinking and expressed explicitly how students were expected to learn mathematics. He also directed students' attention to mathematics and established a culture where all solutions were important in the teaching process. In the teaching process, he used multiple representations to motivate students and a lot of supportive expressions that made them feel that they were able to learn mathematics. He worked patiently to establish structures, and there was almost no disruptive behaviour. Students simply did not have time to interfere because they were so engaged in learning mathematics.

  • 14.
    Samuelsson, Marcus
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sigsgaard, Erik
    Barns nej: ett viktigt steg mot ett hållbart samhälle2017In: Motstand / [ed] Maria Øksnes & Marcus Samuelsson, Oslo: Cappelen Akademisk Forlag, 2017, p. 62-89Chapter in book (Other academic)
  • 15.
    Samuelsson, Marcus
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sveider, Cecilia
    Avdelningen för pedagogik och didaktik, Institutionen för beteendevetenskap och lärande, Linköpings universitet.
    Beyond Individual Matters: Sloyd Teachers posts in a Facebook group2019In: Techne series: Research in sloyd education and crafts science. A, ISSN 1238-9501, E-ISSN 1893-1774, Vol. 26, no 2, p. 1-15Article in journal (Refereed)
    Abstract [en]

    The reason for conducting this study was two-fold: sloyd teachers have over a period of timeexpressed a need for fellow sloyd teachers at their workplace in the beginning of 2016 felt that there had been an "attack" on their subject. Using thematic analysis, we studied 334 posts written by participants in a Facebook group called Nationellt Resurscentrum (National Resource Centre) during an "ordinary" month, April 2016. The results show that the posts were mainly concerned with the exchange of teaching experiences, functional discussions concerning matters such as internal and external conditions related to sloyd as a school subject, and information sharing related to the teachers'own continuing professional development, such as invitations to specific lectures. In terms of community of practice theory, the results of this study can be interpreted as demonstrating that this specific Facebook group strengthens the sloyd teacher community and allows them to initiate and assert ownership of discussions related to their profession. The result also shows that posts in this specific Facebook group made it possible for the members to transform individual competencies into a collectively possessed skills "toolbox" beyond individual matters.

  • 16.
    Samuelsson, Marcus
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sveider, Cecilia
    Linköpings universitet.
    Beyond Individual Matters: Sloyd Teachers posts in a Facebook group2019In: Techne series: Research in sloyd education and crafts science. A, ISSN 1238-9501, E-ISSN 1893-1774, Vol. 29, no 2, p. 1-11Article in journal (Refereed)
    Abstract [en]

    he reason for conducting this study was two-fold: sloyd teachers have over a period of time expressed a need for fellow sloyd teachers at their workplace in the beginning of 2016 felt that there had been an "attack" on their subject. Using thematic analysis, we studied 334 posts written by participants in a Facebook group called Nationellt Resurscentrum (National Resource Centre) during an "ordinary" month, April 2016. The results show that the posts were mainly concerned with the exchange of teaching experiences, functional discussions concerning matters such as internal and external conditions related to sloyd as a school subject, and information sharing related to the teachers' own continuing professional development, such as invitations to specific lectures. In terms of community of practice theory, the results of this study can be interpreted as demonstrating that this specific Facebook group strengthens the sloyd teacher community and allows them to initiate and assert ownership of discussions related to their profession. The result also shows that posts in this specific Facebook group made it possible for the members to transform individual competencies into a collectively possessed skills "toolbox" beyond individual matters

  • 17. Øksnes, Maria
    et al.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Barns nej - ett steg mot ett hållbart samhälle2018In: Motstånd, Lund: Studentlitteratur AB, 2018, p. 55-76Chapter in book (Other academic)
  • 18. Øksnes, Maria
    et al.
    Samuelsson, MarcusUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Motstand2017Collection (editor) (Other academic)
  • 19. Øksnes, Maria
    et al.
    Samuelsson, MarcusUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Motstånd2018Collection (editor) (Other academic)
  • 20. Øksnes, Maria
    et al.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Möte med motstånd är en existentiell fråga": Intervju med Gert Biesta2018In: Motstånd / [ed] Øksnes, M., & Samuelsson, M., Lund: Studentlitteratur AB, 2018, p. 143-160Chapter in book (Other academic)
  • 21. Øksnes, Maria
    et al.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Nei, jeg gjør det på min måte!": Motstand i barnhagen2017In: Motstand / [ed] M Øksnes & M Samuelsson, Oslo: Cappelen Akademisk Forlag, 2017, p. 11-41Chapter in book (Other academic)
  • 22. Øksnes, Maria
    et al.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Nej, jag gör det på mitt sätt!" Motstånd i förskolan2018In: Motstånd / [ed] Øksnes, M., & Samuelsson, M., Lund: Studentlitteratur AB, 2018, p. 11-37Chapter in book (Other academic)
  • 23. Øksnes, Maria
    et al.
    Samuelsson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "The encounter with resistance is an existential matter": Interview with Gert Biesta2017In: Motstand / [ed] M. Øksnes, & M. Samuelsson, Oslo: Cappelen Akademisk Forlag, 2017, p. 164-182Chapter in book (Other academic)
1 - 23 of 23
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