Ändra sökning
Avgränsa sökresultatet
1234567 1 - 50 av 1205
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Isaksson, Charlotta
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik. RISE Research Institutes of Sweden, Division Built Environment, Energy and Circular Economy, Box 857, Borås, SE-501 15, Sweden.
    Hiller, Carolina
    RISE Research Institutes of Sweden, Division Built Environment, Energy and Circular Economy, Box 857, Borås, SE-501 15, Sweden.
    Lane, Anna-Lena
    RISE Research Institutes of Sweden, Division Built Environment, Energy and Circular Economy, Box 857, SE-501 15, Borås, Sweden.
    Active, passive, non-existing or conditional?: Social relations shaping energy use at workplaces2019Ingår i: Energy Research & Social Science, ISSN 2214-6296, E-ISSN 2214-6326, Vol. 51, s. 148-155Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Energy efficiency concerns the entire workplace and a cooperative approach is important for achieving ambitious energy reduction targets. Despite this, many organisations still mainly regard energy efficiency as a technical issue involving just a few specialists. A focus on the social relations and processes that shape work on energy issues is lacking. The aim of this paper is to illuminate and explore social relations between the staff driving energy issues and their co-workers. The analysis presented is based upon two features shaping their mutual engagement for reducing energy use: the communication strategy on energy issues undertaken by the workplace and the support for energy efficiency and conservation among the staff. The study provides insights gained from an interview study done in a Swedish organisation as well as from social science research in the field. The result is a conceptual framework that describes four relationships between the drivers of change and their co-workers. These relationships are characterized as active, passive, non-existing and conditional engagement in energy efficiency and conservation. The framework can be used as a tool for identifying social constraints and possibilities for reducing the use of energy at workplaces as well as in other contexts. © 2019 Elsevier Ltd

  • 2.
    Icenogle, Grace
    et al.
    Temple University, Department of Psychology, United States.
    Steinberg, Laurence
    Temple University, Philadelphia, PA, USA .
    Duell, Natasha
    Temple University, Department of Psychology, United States.
    Chein, Jason
    Temple University, Department of Psychology, United States.
    Chang, Lei
    University of Macau, Department of Psychology, China.
    Chaudhary, Nandita
    ady Irwin College, Department of Human Development and Childhood Studies, LUniversity of Delhi, India.
    Di Giunta, Laura
    Rome University La Sapienza, Faculty of Psycholog , Rome, Italy .
    Dodge, Kenneth A.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Fanti, Kostas A.
    University of Cyprus, Department of Psychology, Cyprus.
    Lansford, Jennifer E.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Oburu, Paul
    Maseno University, Maseno, Kenya.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Rome, Italy.
    Skinner, Ann T.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Tapanya, Sombat
    Chiang Mai University, Department of Psychiatry, Chiang Mai, Thailand.
    Tirado, Liliana Maria Uribe
    Universidad San Buenaventura,Consultorio Psicologico Popular, Medellín, Colombia.
    Alampay, Liane Peña
    Ateneo de Manila University, Quezon City, Philippines.
    Al-Hassan, Suha M.
    Hashemite University, Zarqa, Jordan; Emirates College for Advanced Education.
    Takash, Hanan M. S.
    Queen Rania Faculty for Childhood, Hashemite University, Jordan.
    Bacchini, Dario
    University of Naples Federico II, Department of Psychology, Italy.
    Adolescents’ cognitive capacity reaches adult levels prior to their psychosocial maturity: Evidence for a "maturity gap" in a multinational, cross-sectional sample2019Ingår i: Law and human behavior, ISSN 0147-7307, E-ISSN 1573-661X, Vol. 43, nr 1, s. 69-85Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    All countries distinguish between minors and adults for various legal purposes. Recent U.S. Supreme Court cases concerning the legal status of juveniles have consulted psychological science to decide where to draw these boundaries. However, little is known about the robustness of the relevant research, because it has been conducted largely in the U.S. and other Western countries. To the extent that lawmakers look to research to guide their decisions, it is important to know how generalizable the scientific conclusions are. The present study examines 2 psychological phenomena relevant to legal questions about adolescent maturity: cognitive capacity, which undergirds logical thinking, and psychosocial maturity, which comprises individuals' ability to restrain themselves in the face of emotional, exciting, or risky stimuli. Age patterns of these constructs were assessed in 5,227 individuals (50.7% female), ages 10-30 (M = 17.05, SD = 5.91) from 11 countries. Importantly, whereas cognitive capacity reached adult levels around age 16, psychosocial maturity reached adult levels beyond age 18, creating a "maturity gap" between cognitive and psychosocial development. Juveniles may be capable of deliberative decision making by age 16, but even young adults may demonstrate "immature" decision making in arousing situations. We argue it is therefore reasonable to have different age boundaries for different legal purposes: 1 for matters in which cognitive capacity predominates, and a later 1 for matters in which psychosocial maturity plays a substantial role. © 2019 American Psychological Association.

  • 3.
    Hammar Chiriac, Eva
    et al.
    Department of Behavioural Sciences and Learning Linköping University.
    Rosander, Michael
    Department of Behavioural Sciences and Learning Linköping University.
    Forslund Frykedal, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. Department of Behavioural Sciences and Learning Linköping University.
    An Educational Intervention to Increase Efficacy and Interdependence in Group Work2019Ingår i: Education Quarterly Reviews, E-ISSN 2621-5799, s. 435-447Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study investigated whether an intervention, in the form of short educational sessions, influenced pupils' experiences of group work or cooperative learning (CL). The hypothesis tested was that an intervention for teachers and pupils would lead to pupils' increased (a) collective efficacy, (b) self-efficacy and, (c) positive interdependence, as well as (d) less negative interdependence. The participants were pupils from years 5 and 8 in three compulsory schools in Sweden, working in 22 groups divided into one intervention group and one control group (11 work groups in each condition). Data were collected through a questionnaire before and after participation in the study and analysed using a repeated measure ANOVA and 2×2 ANOVA. The results showed an increased collective efficacy, self-efficacy and positive interdependence and a reduction of negative interdependence. The conclusion is that the intervention provided for teachers and pupils did have an effect, thus promoting successful working as a group.

  • 4.
    Johansson, Stefan
    et al.
    University of Gothenburg, Department of Education and Special Education, SWEDEN.
    Yang Hansen, Kajsa
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. University of Gothenburg, Department of Education and Special Education, SWEDEN.
    Are Mathematics Curricula Harmonizing Globally Over Time?: Evidence from TIMSS National Research Coordinator Data2019Ingår i: Eurasia Journal of Mathematics, Science and Technology Education, ISSN 1305-8223, Vol. 15, nr 2, artikel-id em1656Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Given the impact of international large-scale assessments (ILSAs) on policy-making in different educational systems around the world, this study aims to examine whether national mathematics curricula in different educational systems harmonize over time. Data from the Trends in International Mathematics and Science Study (TIMSS) is used to explore this issue. In addition to background questionnaires given to students, teachers and schools, a curriculum questionnaire was completed by each national research coordinator (NRC) in all participating countries in each TIMSS cycle. In the present study, data from 2003, 2007, 2011 and 2015 was used. The analyses focused on the information about the extent to which the national mathematics curriculum covered certain topics in the subdomains of mathematics tested in TIMSS Grade 8. Growth curve modeling and latent profile analyses were applied to uncover the development trend and countries’ unobserved profiles in mathematics content domains of Number, Algebra, Geometry, and Data. Three clusters of countries were identified. Most countries belonged to the same profile in the later cycles of TIMSS. The study found indications of a general harmonization with respect to number of topics covered in countries’ curricula over time, thus contributing to discussions of policy implications of a global curriculum.

  • 5.
    Kapetanovic, Sabina
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. Jönköping University, Jönköping, Sverige.
    Skoog, Therése
    Gothenburg University, Gothenburg, Sweden; Norwegian University of Science and Technology, Norway.
    Bohlin, Margareta
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. Gothenburg University, Gothenburg, Sweden.
    Gerdner, Arne
    Jönköping University, Jönköping, Sweden.
    Aspects of the Parent–Adolescent Relationship and Associations With Adolescent Risk Behaviors Over Time2019Ingår i: Journal of family psychology, ISSN 0893-3200, E-ISSN 1939-1293, Vol. 33, nr 1, s. 1-11Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Parents' actions and knowledge of adolescents' whereabouts play key roles in preventing risk behaviors in early adolescence, but what enables parents to know about their adolescents' activities and what links there are to adolescent risk behaviors, such as substance use and delinquent behavior, remain unclear. In this study,we investigated whether different aspects of the parent–adolescent relationship predict parental knowledge, and we examined the direct and indirect longitudinal associations between these aspects of the parent–dolescent relationship and adolescents' self-reported delinquent behavior and substance use. The participants were 550 parents and their adolescent children from two small and two midsized municipalities in Sweden. Parental data were collected when the adolescents were 13 years old (mean), and adolescent data on riskbehaviors were collected on two occasions, when they were 13 and 14 years of age (mean). Structural path analyses revealed that adolescent disclosure, parental solicitation, and parental control predicted parental knowledge, with adolescent disclosure being the strongest source of parental knowledge and the strongest negative predictor of adolescent risk behaviors. Parenting competence and adolescents' connectedness to parents were indirectly, through adolescent disclosure and parental solicitation and parental control, associated with substance use and delinquent behavior. Some paths differed for boys and girls. In conclusion, confident parenting and a close parent–adolescent relationship in which adolescent disclosure is promoted, seem protective of adolescent engagement in risk behaviors

  • 6.
    Kajonius, Petri
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. University of Gothenburg, Department of Psychology, Gothenburg, Sweden; University of Skövde, Department of Cognitive Neuroscience and Philosophy, University of Skövde, Skövde, Sweden.
    Johnson, J. A.
    Pennsylvania State University, State College, Department of Psychology, United States.
    Assessing the structure of the five factor model of personality (IPIP-NEO-120) in the public domain2019Ingår i: Europe's Journal of Psychology, ISSN 1841-0413, E-ISSN 1841-0413, Vol. 15, nr 2, s. 260-275Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Assessment of individual differences in personality traits is arguably one of the hallmarks of psychological research. Testing the structural validity of trait measurements is paramount in this endeavor. In the current study, we investigated 30 facet traits in one of the accessible and comprehensive public-domain Five Factor Model (FFM) personality inventories, IPIP-NEO-120 (Johnson, 2014), using one of the largest US samples to date (N = 320,128). We present structural loadings for all trait facets organized into respective FFM-trait domain (Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness). Both hierarchical second-order and bi-factor models showed tolerable model fit indices, using confirmatory factor analysis in a structural equation modeling (SEM) framework. Some facet traits were substantially more representative than others for their respective trait domain, which facilitate further discussions on FFM-construct content. We conclude that IPIP-NEO is sufficiently structurally robust for future use, for the benefit of research and practice in personality assessment. © 2019, PsychOpen. All rights reserved.

  • 7.
    Nilsson, Lena A.
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Att forska i samverkan och gemensamt skapa kunskap2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 19-24Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 8.
    Samuelsson, Marcus
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Att hantera vardagsnära utmaningar mot ett socialt system: Ur blivande slöjdlärares perspektiv2019Ingår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 39, nr 3, s. 228-243Artikel i tidskrift (Refereegranskat)
    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.

  • 9.
    Nilsson, Lena A.
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Barns och ungas välfärd och ett kunskapsbaserat arbetssätt2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 25-28Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 10.
    Kittelmann Flensner, Karin
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Lippe, Marie Von der
    University of Bergen, Department of Archeology, History, Culture Studies and Religion, Norway.
    Being safe from what and safe for whom?: A critical discussion of the conceptual metaphor of ‘safe space’2019Ingår i: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, s. 1-14Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Safe space, used in educational settings as a metaphor,stresses the importance of the classroom being a learningenvironment characterised by respect and safety. Based onexamples from Swedish and Norwegian classroom research,this article problematises and discusses the complexity inthe discourse on safe space by asking the critical questions:Being safe from what? – and safe for whom? Related to theconcept of safe space are questions about what possibly canmake the classroom an unsafe place. In addition to varioustypes of intimidation, harassment and attacks, discussionsabout certain issues and topics can, for various reasons, beperceived as threatening. The school is part of society, andin an increasingly polarised climate, controversial issues incontemporary society will often be perceived as controversial in classroom practice. In this sense, instead of givingstudents false promises of being safe in the ReligiousEducation (RE) classroom, the concept 'classroom of disagreement' may be a useful metaphor, since it makes itexplicitly clear that disagreements exist and are part of life

  • 11.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Challenges in bridging between cultures of English experience2019Ingår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 289-313Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 12.
    Deater-Deckard, Kirby
    et al.
    University of Massachusetts Amherst, Amherst, MA, USA.
    Godwin, Jennifer
    Duke University, Durham, NC, USA.
    Lansford, Jennifer E.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Tirado, Liliana Maria Uribe
    Universidad San Buenaventura,Consultorio Psicologico Popular, Medellín, Colombia.
    Yotanyamaneewong, Saengduean
    Chiang Mai University, Chiang Mai, Thailand.
    Alampay, Liane Peña
    Ateneo de Manila University, Quezon City, Philippines.
    Al-Hassan, Suha M.
    Hashemite University, Zarqa, Jordan; Emirates College for Advanced Education.
    Bacchini, Dario
    University of Naples Federico II, Department of Psychology, Italy.
    Bornstein, Marc H.
    Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD, USA.
    Chang, Lei
    University of Macau, Department of Psychology, China.
    Di Giunta, Laura
    Rome University La Sapienza, Faculty of Psycholog , Rome, Italy .
    Dodge, Kenneth A.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Oburu, Paul
    Maseno University, Maseno, Kenya.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Rome, Italy.
    Skinner, Ann T.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Steinberg, Laurence
    Temple University, Philadelphia, PA, USA ; King Abdulaziz University.
    Tapanya, Sombat
    Chiang Mai University, Department of Psychiatry, Chiang Mai, Thailand.
    Chaos, Danger, and Maternal Parenting in Families: Links with Adolescent Adjustment in Low- and Middle-Income Countries2019Ingår i: Developmental Science, ISSN 1363-755X, E-ISSN 1467-7687, Vol. 22, nr 5, artikel-id e12855Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The current longitudinal study is the first comparative investigation across Low- and Middle- Income Countries (LMICs) to test the hypothesis that harsher and less affectionate maternal parenting (child age 14 years, on average) statistically mediates the prediction from prior household chaos and neighborhood danger (at 13 years) to subsequent adolescent maladjustment (externalizing, internalizing, and school performance problems at 15 years). The sample included 511 urban families in six LMICs: China, Colombia, Jordan, Kenya, the Philippines, and Thailand. Multigroup structural equation modeling showed consistent associations between chaos, danger, affectionate and harsh parenting, and adolescent adjustment problems. There was some support for the hypothesis, with nearly all countries showing a modest indirect effect of maternal hostility (but not affection) for adolescent externalizing, internalizing, and scholastic problems. Results provide further evidence that chaotic home and dangerous neighborhood environments increase risk for adolescent maladjustment in LMIC contexts, via harsher maternal parenting. This article is protected by copyright. All rights reserved.

  • 13.
    Mossberg, Linda
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Construction of service users in strategic collaboration including mental health and social services, and service user organisations: [Konstruktionen av brukare i strategisk samverkan mellan psykiatri, socialtjänst och brukarorganisationer]2019Ingår i: European Journal of Social Work, ISSN 1369-1457, E-ISSN 1468-2664Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Termer för att beskriva personer som använder sig av välfärdstjänster har förändrats och är under kontinuerlig debatt. I den här studien analyseras sju analytiska kategorier som visar konstruktioner av brukaren inom verksamhetsområdet psykisk ohälsa. Detta utifrån termer som används i 40 strategiska samverkansrådsmöten kring psykisk ohälsa med representanter från människobehandlande organisationer och brukarorganisationer. Kategorierna formades utifrån karaktäristika knutna till kategorien samt hur, när och vem som använde den. Resultaten visade att brukarrepresentanter och professionella delade användningen av vissa kategorier. De hade olika utgångspunkter då de använde vissa andra kategorier vilket innebar att de inte använde dem på samma sätt, medan ytterligare andra kategorier var bara använda av den ena eller andra parten. Hur kategorierna användes kunde också delas i ett kollektivt och ett individuellt perspektiv. Representanterna var överens om att brukare hade komplexa behov men var inte i grunden olika andra människor. Brukarrepresentanterna betonade ett strukturellt perspektiv och ett samhälle som inte var rustat att möta brukares behov och samtidigt respektera deras medborgarskap. Professionella använde oftare det individuella perspektivet i vilket problemen brukare mötte lades på individnivå. Deras kategorier var också mer etablerade och hade därmed större motståndskraft till att påverkas. Mest framträdande i studien var frågor kring ansvarighet, brukares självständighet samt kollektivt eller individuellt perspektiv.

  • 14.
    Szücs, Stefan
    et al.
    Department of Social Work, University of Gothenburg.
    Liljegren, Andreas
    Department of Social Work, University of Gothenburg.
    Berlin, Johan
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Höjer, Staffan
    Department of Social Work, University of Gothenburg.
    Coping with Citizens and Stress: Interaction Strategies during Public Service Delivery within Health Care, the Police, and Social Work2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Previous research and theory suggests that frontline workers adapt to workload-related stress in a number of ways, interacting towards or away from citizens, or even against citizens, but what are the actual practices of coping, and how is coping related to stress? The data comes from a web-survey sent to 990 public sector frontline workers in West Sweden during 2018 within the police, health care psychiatry, and social work organizations. The findings show that there are significant differences in stress: highest average level among social workers, followed by police officers, and heath care psychiatry. Four ways of moving towards clients – through prioritizing motivated clients, rule bending/breaking, instrumental action, or using personal resources – and three ways of moving away from clients – through aggression, by rationing, or routinizing – are revealed (H1). Prioritizing and aggression are most common within the police, rule bending/breaking and routinizing in social work, and instrumental action within health care (H2), but only instrumental action does not significantly increase stress, on top of individual characteristics and organizational demands and resources (H3).

  • 15.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sundqvist, Pia
    Karlstads universitet, Institutionen för språk, litteratur och interkultur.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Critical Perspectives2019Ingår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 315-320Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 16.
    Berglund, Emilia
    et al.
    Göteborgs stad.
    Lager, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Lundqvist, Jennifer
    Göteborgs stad.
    Gustafsson Nyckel, Jan
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Det dubbla kompetenskravet: en studie av lärarstudenters utveckling av kompetenser inom en ny lärarutbildning2019Ingår i: Forskning i Pædagogers Profession og Uddannelse, E-ISSN 2446-2810, Vol. 3, nr 1, s. 87-101Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    I föreliggande studie undersöks lärarstudenters utveckling av kompetenser inom lärarutbildningen. Studien har sin bakgrund inom de utbildningstrender som har som ambition att föra samman en socialpedagogisk omsorgstradition med en skolämnesinriktad utbildningstradition, där vi menar att lärarutbildningen för lärare i fritidshem utgör ett exempel. Fokusgruppintervjuer har använts för att intervjua 16 avgångsstudenter på lärarprogrammet med inriktning mot arbete i fritidshem på ett lärosäte i Sverige. Intervjuerna analyserades med hjälp av tematisk analys och visar att utbildningen erbjuder skilda lärandemiljöer för utveckling av kompetenser som svarar mot ett dubbelt kompetenskrav: Återskapare, Medskapare och Nyskapare. Analysen tydliggör både skillnader och likheter mellan de tre kompetenserna men det är samtidigt viktigt att se dem som komplementära. Återskapare kännetecknas av en anpassad och reproducerad kompetensutveckling där studenterna aktivt väljer att bli antingen lärare inom fritidshemmet eller i sitt praktisk estetiska skolämne. Medskapare kännetecknas av att studenterna anpassar sig till utbildningens genomförande och producerar en parallell kompetens och blir lärare i fritidshemmet och sitt skolämne. Nyskapare har drag av en produktiv - kreativ kompetens där studenterna använder sina praktisk estetiska ämneskunskaper inom fritidshemmets verksamhet, och sin fritidspedagogiska kompetens i undervisningen av det praktisk estetiska ämnet. Resultatet diskuteras avslutningsvis i relation till utbildningens förmåga att erbjuda en kreativ kompetens.

  • 17.
    Björquist, Elisabet
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Isaksson, Charlotta
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Tryggvason, Nina
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Digitalt stöd för delaktighet: Ungas användning av digital teknik inom ramen för kommunernas LSS-verksamhet2019Rapport (Övrigt vetenskapligt)
  • 18.
    Prochnow, Annette
    et al.
    University of Würzburg, Germany.
    Erlandsson, Soly
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Hesse, Volker
    Children’s Hospital Berlin-Lindenhof, and Charité – Institute for Experimental Paediatric Endocrinology, Germany.
    Wermke, Kathleen
    University of Würzburg, German.
    Does a 'musical' mother tongue influence cry melodies?: A comparative study of Swedish and German newborns2019Ingår i: Musicae scientiae, ISSN 1029-8649, E-ISSN 2045-4147, Vol. 23, nr 2, s. 143-156Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The foetal environment is filled with a variety of noises. Among the manifold sounds of the maternal respiratory, gastrointestinal and cardiovascular systems, the intonation properties of the maternal language are well perceived by the foetus, whose hearing system is already functioning during the last trimester of gestation. These intonation (melodic) features, reflecting native-language prosody, have been found to shape vocal learning. Having had ample opportunity to become familiar with their mother's language in the womb, newborns have been found to exhibit salient pitch-based elements in their own cry melodies. An interesting issue is whether an intrauterine exposure to a maternal pitch accent language, such as Swedish, in which emphatic syllables are pronounced typically on a higher pitch relative to other syllables will affect newborns' cry melody (fundamental frequency contour). The present study aimed to answer this question by quantitatively analysing and comparing the melody structure in 52 Swedish compared with 79 German newborns. In accordance with previous approaches, cry melody structure was analysed by calculating a melody complexity index (MCI) expressing the share of cries exhibiting two or more (well-defined) arc-like substructures uttered during the recording sessions. A low MCI reflects a dominance of cries with a 'simple', i.e. single-arc melody. A significantly higher MCI was found in the Swedish infant group, which further corroborates the assumption that the well-known foetal sensitivity for musical (melodic) stimuli seems to shape infants' cry melody.

  • 19.
    Kapetanovic, Sabina
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Skog, Therése
    Jönköping University, Jönköping; Gothenburg University, Gothenburg, Sweden; Norwegian University of Science and technology, Norway.
    Bohlin, Margareta
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Gerdner, Arne
    Jönköping University, Jönköping, Sweden.
    Does one Size Fit All?: Linking Parenting With Adolescent Substance Use and Adolescent Temperament2019Ingår i: Journal of research on adolescence, ISSN 1050-8392, E-ISSN 1532-7795Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Using longitudinal Swedish data from 1,373 early‐adolescent youths, this study aims to answer the question of whether the previously established protective function of parental knowledge and its sources — adolescent disclosure, parental solicitation, and parental control—on substance use among early‐adolescents is moderated by the adolescent's temperament. Adolescent temperament moderated several links between parental knowledge and its sources and adolescent substance use. The most pronounced moderating results were found for those adolescents with fearless, socially detached and thrill‐seeking tendencies. For these "detached thrill‐seekers", bidirectional links between adolescent disclosure and substance use, and negative links between parental solicitation and substance use were found. We recommend, therefore, that adolescent temperament is considered when designing parenting programs.

  • 20.
    Sorbring, Emma
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Lansford, Jennifer E.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Yotanyamaneewong, Saengduean
    Chiang Mai University, Chiang Mai, Thailand.
    Tapanya, Sombat
    Chiang Mai University, Department of Psychiatry, Chiang Mai, Thailand.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Rome, Italy.
    Education and Parenting: An Introduction2019Ingår i: School Systems, Parent Behavior, and Academic Achievement: An International Perspective / [ed] Sorbring, Emma; Lansford, Jennifer E., Springer International Publishing , 2019, s. 1-14Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Theoretical models and empirical studies suggest that parental involvement and parenting practices are important for adolescents' academic achievement. However, the picture is complicated, and how parents choose to be involved at different ages of the child is critical for how parental involvement is related to students' academic achievement. Furthermore, populations from different cultural backgrounds need to be studied. This chapter lays out the agenda for the rest of the book, presenting an overview of research on parenting and students' academic achievement, as well as presenting the Parenting Across Cultures project, a longitudinal study of mothers, fathers, and children in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. These nine countries are the focus of the school-system and country-specific studies in the chapters that follow.

  • 21.
    Lansford, Jennifer E.
    et al.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Education and Parenting: Conclusions and Implications2019Ingår i: School Systems, Parent Behavior, and Academic Achievement: An International Perspective / [ed] Sorbring, Emma; Lansford, Jennifer E., Springer, 2019, s. 139-151Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    This chapter begins by providing an overview of key points raised in the preceding chapters regarding education and parenting in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. We then highlight similarities and differences in education and parenting across the nine countries. For example, many countries have increased access to education in the last decades, but questions of quality remain; socioeconomic and geographic disparities in access and quality characterize many countries. Examples are provided of ways that education systems in different countries have attempted to build bridges between home and school contexts, such as through "mother tongue" education and interventions to increase parent involvement. Countries differ in the extent to which curricula are nationally standardized versus variable within the country and the extent to which learning is primarily teacher- versus student-directed. The countries included in this volume range from those performing among the best to those performing among the worst on international tests of student achievement. Many of the countries have high-stakes testing and entrance exams at different levels of education, which has implications for how parents attempt to help their children succeed in school. Parental education-related involvement, expectations, goal-orientation, and supportiveness are all importantly related to students' academic achievement. The chapter discusses implications for policy and practice, particularly in relation to the Sustainable Development Goals that are guiding the international development agenda through 2030. Understanding how different countries' education systems operate, steps countries have taken to improve access to and quality of education, and how parenting can promote students' academic achievement in the context of different education systems offers the potential for countries to learn from one another to offer quality education to all.

  • 22.
    Gurdal, Sevtap
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Education and Parenting in Sweden2019Ingår i: School Systems, Parent Behavior, and Academic Achievement: An International Perspective / [ed] Sorbring, Emma; Lansford, Jennifer E., Springer, 2019, s. 95-109Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Swedish children's rights to school and a childhood were discussed as early as 1900 and today nearly all (99.9%) Swedish children from the age of six attend comprehensive school for ten years. Comprehensive school, both private and public, is free of charge and compulsory for everyone. In general, Sweden is described as a country where young people are perceived as individuals with agency, both in the family and in school. It is expected that students should be treated with respect and taught about their rights and how to practice them. Teachers are supposed to encourage young people's agency by, for example, letting them take responsibility and be involved in decisions about the school work and their lives. This is related to the goal of teaching young people more about how to become citizens and about democratic values in society. Although Swedish schools have a high interest in students' own agency and their mental health, politics put pressure on the schools to achieve higher academic success among students. This chapter presents the current Swedish education system and its challenges when it comes to maintaining high values concerning students' mental health and, simultaneously, striving for better academic results, focusing particularly on families belonging to the lower socioeconomic class and with a migration background.

  • 23.
    Hedman, Karl
    et al.
    Högskolan i Jönköping, Hälsohögskolan, Avd. för socialt arbete. Högskolan i Jönköping.
    Henning, Cecilia
    Högskolan i Jönköping, Hälsohögskolan, Avd. för socialt arbete Högskolan i Jönköping.
    Svensson, Lars A.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Empowering older people in different contexts through social ties2019Ingår i: Creating empowerment in communities: Theory and practice from an international perspective / [ed] [ed] T. Anme, New York: Nova Science Publishers, Inc., 2019Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    A better understanding of insecure living circumstances and the relational world of older people has the potential to contribute to the development of care planning and delivery. This chapter examines conditions of precarity and empowering social ties of older people in community sites. The study used ethnographic methods to understand the lived experiences of 20 older people that was predominantly female and African American in Baton Rouge in the U.S. State of Louisiana. The ethnographic fieldwork for this investigation was conducted from 2013 to 2018 through participant-observations and open-ended interviews in three community sites in Baton Rouge. The field data was analyzed using social network and empowerment frameworks. The social ties of older people in Louisiana were compared with a previous study on social ties of older people in two Swedish senior centers. The analysis focuses self-, peer- and community empowerment levels and how they protect against precarity of older people. The findings from studying different community sites of older people in Louisiana demonstrate that the key social support ties that provided a buffer against precarity of older people were close friendships made in community sites and spiritual faith ties to God. Conditions of precarity and sources of stress of older people in Louisiana were constant threats of discontinuity of home-based health care services, prescription and medication access, not affording health care and other social problems of poverty, cognitive impairment and declining health. In Louisiana, self- and peer empowerment of older people were strong, but community empowerment through home-based health care services were not enough to prevent and reduce precarity of older people. Toward the background that Sweden can be considered to have a comprehensive social welfare system it is easier to see examples of empowerment of older people on all three levels. Self- and community empowerment were the strongest when studying examples of community sites for older people. In the Swedish study, the social network of older people was dominated by thin ties between senior peers. Community sites are needed as completent to ageing at home. In Louisiana, strong (thick) ties of older people were dominant. For the older people in Louisiana to receive consistent home-based health care services was not a given but required an ongoing active and joint effort by older people, family caregivers and friends. Policy implications of this study are that ongoing care support by family caregivers, friends and home-based health care services and medication access without gaps are needed to reduce and protect against precarity of older people. Self-empowerment should be supported by not only peer but also community empowerment.

  • 24.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    En systematisk samverkansmodell2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 111-114Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 25.
    Chang, Lei
    et al.
    University of Macau, Department of Psychology, China.
    Lu, Hui Jing
    The Hong Kong Polytechnic University, Department of Applied Social Sciences, China.
    Lansford, Jennifer E.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Skinner, Ann T.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Bornstein, Marc H.
    Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD, USA.
    Steinberg, Laurence
    Temple University, Philadelphia, PA, USA.
    Dodge, Kenneth A.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Chen, Bin Bin
    Fudan University, Department of Psychology, Shanghai, China.
    Tian, Qian
    Fudan University, Department of Psychology, Shanghai, China.
    Bacchini, Dario
    University of Naples “Federico II”, Department of Psychology, Italy.
    Deater-Deckard, Kirby
    University of Massachusetts Amherst, Amherst, MA, USA.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Rome, Italy.
    Alampay, Liane Peña
    Ateneo de Manila University, Quezon City, Philippines.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Al-Hassan, Suha M.
    Hashemite University, Zarqa, Jordan .
    Oburu, Paul
    Maseno University, Maseno, Kenya.
    Malone, Patrick S.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Di Giunta, Laura
    Rome University La Sapienza, Faculty of Psycholog , Rome, Italy .
    Tirado, Liliana Maria Uribe
    Universidad San Buenaventura, Medellín, Colombia.
    Tapanya, Sombat
    Chiang Mai University, Department of Psychiatry, Chiang Mai, Thailand.
    Environmental harshness and unpredictability, life history, and social and academic behavior of adolescents in nine countries.2019Ingår i: Developmental Psychology, ISSN 0012-1649, E-ISSN 1939-0599, Vol. 55, nr 4, s. 890-903Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Safety is essential for life. To survive, humans and other animals have developed sets of psychological and physiological adaptations known as life history (LH) tradeoff strategies in response to various safety constraints. Evolutionarily selected LH strategies in turn regulate development and behavior to optimize survival under prevailing safety conditions. The present study tested LH hypotheses concerning safety based on a 6-year longitudinal sample of 1,245 adolescents and their parents from 9 countries. The results revealed that, invariant across countries, environmental harshness, and unpredictability (lack of safety) was negatively associated with slow LH behavioral profile, measured 2 years later, and slow LH behavioral profile was negatively and positively associated with externalizing behavior and academic performance, respectively, as measured an additional 2 years later. These results support the evolutionary conception that human development responds to environmental safety cues through LH regulation of social and learning behaviors. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

  • 26.
    Jeong, Hyeseung
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorén, Bosse
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Evaluating the lingua franca core and functional load principle based on Swedish listeners' perception on L2 speakers’ English phoneme realisation2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In teaching and assessing pronunciation of English as an international lingua franca (ELF), intelligibility is more relevant than nativelikeness (Jenkins, 2015). As guidelines for intelligible ELF pronunciation, the Lingua Franca Core (LFC) syllabus (Jenkins, 2002) and relative functional load (FL) of phonemic contrasts (e.g., Catford, 1987) have been used (e.g., Jeong et al., 2018; Rahimi & Ruzrokh, 2016; Sewell, 2017).The paper examines phonemic details in the LFC and relative FL, based on the intelligibility of second language speakers’ phoneme realisation for Swedish university students. Using the perception of a group of Swedish youths for the study can be rationalised that they are known to have very high proficient English skills as a second language (Norrby, 2015). Speech data with IPA transcriptions were from the Speech Accent Archive (http://accent.gmu.edu/index.php), comprising nine speakers’ readings of the same text, whose first languages were Arabic, French, German, Japanese, Russian, Somali, Thai, Turkish and Urdu respectively. Each of seventy-five Swedish students taking university courses chose and transcribed one of the nine speakers in English orthography. Through comparing errors in the listeners’ transcriptions, their accounts, and the speakers’ segmental features deviating from either American or British English phoneme inventory, we firstly analysed whether, and to what extent such deviation affected intelligibility. From this analysis, some details of the LFC and relative FL were questioned. For example, while the LFC denotes that all consonants besides interdental fricatives need to be realised as in Standard American/British English, replacing some consonants with others, like plural marking /z/ with /s/ or alveolar /ɹ/ with uvular / ʁ/, did not compromise intelligibility. Likewise, while the ɔ/oʊ contrast is known to have high FL, replacing one with the other did not cause misunderstanding (e.g. realising ‘only’ as [ɔnli]). The findings suggest further scrutinising and developing the LFC and relative FL.

  • 27.
    Nilsson, Lena A.
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Wiedel, Daniel Olof
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Exempel 1: Att tidigt upptäcka barn i behov av särskilt stöd2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stckholm: Liber, 2019, s. 35-41Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 28.
    Beckman, Anita
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Exempel 10: Ung och arbetslös i Västervik2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 100-106Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 29.
    Lundström, Marita
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Granbom, Ingrid
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Exempel 2: Kvalitetsarbete i förskola och skola2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 43-50Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 30.
    Johansson, Anna
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Exempel 3: Lärarens relation till barn med "problembild" och med deras föräldrar2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 50-56Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 31.
    Sorbring, Emma
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Bolin, Anette
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Exempel 4: Ett utökat och fördjupat barn- och elevhälsoarbete2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 57-65Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 32.
    Gurdal, Sevtap
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Exempel 5: FöräldraResursen: att samverka för stöd till föräldrar2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 65-71Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 33.
    Sorbring, Emma
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Ryding, Jennie
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Exempel 6: Implementering av evidensbaseratföräldrastödsprogram2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 71-80Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 34.
    Bohlin, Margareta
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Hed, Mia
    Åmåls kommun.
    Exempel 8: Lättillgängligt stöd för ökat välbefinnande2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 89-95Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 35.
    Liss, Ann
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Exempel 9: Uppsökande socialt arbete: en gränsöverskridande arbetsmetod2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 96-100Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 36.
    Nilsson, Lena A.
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Forskningsmetoder för samverkansforskning2019Ingår i: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, s. 115-120Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 37.
    Forsell, Johan
    et al.
    Linköpings universitet, Pedagogik och didaktik.
    Forslund Frykedal, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Hammar Chiriac, Eva
    Linköpings universitet, Institutionen för beteendevetenskap och lärande.
    Group Work Assessment: Assessing Social Skills at Group Level2019Ingår i: Small Group Research, ISSN 1046-4964, E-ISSN 1552-8278, s. 1-38Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Group work assessment is often described by teachers as complex and challenging, with individual assessment and fair assessment emerging as dilemmas. The aim of this literature review is to explore and systematize research about group work assessment in educational settings. This is an integrated research area consisting of research combining group work and classroom assessment. A database search was conducted, inspired by the guidelines of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The analysis and categorization evolved into a typology consisting of five themes: (a) purpose of group work assessment, (b) what is assessed in group work, (c) methods for group work assessment, (d) effects and consequences of group work assessment, and (e) quality in group work assessment. The findings reveal that research in the field of group work assessment notably focuses on social skills and group processes. Peer assessment plays a prominent role and teachers as assessors are surprising absences in the reviewed research.

  • 38.
    Spante, Maria
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Varga, Anita
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Korp, Helena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Hitta drivet: Studiemotivation och genusmönster i grundskolan2019Rapport (Övrigt vetenskapligt)
  • 39.
    Lansford, Jennifer E.
    et al.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Malone, Patrick S.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Tapanya, Sombat
    Chiang Mai University, Department of Psychiatry, Chiang Mai, Thailand.
    Tirado, Liliana Maria Uribe
    Universidad San Buenaventura, Medellín, Colombia.
    Zelli, Arnaldo
    University of Rome Foro Italico, Italy..
    Alampay, Liane Peña
    Ateneo de Manila University, Quezon City, Philippines.
    Al-Hassan, Suha M.
    Hashemite University, Zarqa, Jordan and Emirates College for Advanced Education.
    Bacchini, Dario
    University of Naples “Federico II”, Department of Psychology, Italy.
    Bornstein, Marc H.
    Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD, USA.
    Chang, Lei
    University of Macau, Department of Psychology, China.
    Deater-Deckard, Kirby
    University of Massachusetts Amherst, Amherst, MA, USA.
    Di Giunta, Laura
    La Sapienza University of Rome, Interuniversity Centre for Research in the Genesis and Development of Prosocial and Antisocial Motivations, Rome, Italy.
    Dodge, Kenneth A.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Oburu, Paul
    Maseno University, Maseno, Kenya.
    Pastorelli, Concetta
    Università di Roma La Sapienza, Faculty of Psychology, Rome, Italy.
    Skinner, Ann T.
    Duke University, Center for Child and Family Policy, Durham, NC, USA.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Steinberg, Laurence
    Temple University, Philadelphia, PA, USA ; King Abdulaziz University.
    Household income predicts trajectories of child internalizing and externalizing behavior in high-, middle-, and low-income countries2019Ingår i: International Journal of Behavioral Development, ISSN 0165-0254, E-ISSN 1464-0651, Vol. 43, nr 1, s. 74-79Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study examined longitudinal links between household income and parents' education and children's trajectories of internalizing and externalizing behaviors from age 8 to 10 reported by mothers, fathers, and children. Longitudinal data from 1,190 families in 11 cultural groups in eight countries (Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and United States) were included. Multigroup structural equation models revealed that household income, but not maternal or paternal education, was related to trajectories of mother-, father-, and child-reported internalizing and externalizing problems in each of the 11 cultural groups. Our findings highlight that in low-, middle-, and high-income countries, socioeconomic risk is related to children's internalizing and externalizing problems, extending the international focus beyond children's physical health to their emotional and behavioral development.

  • 40.
    Holm, Susanne
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Henriksen, Anna
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Beckman, Anita
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    "Här är ganska nice, men...": Ungdomars tankar om Västervik och om vad som är viktigt i livet2019Rapport (Övrigt vetenskapligt)
  • 41.
    Yang Hansen, Kajsa
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. University of Gothenburg, Department of Education and Special Education, Sweden.
    Gustafsson, Jan-Erik
    University of Gothenburg, Department of Education and Special Education,Sweden.
    Identifying the key source of deteriorating educational equity in Sweden between 1998 and 20142019Ingår i: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 93, s. 79-90Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Educational equity has deteriorated in Sweden from the late 1980s onwards. However, it is not clear what the main sources behind this trend are. The present study aims therefore to investigate the development of educational equity at different levels of the Swedish educational system inorder to identify possible sources of the change. Students' school grades and family educational background for the cohorts leaving compulsory school between 1998 and 2014 were analysed in three-level hierarchical models. Increased segregation with respect to student composition and academic outcomes across different schools was found to be the main source of the declining educational equity. The findings are discussed in the light of differentiated learning opportunities, as a result of recent school reforms in Sweden.

  • 42.
    Korp, Helena
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sjöberg, Lena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Individual Development Plans in the Swedish Comprehensive School: Supporting High Quality Learning and Equity, or Rote Learning and Social Reproduction?2019Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, nr 2, s. 229-244Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Swedish compulsory school, individual development plans (IDPs) are mandatory for all students up to 6th grade. The purpose is to summarize and facilitate pupils' learning and tune instruction to national standards. In this study, 233 IDPs drawn up for 5th grade pupils were analyzed with focus on qualities that have been found to impact students' learning and learner identities. The results show that the IDPs rarely display the qualities that would make them effective as tools for enhancing students' learning, and that there is a gender difference in the quality of the documents, as well as differences regarding the pupils' academic background.

  • 43.
    Korp, Helena
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Risenfors, Signild
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Inkludering och likvärdighetför nyanlända eleveri grundskolan: en fallstudie i två kommuner2019Rapport (Övrigt vetenskapligt)
  • 44.
    Kittelmann Flensner, Karin
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Larsson, Göran
    University of Gothenburg, Department of Literature, History of Ideas and Religion, Box 200, Gothenburg, S-405 30, Sweden.
    Säljö, Roger
    Högskolan Väst, Institutionen för ekonomi och it, Avd för företagsekonomi. University of Gothenburg, Department of Education, Communication and Learning, Box 100, Gothenburg, S-405 30, Sweden.
    Jihadists and refugees at the theatre: Global conflicts in classroom practices in Sweden2019Ingår i: Education Sciences, E-ISSN 2227-7102, Vol. 9, nr 2, artikel-id 80Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In democratic societies schools have an obligation to address complex societal issues such as ethnic/religious tensions and social conflicts. The article reports an exploratory study of how theatre plays were used in upper-secondary schools to generate pedagogically relevant platforms for addressing the current Middle East conflicts and their impact on European societies in the context of religious education and civics. The schools are situated in areas with substantive migrant populations of mixed backgrounds, and this has implications for how these issues are understood as a lived experience. In the same classrooms, there were students who had refugee backgrounds, who represented different interpretations of Islam, and religion more generally, and whose families were victims of terrorism. There were also students with strong nationalist views. The study is ethnographic documenting theatre visits and classroom activities in relation to two plays about the Middle East situation. The results show that plays may open up new opportunities for addressing these issues, but that they may also be perceived as normative and generate opposition. An interesting observation is that a play may generate space for students to tell their refugee story in class, which personalized the experience of what it means to be a refugee. © 2019 by the authors. Licensee MDPI, Basel, Switzerland.

  • 45.
    Dauman, Nicolas
    et al.
    University of Poitiers, Department of Psychology, Poitiers , France.
    Haza, Marion
    University of Poitiers, Department of Psychology, Poitiers , France.
    Erlandsson, Soly
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Liberating parents from guilt: a grounded theory study of parents' internet communities for the recognition of ADHD2019Ingår i: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 14, nr 1, s. 1-12, artikel-id 1564520Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    PURPOSE: This study presents a qualitative analysis of information posted on the Internet by two communities of French parents promoting the recognition of ADHD in the context of current health and school practices.

    METHOD: Grounded Theory (Strauss & Corbin's approach) was applied to the posted messages, with the aim to discover the main concern and common theme through a constant comparison analysis.

    RESULTS: Liberating parents from feeling responsible for their child's misconduct was found to be the core category. From this perspective, we account for the commitment of the digital communities to formalize the child's conduct as a consequence of a neurodevelopmental disorder. This approach helps to account for the promotion of behavioural expertise and conditioning strategies (e.g., positive reinforcement) for handling the child's so-called disorder as appropriate parental responses. Giving evidence for parenting struggles was the third main concern of the communities, in the face of perceived skepticism from professionals towards ADHD as a medical condition.

    CONCLUSIONS: By using examples from countries that are found to have a more pro-medical approach to ADHD, the communities aim at improving such medical practices in France. Issues surrounding the claim that ADHD would require a specific style of parenting are also discussed.

  • 46.
    Svensson, Ylva
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi. Gothenburg University, Gothenburg, Sweden.
    Syed, Moin
    University of Minnesota, Psychology Department, Minneapolis, United States.
    Linking self and society: Identity and the immigrant experience in two macro-contexts2019Ingår i: Journal of applied developmental psychology, ISSN 0193-3973, E-ISSN 1873-7900, Vol. 64, artikel-id 101056Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this study was to compare identity processes associated with the immigrant experience in two macro-contexts, the U.S and Sweden. Using a qualitative narrative approach, we explored how immigrant and non-immigrant youth negotiate their identities in the intersection between individual selves and society, by studying how they experience deviations from societal expectations and whether such deviations were associated with alternative group belonging. The sample consisted of 59 narratives written by 1st and 2nd generation immigrants and non-immigrants (age 16–25). Results indicated that the U.S. participants were more likely to define themselves using racial and multi-ethnic categories, whereas Swedish participants relied on national labels. Additionally, U.S. participants showed clear evidence of deviations from societal norms, but also found belonging in social groups from those deviations. Swedish participants showed some deviations, but little evidence of group belonging. The findings highlight the contextual nature of identity development within an immigrant context. © 2019 Elsevier Inc.

  • 47.
    Spante, Maria
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Johansson, Kristina
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    MakerSpaces in schools: networked learning among teachers to support curriculum-driven pupil learning in programming2019Ingår i: Networked Professional Learning: Emerging and Equitable Discourses for Professional Development / [ed] Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, and Femke Nijland, Cham: Springer, 2019, s. 223-237Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    In recent years, many countries have introduced programming as contentin their national educational strategies. This study focussed on how teachers from various K-6 schools met regularly in learning groups to discuss their experiences integrating programming in MakerSpace settings, places equipped with various materials that can be used to construct things to enhance creativity and cross disciplinary collaboration. The project focussed on studying the activities in an established network in a Swedish municipality (i.e. how teachers experienced the value of network meetings and how they incorporated lessons learned from other participants in the teacher learning group [TLG]). The study addressed the following research question: What are the learning experiences of teachers in K-6 schools that participate in a top-down networked professional development project that focusses on integrating computer programming into the curriculum? A narrative written method was applied to collect data from seven teachers in the network. The results indicated that teachers found it useful to participate in a top-down networked professional development project. They experienced that participating in the TLG helped them develop their professional attitudes, knowledge and practices.

  • 48.
    Johansson, Anna
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Halvarsson, Christina
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    "Man lär jättemycket av varandra": En studie av kollegialt lärande bland lärare i grundskolan2019Rapport (Övrigt vetenskapligt)
  • 49.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Motivation and funds of knowledge2019Ingår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 161-186Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 50.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Motivation and the importance of teacher–student relationships2019Ingår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 105-130Kapitel i bok, del av antologi (Övrigt vetenskapligt)
1234567 1 - 50 av 1205
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf