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  • 101.
    Carlson, Marie
    et al.
    Inst. för sociologi och arbetsvetenskap, Göteborgs universitet.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    What Knowledge Counts when Revising a Curriculum?: On Discursive Positionings in the Swedish Educational Landscape.2016In: NFPF/NERA's 44th Congress 2016 : Social Justice, Equality and Solidarity in Education: Book of Abstracts, Helsinki: University of Helsinki , 2016, p. 31-32Conference paper (Other academic)
    Abstract [en]

    Writing or revising a curriculum is often anadvanced process as education can be viewed as adiscursive battlefield. Furthermore, educational policies are often seen as complex, ongoing social practices of normative cultural production constituted by diverse actors/stakeholders across diverse contexts and thus interesting to analyse,especially in 'the age of globalization'. This paper outlines perspectives on the policy process taking place in order to revise the Swedish National Curriculum, now known as Lgr 11.

  • 102.
    Carlsson, Linda
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Mattsson, Anni
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Barns inflytande i förskolan utifrån pedagogers perspektiv2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Den pedagogiska diskurs som råder inom förskolans verksamhet är att personalen ska sträva efter att barnen får inflytande över sin vardag och över olika beslut. Under de perioder vi haft praktik har vi funderat över vad personalen anser om barns inflytande och hur deras inställning till begreppet påverkar barnens möjlighet till att kunna påverka. Vuxnas syn på barn har ändrats genom tiderna, från att se barnen som objekt till kompetenta aktörer som har rätt och möjlighet att påverka sina liv. Idag anses alla barn ha rätt till inflytande oavsett ålder. Pedagoger och barnskötare har skyldighet att ge barnen inflytande och därmed följa de riktlinjer som står i barnkonventionen och förskolans läroplan.

    Syfte: Syftet med studien är att undersöka barns inflytande i förskolan utifrån pedagogernas perspektiv.

    Metod: Vi har valt att göra en kvantitativ undersökning med inriktning på hur pedagoger ser på och arbetar med inflytande i förskolan. Vi har använt oss av en webbenkät för att samla in materialet till studien. Vi har vänt oss till fem förskolor där barnen är mellan ett till sex år gamla.

    Resultat: I vår undersökning framkom det att personalen är positiva till att barnen får inflytande men att de arbetar med inflytande på olika sätt. Det framkommer att barnen vanligtvis ges möjlighet att påverka men då inom vissa ramar. Undersökningen visar att personalens förhållningsätt är avgörande för hur och när barnen ges inflytande. Merparten av respondenterna beskriver att pojkar och flickor får lika mycket inflytande över sin vardag.

  • 103.
    Carlsson, Linnea
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Gjellebæk, Camilla
    University West, School of Business, Economics and IT, Divison of Informatics. Østfold University College, Faculty of Health, Welfare and Organisation, Halden (NOR).
    Café seminar: Stimulating Work-Integrated Learning in Research Education2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 19-20Conference paper (Other academic)
    Abstract [en]

    Many enrolled doctoral students experience a lack of community and uncertainty due to temporary and unpredictable positions. For example, doctoral students in Sweden report feeling lonely and lacking a sense of togetherness regarding their doctoral research program and research community (Akademiet for yngre forskere, 2021; Fackförbundet ST and Sveriges Förenade Studentkårer, 2021). A recent report states that only 15 percent of doctoral students in Norway complete their education by the end of the original contract period (Fodstad-Larsen, 2022), and they are described to battle various psychosocial challenges related to their work, work environment, and work-life. 

    The understanding of research community is, however, by no means a straightforward issue. How research communities develop is unclear, and the role and engagement of doctoral students within the community is equally challenging. Opportunities for social contact, academic discussions with fellow students, integra tion into the departmental community, and the possibility for doctoral students to become involved in the broader research culture are pointed out as triggers for a sense of togetherness (Brew et al., 2017). Nevertheless, these items reflect only a limited notion of a research community. For the triggers to contribute to a sense of togetherness and to a research community where the doctoral students experience learning as an integral part of the research education, it requires an operationalization of the triggers into tools and strategies.Finding tools for building a community and sense of togetherness may be a way to hinder the sense of distress among doctoral students. Furthermore, finding structures to create long-lasting communities may benefit continuous networking among doctoral students contributing to lifelong learning. In this paper, we will explore how "world-café" seminars can be used as a tool and stimulation for community building in research education.

    The case setting was one seminar session within a series of cross-border doctoral seminars designed to strengthen research collaboration between the participating higher education institutions and promote the exchange of experience and skills between doctoral students and research environments. The seminar series hosted 22 doctoral students from Norway and Sweden, and the participants had different academic backgrounds, belong to different research educations at different academic institutions, and are at different places in the process of the ir research education. The initiators of the seminars were the chairs of the doctoral forums at two academic institutions, one in Sweden and one in Norway. The chairs were also the ones guiding the participants through the café seminar process.

    A world café is a seminar form which essence is an intervention for organizational change and development or community building amongst individuals, e.g., doctoral students. Its defining characteristic is how communication is based on conversations structured as dialogue. Here, the dialogue is proposed to create a meaning flow between participants, resulting in shared meaning and opportunities for life-long learning as well as learning as an integral part of work or education. Prewitt (2011) describes the caf e's unique contribution as the interventional form; of structured conversation in short cycles, which deliberately mixes participants between cycles to maximize knowledge exchange.

    To initiate the café seminar, the essence of world café was introduced by the two chairs. The cafés were hosted by the same chairs, in the role as so-called café facilitators guiding the participants throughout the four cycles, each round lasting 20-30 minutes. In the first three cycles, one participant volunteered to be the tab le host with the position to anchor that table's conversation throughout multiple changes of visitors and potential changes of table hosts. The table host was responsible for holding the collective and evolving the topic at this table, and the other participants carried their collective and evolving stories with them. This café had four tables and three topics: i) Knowledge and Life-Long Learning ii) Transformation and Sustainable Development, iii) Social Sustainability. The "transformation and sustainable development" were discussed at two tables and the others at one each. In the first cycle, participants brainstormed in four smaller groups around the three topics the café facilitators presented. The second cycle started when a new composition of doctoral students gathered at each of the four café tablets.

    The table host presented a summary from the previous discussion before a new brainstorming and discussion started. In the third cycle, participants changed tables again. This time they were encouraged to formalize and concretize the brainstorming notes into a structure containing the research topic, motivation, research question, context, theory and methodology, and contribution. In the fourth and final cycle, the doctoral students formed self -selected writing groups around the three overall topics. At this stage, the café seminar had been going on for 2,5 hours, and the participants were no longer bound to stay in the venue to finish. Hence, the seminar ended with the forming of writing groups. All the writing groups were encouraged to work further with the aim of designing a common abstract. Eight doctoral students chose to continue with the topic of knowledge and life -long learning, four with the topic of transformation and sustainable development, and five chose the topic of social sustainability.Our findings, based on participatory observation, oral feedback from the participants, and evaluation filled in after the seminars, show that a dialogical seminar is well suited for deriving cross-disciplinary research experiences amongst doctoral students. Sharing and exchanging experiences promote work-integrated learning in a research community initiated and led by fellow doctoral students. In the feedback the participants in the café seminar reported a sense of togetherness by being included in a safe community with fellow colleagues. The formal structure of the café seminar provided mutual ground and formalized dialogues amongst doctoral students who would otherwise not meet, and this provided a tool to formulate initiatives for long-lasting communities across disciplines and higher institutions.

  • 104.
    Carlsson, Linnea
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundh Snis, UlrikaUniversity West, School of Business, Economics and IT, Divison of Informatics.
    WIL'22 7-9 December 2022, International Conference on Work Integrated Learning, University West, Trollhättan, Sweden: Abstract Book2022Conference proceedings (editor) (Other academic)
    Download full text (pdf)
    Abstract Book
  • 105.
    Carlsson, Sandra
    et al.
    University West, School of Business, Economics and IT, Division of Business Administration.
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design. Department of Education, School of Education, Humanities and Social Sciences, Halmstad University (SWE).
    Teaching Here and Now but for the Future: Vocational Teachers' Perspective on Digitalization2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 70-71Conference paper (Other academic)
    Abstract [en]

    Introduction

    When digital technology is introduced into work practice, it means that vocational practice develops and changes (Castells, 2011). New methods, tools, and processes in working life require vocational teachers to develop fundamental vocational competencies and preparedness for this change for their pupil's employability (Persson, 2020). The concept of vocational competencies is understood in different ways (Billett, 2001) yet is often described as tacit and situated (Gåfvels and Paul, 2019). Vocational competence can be described as a symmetric relationship between knowledge, skills, and attitudes (Hiim, 2020, Baartman and De Bruijn, 2011). As working life changes, it places new demands on vocational competence and the use of different technologies. Various attempts have been made to elaborate on the competence needed for teaching in a digitalized society and a digitalized school (Ferrari, 2012, Hatlevik and Christophersen, 2013, Howell, 2012, Kivunja, 2013, Krumsvik, 2008). Vocational practices are intimately associated with physical materials such as objects, bodies, technologies, and these settings permit some actions and prevent others (Carlsson et al., 2022; Fenwick, 2015). In this study, we explore vocational teachers' perspectives on preparing students for future working life and how they relate to teaching in a digitalized society.

    Theoretical perspective

    The TPACK framework, expressing Technological Pedagogical and Content Knowledge, has arisen as a theoretical framework that specifies what knowledge is required for teaching with technology. It emphasizes that teaching involves developing an understanding of the complex relationship between technology, pedagogy, and content and using this understanding to develop suitable context-specific strategies and representations (Mishra and Koehler, 2006; Willermark, 2018; Willermark and Pareto). In this study, we use TPACK as an analytical lens to explore vocational teachers' perspectives on preparing students for future working life and how they relate to teaching in a digitalized society.

    Method

    The data consists of 10 interviews with vocational teachers from 8 different vocational programs in Swedish upper secondary vocational education. The participants were recruited from a previous survey carried out by the authors (Carlsson & Willermark, 2022) that explored vocational teachers' experiences in using and developing teaching material. A qualitative content analysis was carried out.

    Findings and contributions

    Findings show how teachers benefit from digital technology to support pedagogical strategies as well as facilitate students' content knowledge. Still, digitalization entails challenges of keeping up with changes in professional life and providing students with appropriate vocational digital technologies. It is clear how intimately connected and intertwined digitalization is with pedagogy and the subject content of vocational education (Koehler and Mishra, 2009). Contributions include increased knowledge about digitalization in vocational education, and how it entails navigating tensions between a) teaching practice and vocational practice, b) between different curricula and c) supportive and disruptive digital technologies.

  • 106.
    Carlström, Eric
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Lärande mellan harmoni och konfrontation2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lundh Snis, Ulrika, Nehls, Eddy, Lund: Studentlitteratur , 2010, 1., p. 47-62Chapter in book (Other academic)
  • 107.
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Den ensamma löparens kollektiva meningsskapande på nätet: en förändrad löparkultur2016In: Idrottsforskaren informationsorgan för SVEBI, Svensk förening för beteendevetenskaplig idrottsforskning, no 3, p. 50-64Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Artikeln är indelad i tre övergripande avsnitt. Det första avsnittet är baserad på teorier om löpning utifrån skilda vetenskapliga studier om löpare och deras sociala praktiker med eller utan digitala verktyg, sociala medier och internet, samt hur forskning om löpare genomförts tidigare. Vidare presenteras den empiriska studiens inplacering som en social praktik bestående av ensamma löpare som deltar med stöd av ett socialt nätverk. Därefter följer ett andra avsnitt om resultatet från den empiriska studien vilken presenteras i form av övergripande berättelser om de tre teman som framkom i undersökningen. Artikeln avslutas med ett tredje avsnitt vilken utgör egna reflektioner.

  • 108.
    Carlén, Urban
    University of Gothenburg, University of Skövde.
    Letter from Urban Carlen: Online Learning Communities revisited: a critique of ‘the rationale of OLC2014In: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, ISSN 1741-8216 (online), Vol. 10, no 2, p. 5p. 142-146Article in journal (Other academic)
    Abstract [en]

    OLC revisited: a critique of ‘the rationale of OLC’ as creating a future vision of web-based communities – looking back on the research of web-based communities (WBC), which has been published in IJWBC for a period of ten years, it provides an impressing compilation of both depth and extent of scientific knowledge, and a fascinating rapid and exceptional development of web-based tools, and not least, a deepened understanding of the increasing digital competencies among people in networked societies. In my capacity as one of many researchers who have followed the progress of the journal, I am honored to celebrate the 10th Anniversary of International Journal of Web Based Communities(IJWBC) by writing a letter to you about my vision of the future research field. My vision of WBC takes its departure in a socio-cultural perspective that deals with three intertwined areas; the research approach, the development of tools, and themes of digital competence that concern online participation. My suggestions of future research of WBC are founded within the interplay between individuals and collectives of people communicating and using various tools situated in social practices, which I consider requires further examination. But first, I would like to take the opportunity to briefly reflect upon the article ‘The rationale of online learning communities’, published in 2005, volume 1 number 3 (Carlén and Jobring, 2005). We used the term online as it offered a mix of communication forms rather than exploring web-based environments only. However, in this letter, I intend to revisit the text and give some critique that will generate ideas for the research carried out in the future.

  • 109.
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Löpning i det digitala samhället: en förändrad löparkultur2016In: Idrottsforskaren : informationsorgan för SVEBI, Svensk förening för beteendevetenskaplig idrottsforskning, ISSN 0348-9787, no 3, p. 30-49Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    I denna populärvetenskapliga text kommer löpning som fysisk aktivitet att diskuteras och problematiseras utifrån vad som händer när allt fler löpare väljer att använda digitala verktyg och deltar i nätbaserade miljöer. Artikeln består av fyra sammanhängande avsnitt om löpningens sociala, kulturella och historiska dimensioner, användningen av sociala medier och internet, som en del i utvecklingenav en löparkultur, och som avslutas med egna reflektioner om den förändring som pågår i ett digitaliserat samhälle.

  • 110.
    Carlén, Urban
    et al.
    University of Skövde.
    Lindström, Berner
    Göteborg University.
    Design for Co-moderation in Online Learning Communities2012In: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, ISSN 1477-8394 (print), Vol. 8, no 4, p. 408-421Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to generate implications for organising co-moderation within online learning communities (OLCs) in higher education. Data have been collected from a larger empirical study of a professional OLC in general medicine. By using a social perspective on learning, undertaken as a transactional approach, co-moderation can be understood in shared actions, independently of roles. Results indicate how conditions for organising co-moderation emerge as a collaborative affair, by shifting the focus away from the moderator role towards continual discussions on how to participate online. The implications guide organisers and participants of OLCs to create co-moderation that maintains engagement. As students make progress in learning and online participation, they need to continually negotiate their involvement in such a way that further realises the contract created at the beginning of the course.

  • 111.
    Carlén, Urban
    et al.
    University of Skövde.
    Lindström, Berner
    Göteborg University.
    Informed design of educational activities in online learning communities2012In: Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching / [ed] Anders D. Olofsson, & J. Ola Lindberg, Hershey, Pennsylvania: IGI Global, 2012, p. 118-134Chapter in book (Refereed)
    Abstract [en]

    The aim of this chapter is to sketch design implications for organizing online educational activities in higher education that will intentionally engage medical students and professionals in the field together. When using an online forum, which is already embedded in the work practice, participants can build an online learning community (OLC) to discuss specialist subjects. This chapter is based on findings derived from a larger case study about participation in a professional OLC in general medicine. The proposal of an educational activity will complement numerous online activities with a more structured form of learning. As long as participants are challenged in learning about the specialist subject, they will contribute to the collective account. Online participation can be one way to foster students in becoming doctors. Together with qualified professionals, medicine students can create and sustain relationships over their professional careers.

  • 112.
    Carlén, Urban
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Maivorsdotter, Ninitha
    Högskolan i Skövde.
    Exploring the role of digital tools in running: the meaning-making of user-generated data in a social networking site2017In: Qualitative Research in Sport, Exercise and Health, ISSN 2159-676X, E-ISSN 2159-6778, Vol. 9, no 1, p. 18-32Article in journal (Refereed)
    Abstract [en]

    The aim of the study is to examine how runners make meaning of digitaltools in the dialogues published on a social networking site (SNS) createdby and for runners who choose to run alone. The study explores the digitaldata generated by the runners using global positioning systems, such as howmany kilometres have been covered, the average pace, the geographicallocation, the total climb, health information related to pulse rate and thenumber of calories burned. Some runners share this kind of data whenpublishing postings on the SNS. The empirical data consists of publishedpostings of visual graphs and photographs with comments in threadsretrieved from the online archives. A transactional approach and practicalepistemology analysis are employed to focus on and analyse the meaningmakingprocesses that are located in the social practices that the runnerscreate when participating online. The participants make meaning of digitaltools (such as sport watches and associated apps) by: (1) sharing detailsabout their running performances, (2) signalling their presence in the socialnetwork of lone runners and (3) planning running events. Digital informationis primarily used to reinforce the runners’ identity formation. The meaningmakingof digital tools thus becomes a way of highlighting an individual’ssocial affinity to a runners’ collective. Surprisingly, lone runners do notuse the performance-related feedback and health information offered bythe digital tools to enhance their running progress when participating inthe SNS.

  • 113.
    Carlén, Urban
    et al.
    University of Skövde.
    Maivorsdotter, Ninitha
    University of Skövde.
    The Meaning of "Running" Online2014Conference paper (Other academic)
    Abstract [en]

    Introduction: An online community has been created by and for Swedish runners who choose to run alone. AIM: The aim of the study is to examine how lonesome runners create meaning in regard to digital tools in relation to running as it appears in online social networks. This study will explore how these runners adopt mobile applications when running alone to register information, based on Global Positioning Systems (GPS) that generate feedback such as “performed kilometres”, “average pace”, “location”, “total climb”, “pulse rate” and “calories burned”. Method: Data material consists of postings and comments in threads derived from the online social networks as analyzed in a transactional approach. The data is defined as small stories in order to highlight the planned, imminent kind of narrative that render them distinct in relation to the lengthy, monologic narrative accounts elicited in social science research interviews. Findings: The main theme in runners use of digital tools is to show others/fellow online participants their running performance. Minor themes appearing in the stories are the credibility of measured information and a sense of community based on geographical location. Conclusion: Digital tools are used foremost to reinforce the runner identity. Runners make meaning of digital information as a way to highlight their social belonging: even if they are running alone they are a part of a community sharing the same experience online. Surprisingly, these runners do not use the performance-related feedback and health information offered by digital tools to enhance their progress in training and competition.

  • 114.
    Cederlund, Katarina
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The Cross-School Teacher Team as a Site for Learning2018In: Education Inquiry, E-ISSN 2000-4508, Vol. 9, no 2, p. 193-209Article in journal (Refereed)
    Abstract [en]

    In policy and in initiatives from the Swedish National Agency for Education for enhancing professional development, there is currently a strong emphasis on teachers´ collaborative professional development. As previous research suggests that teachers may need to engage in various types of collaboration for learning, extended knowledge on different teacher teams for collaboration is needed. In this study, a Cross-School Teacher Team (CSTT) of teachers who shared pedagogical interests but worked in different municipalities was followed through observations, interviews, text-collections of logbook-reflections and digital communication. To examine what constitutes the CSTT as a site for learning and how this is shaped by as well as shaping the enabling and constraining arrangements, the empirical material was analysed through the lens of the theory of practice architectures. The results show how a CSTT can provide a complement to local teams for work integrated learning through diverse perspectives, a shared focus on specific and professional issues and a safe space for sharing and reflection. Internal and external transparency worked as a catalyst both for processes of reflection and transformation of local arrangements and practices. Knowledge of the practice architectures of the CSTT offer tools to elaborate upon alternative or complementary spaces for collaboration.

  • 115.
    Cederlund, Katarina
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    ”Här styrker bilden texten”: Att utveckla en multimodal bedömningspraktik2016In: SMDI 12 TEXTKULTURER Tolfte Nationella konferensen i Svenska med Didaktisk inriktning.Karlstads universitet 24-25 november 2016, 2016Conference paper (Other academic)
    Abstract [sv]

    Genom den tekniska och mediala utvecklingen lever vi idag i ett multimedialt samhälle där det skrivna ordet inte bara är ett bland flera kommunikationsmedier utan också integreras med bild, film, ljud och tal. Läsande och skrivande har alltid varit multimodalt men den digitala teknologin möjliggör än större komplexitet i de multimodala uttrycken. Tidigare forskning har visat att även om elever komponerar multimodala texter så omfattar inte etablerade bedömningspraktiker komplexiteten hos multimodalt textskapande. Bedömningspraktiker signalerar vad som är legitim kunskap och påverkar hur undervisningen utformas. Kunskap om hur lärare uppmärksammar och bedömer multimodal texthantering samt hur praktikutveckling på området kan understödjas får därmed betydelse för utvecklingen av svenskämnets didaktik. I föreliggande studie undersöks när en grupp lågstadielärare erbjuds redskap för att betrakta texter utifrån design och samspel mellan olika semiotiska resurser. Det empiriska materialet består av filmade observationer av lärarnas kollegiala samtal och sambedömningar, samt lärarnas skriftliga reflektioner och bedömningar av multimodala elevtexter. Texterna samlades in före och efter en intervention där lärarna presenterades för begrepp och perspektiv baserade på Eve Bearnes (2009) ramverk för analys och bedömning av multimodal text och textprogression. Genom analyser av hur lärarnas förståelse av kvalitét och progression i multimodal texthantering manifesteras och förhandlas belyser studien de utmaningar lärare och undervisning förväntas hantera och ställs inför vad gäller bedömning av multimodala elevtexter. Resultaten visar hur tillgängliga diskurser och redskap möjliggör och begränsar praktiken vilket väcker frågor om vilken kunskap elever och lärare behöver för multimodal texthantering. Vi diskuterar svenskämnets gränser mot bildämnet och implikationer för lärarutbildning och lärares kompetensutveckling.

  • 116.
    Cederlund, Katarina
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Multimodala bedömningspraktiker och lärares lärande2018In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, p. 43-68Article in journal (Refereed)
    Abstract [en]

    The article reports on a study where teachers in early primary school were presented to tools to approach texts and meaning-­making from a multimodal perspective. The study aims to develop knowledge of enabling and constraining factors for the development of a multimodal assessment practice. To do so, we examine how teachers’ understanding of quality in students’ multimodal texts is manifested in assessments, and how this relates to available tools. The findings are discussed with the help of Bernstein's (1990; 2000) theoretical frame-­work and focus on the conditions for teachers' work and learning. The study demonstrates teachers’ attention to multimodal text quality as ability to follow writing conventions, organize text and communicate content with several interacting resources. Available tools shape and broaden what is noticed. However, to give content to the meta-­language further knowledge on the use of different semiotic resources is needed. The study hereby raises the importance of interdisciplinary perspective on multimodal assessment.

  • 117.
    Cederlund, Katarina
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sharing is daring: Cross-school collaboration and teachers work integrated learning2015In: NERA, 4-6 March 2015, Gothenburg, 2015Conference paper (Other academic)
  • 118.
    Chalachanová, Anna
    et al.
    VID Specialized University (NOR).
    Areskoug Josefsson, Kristina
    University West, Department of Health Sciences, Section for health promotion and care sciences. Jönköping University, School of Health and Welfare, Jönköping (SWE); Oslo Metropolitan University, Department of Behavioural Science, Oslo (NOR).
    Lid, Inger Marie
    VID Specialized University (NOR).
    Midttun, Anne Linn
    VID Specialized University (NOR).
    Paluga, Peter
    VID Specialized University (NOR).
    Critical exploration of researchers’ experiences within the field of participatory research2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 50-51Conference paper (Other academic)
    Abstract [en]

    Research question: Autoethnographic critical scrutiny as a step towards more inclusive research practices in participatory research?

    In this presentation we would like to discuss a paper draft. The paper examines the autoethnographic accounts of four researchers to highlight and critically explore our experiences within the participatory action research (PAR) (Schubotz, 2020). PAR is based on the principles of close co-operation between researchers and participants with experience-based knowledge, in this case people with disabilities. Hancock et al. (2012) define three justifications for the participation of people with experience-based competence in research: the ethical, the qualitative and the "therapeutic". The recipients of health and welfare services should have a voice in research in areas that will have a direct impact on their life situation. The qualitative aspect concerns that people with experience -based knowledge can strengthen the quality of the research with new approaches by asking relevant questions or by recruiting participants. This can strengthen the research's relevance, validity and focus on the development of knowledge relevant to those concerned. The third rationale is the therapeutic or empowerment rationale, i.e., that the research can have a positive impact on people who receive services and who are involved in the research (Askheim et al., 2019; Hancock et al., 2012). PAR is connected to democratic values, co-creation of knowledge and the believe that this form of co-operation can influence practice. Participatory action research creates space to develop new research communities where the researcher and the researcher's agenda are pushed aside to create space for the research community that develops as a result of interaction between researchers and participants with different backgrounds (experiences) (Nind, 2014 a; Northway, 2010). PAR is a context-bound research that is most often based on dialogue-based collaboration, and which aims to develop new knowledge or insight that can primarily be recognized in the context in which it takes place (Levin, 2017). It should also be based on local challenges that participants in the research encounter in their everyday lives (Lawson et al., 2015). Collaboration with people with experience-based knowledge in research can be the key to creating opportunities to co -create an inclusive democratic society. All the authors have been doing PAR in different research projects. In various academic meetings, we often discussed methodological approaches, our research role, things not working as expected, or when we felt unsure of whether or what we were doing was right or wrong. This paper will try to bring to light and exemplify some of the tensions and challenges we have met in our research practice with PAR. Based on four autoethnographic accounts and theory on autoethnography as a background, the article will reflect upon, critically analyze, and discuss researchers' roles, power, and epistemic privileges in PAR. The autoethnographic approach is based on the researcher's reflections and critical examination of their identities, roles, power, or penalties within one or several cultural contexts (Hughes & Pennington, 2016). It is a critical reflexive action research in which the researcher takes an active, scientific, and systematic view of personal experience concerning cultural groups identified by the researcher as similar to the self (i.e., us) or as others who differ from the self (i.e., them) (Hughes & Pennington, 2016, s.8).51

    Establishing data:

    Four of us wrote two reflections each containing autoethnographic thoughts that reflected tensions in our research practice, for example challenging privileged academic discourses or traditional researcher roles. The logs had roughly the following structure: describe the setting (where, when, why) and your reflections/tensions. Then we read all the logs and wrote down our reactions, keywords, and reflections based on our own research experience. We wrote whether the examples sounded familiar or whether they were unfamiliar or differed from our experiences. All researchers presented the reflections they had written based on the logs, and we summarized central themes based on all the logs.By reading the other authors reflections and at the same time reflecting on their texts using our own experience and taking notes, writing keywords to their texts, started the analysis process in familiarizing with the data (Braun & Clarke, 2014). The analysis was conducted by summarizing the material through the active process of identifying similar themes in the texts, using all the keywords and reflections (Braun & Clarke, 2014). The main themes identified so far were power and power (in)balance, researcher’s role, and epistemic privileges in PAR. Next, we discussed these themes, scrutinizing structures and processes that can influence the research or unconscious processes and power relations tipping the research in one particular direction (Alvesson & Sköldberg, 1994, 2017).

    Reflections so far

    The autoethnographic texts touch upon power and power balance in relationships between researchers and participants with experience-based knowledge. The power connects to decision-making for example who is making decisions, what kind of cooperation and co-production of knowledge is happening, and how deadlines sets premises for collaboration. The topic of power may be described on a micro level, what the researchers intend to do in the meetings but may also be connected to the framework of the research projects such as projects goals and progression within the project. Projects depend on a certain pace and effectiveness to fulfil the goals. This has to do with financing and funds that can run out. This effectiveness might be challenging when we do research with people with experience-based knowledge, especially if there is a gap between researchers' starting position, theoretical background and expectations, and co-researchers' needs, interests, or expectations. Although researchers are aware of their power and try to adapt the process so that co-researchers can experience a real contribution, it might seem that the researchers have the final word in the end, and we should discuss whether and how we should address that. Co-researchers must usually adjust to the academic world rather than vice versa.

  • 119.
    Christiansen, Zandra
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Axelsson Mars, Elin
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    "Påven har Twitter, jag retweetar honom varje dag": En studie om gymnasieungdomars syn på lärande genom sociala medier i undervisningen2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This qualitative study aims to examine upper secondary school adolescents approach to learning through social interaction on social media in teaching. The study was conducted using focus groups, which were interviewed based on a semi-structured interview guide. The focus groups consisted of 17 upper secondary school adolescents from a school in western Sweden. The data were then analyzed using a qualitative content analysis and the result has been analyzed from a socio-cultural perspective on learning, where social interaction is an important part. The result shows that the adolescents see social media as a teaching tool and that there is an informal learning when adolescents meet and interact on social media. The adolescents have a positive view on the use and sees it as a tool to facilitate and promote communication.

  • 120.
    Christiansson, Alma
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Syversen, Matilda
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Förskollärares förhållningssätt till barns lek: ett verktyg till undervisning2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Lek är ett lustfyllt sätt för barn att lära sig på och något som sker ständigt. Efter den nya läroplanen trädde i kraft 2018 har begreppet undervisning fått en större plats i förskolans verksamhet. En del förskollärare anser att begreppet undervisning är svårtolkat i förskolan och hur det ska implementerats i praktiken. Leken fungerar som ett verktyg till lärande och undervisning och utvecklar kompetens kring bland annat känslor, språk och sensomotoriska handlingar.

    Syfte: Det övergripande syftet med studien är att bidra med kunskap om leken i förskolan. Mer specifikt handlar det om lekens betydelse i undervisning och förskollärarens didaktiska förhållningssätt.

    Metod: Vi har använt oss av intervjuer med nio utbildade förskollärare för att få fram material till studien.

    Resultat: I resultatet uttrycker förskollärarna att lek och lärande hänger ihop. Leken fungerar som ett verktyg för undervisning och ett lustfullt sätt för barnen att ta till sig nytt kunskapsinnehåll. Förskollärarna i studien uppmärksammar att lärande sker hela tiden och det är förskollärarens egna ansvar att ta vara på såväl spontana som planerade undervisningssituationer. Att kunna ta vara på dessa tillfällen handlar om förskollärarens förhållningssätt till lek och lärande och de menar att det krävs lyhördhet och engagemang från förskollärarna själva för att barnen ska bli intresserade. Resultatet visar även att miljön har en påverkan på barns lek. Både materiella ting och att pedagogens närvaro spelar roll i hur barn stimuleras till lek.

  • 121. Claesson, Silwa
    et al.
    Hallström, Henrik
    Kardemark, Wilhelm
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Ricoeurs kritiska hermeneutik vid empiriska studier2011In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, ISSN 1401-6788, Vol. 16, no 1, p. 18-35Article in journal (Refereed)
    Abstract [sv]

    I artikeln lyfts frågan om tolkningens roll i pedagogisk och didaktisk forskning och specifikt prövas Paul Ricoeurs kritiska hermeneutik i vid empiriska studier. Ricoeurfilosofiska projekt handlar framför allt en kommunikation, där han bygger broar mellan det som kan förefalla vara motsägelsefulla ståndpunkter. I artikeln belyses några möjligheter som kan erbjudas forskare med empiriska data inom ramen för denna inriktning. Mer specifikt prövas här först möjligheten att använda begreppet tid så som Ricoeur framställer det, därefter tolkning där spän-ningsfält mellan att förklara och att förstå står i centrum samt, slutligen några frågeställningar runt transkription av inspelade dialoger. Artikelförfattarna kommer till slutsatsen att kritisk hermeneutik kan lämpa sig väl för praxisnära pedagogisk och didaktisk forskning och att det kritiska hermeneutiska förhållningssättet i många fall kan utgöra en god grund för förståelse och förklaring av fenomen i skolans komplexa och motsägelsefulla värld. Författarna menar också att kritisk hermeneutik öppnar för en reflektiv hållning i relation till empiriska data. Slutligen hävdas att tolkningsprocessen kan och bör uttryckas explicit vid empiriska studier.

  • 122.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Assessing empathy: Measurement characteristics and interviewer effects2001Doctoral thesis, comprehensive summary (Other academic)
  • 123.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Betygsinflation i de målrelaterade gymnasiebetygen2004In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 9, no 1, p. 1-14Article in journal (Refereed)
    Abstract [sv]

     

     

    Att tveksamheter framförts angående mål- och kunskapsrelate-rade betyg liksom till möjligheten att betygskomplettera är väl känt. Likaså att betygsmedelvärdet har ökat sedan införandet av det nya målrelaterade betygssyste-met. Däremot har det varit oklart vad dessa höjningar av betygen representerar; mer kunskaper eller betygsinflation. Då betygen ska signalera kunskaper, och de kunska-per som eleverna tillägnar sig i gymnasieskolan ska ligga till grund för fortsatt utbildning, är det rimligt att förvänta att ju bättre gymnasiebetyg desto bättre studie-resultat vid fortsatt utbildning. Syftet med föreliggande studie är att undersöka gymnasiebetygens egenskaper och innebörden av betygskomplettering genom att relatera betygens jämförelsetal till studieframgång på civilingenjörs- och läkarpro-grammen. Resultaten visar att gymnasieskolans betygssättning är utsatt för en betydande inflation och att detsamma gäller för betygsförändringar som resultat av komplettering. Hela den genomsnittliga betygsökningen, oavsett om det gäller betygsutveckling eller komplettering, utgörs av »tomma» betygsenheter som inte svarar mot bättre resultat inom högskoleutbildningarna. 

  • 124.
    Cliffordson, Christina
    University West, Department of Nursing.
    De målrelaterade gymnasiebetygens prognosförmåga2004In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 9, no 2, p. 129-140Article in journal (Refereed)
  • 125.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Differential prediction of study success across academic programs in the Swedish context: The validity of grades and tests as selection instruments for higher education2008In: Educational Assessment, ISSN 1062-7197, E-ISSN 1532-6977, Vol. 13, no 1, p. 56-75Article in journal (Refereed)
  • 126.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture.
    Effects of practice and intellectual growth on performance on the Swedish Scholastic Aptitude Test (SweSAT)2004In: European Journal of Psychological Assessment, ISSN 1015-5759, E-ISSN 2151-2426, Vol. 20, no 3, p. 192-204Article in journal (Refereed)
    Abstract [en]

    The purpose of the study is to examine effects of repeated test taking over several sessions on the Swedish Scholastic Aptitude Test (SweSAT). Self-selection effects on test performance due to background variables that must be taken into consideration are also investigated. All test repeaters with two and three test scores from three cohorts are included in the study. By using different regression models a distinction can be made between the effects of practice as a function of test-taking experience, and the effects of growth as a function of time. The results show self-selection effects due to age and grades, such that students with higher grades tend to be younger when taking the first test. Furthermore, this phenomenon tends to be more accentuated with repeated test takings. It is also shown that there are score gains as a function of practice at the first testing session, and that there are also effects of growth on the SweSAT performance. The magnitude of score gains associated with growth is equal over the two intervals measured, but different between the three cohorts. There are reasons to assume that effects of schooling may explain these differences. An additional explanation may be that the younger students have a greater potential for growth. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

  • 127. Cliffordson, Christina
    Effects of schooling and age on performance in mathematics and science: A between-grade regression discontinuity design applied to Swedish TIMSS 95 data2008In: Paper presented at the 3rd IEA International Research Conference (IRC 2008). Taipei City, Taiwan, September, 2008., 2008Conference paper (Refereed)
  • 128.
    Cliffordson, Christina
    Department of Education, Gothenburg University.
    Effects of Step-wise Admission on Achievement in Medical Education2005In: EARLI Biennial Conference 2005, Nicosia, Cyprus 23rd - 27th August: INTEGRATING MULTIPLE PERSPECTIVES ON EFFECTIVE LEARNING ENVIRONMENTS, 2005, p. -1008Conference paper (Refereed)
    Abstract [en]

    The purpose of the study is to examine effects on study efficiency of specially designed

    admission procedures, Step-wise admission, used for selection to medical education. In Step-wise procedures, written tests and interviews are used to assess personality traits such as motivation, social competence, patience, empathy and devotion. The selection of variables is based on assumptions about the influence of personal characteristics on success both academically and in the profession. By using data from a large-scale longitudinal project (VALUTA), the students admitted via Step-wise admission are compared to those admitted through regular admission, grades from upper secondary school and scores from the Swedish Scholastic Aptitude Test (SweSAT). Efficiency in studies is measured by achieved credit points, interruptions in studies, drop-outs and obtained degrees. The results indicate that admissions based on the Step-wise procedures had the highest point production, in spite of lower grades, and lower SweSAT scores than the SweSAT group. Previous research has emonstrated that upper secondary grades and SweSAT scores provide good measures for predicting study success in higher education. However, in this study those admitted through grades obtain somewhat fewer points, and those admitted via SweSAT scores produce by far the lowest average number of credit points. Thus, it does seem quite interesting to investigate why the Step-wise procedure results in the selection of more successful students, and to look more closely into the relative importance of cognitive factors and other personal characteristics for achievement in medical education.

  • 129.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Från elituniversitet till masshögskola: Utbildningsexplosionen och individuella förutsättningar för högre utbildning.2009In: Pedagogik som examensämne 100 år / [ed] Wikander IL, Gustafsson C, Riss U, Larsson L., Uppsala: Uppsala universitet, Pedagogiska institutionen , 2009, p. 141-162Chapter in book (Other academic)
  • 130.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Interviewer Agreement of Judgement of Empathy in Selection Interviews2002In: International Journal of Selection and Assessment, ISSN 0965-075X, E-ISSN 1468-2389, Vol. 10, no 3, p. 198-205Article in journal (Refereed)
  • 131.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture.
    Methodological issues in investigations of the relative effects of schooling and age on school performance: The between-grade regression discontinuity design applied to Swedish TIMSS 1995 data2010In: Educational Research and Evaluation, ISSN 1380-3611, E-ISSN 1744-4187, Vol. 16, no 1, p. 39-52Article in journal (Refereed)
    Abstract [en]

    The primary purpose of the study was to examine methodological issues in investigations of the relative effects of schooling and age on school performance. One means of separating these 2 effects involves the use of a between-grade regression discontinuity approach. However, amongst other things, this approach is based on assumptions concerning the mechanism for allocating students to grades. Using the Swedish sample of the Third International Mathematics and Science Study (TIMSS) 1995, which comprised 3 grades (Grades 6, 7, and 8), the study investigates the robustness of the regression discontinuity approach in terms of deviations from underlying assumptions. The main finding is that the technique is robust vis-à-vis deviations from a strictly age-based grade allocation present in the data. The pattern of substantive results also corresponds with those obtained in previous research, with the grade effect being about twice as strong as the age effect. © 2010 Taylor & Francis.

  • 132.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Negativa konsekvenser av nya antagningsregler till högskolan2009In: Nyheter & Debatt, ISSN 1651-3363, no 4, p. 3-Article in journal (Other (popular science, discussion, etc.))
  • 133.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Parents’ Judgements and Students’ Self-Judgements of Empathy: The structure of empathy and agreement of judgements based on the Interpersonal Reactivity Index (IRI)2001In: European Journal of Psychological Assessment, ISSN 1015-5759, E-ISSN 2151-2426, Vol. 17, no 1, p. 36-47Article in journal (Refereed)
    Abstract [en]

    A sample of 221 11th grade students and their parents were asked to complete the Interpersonal Reactivity Index (IRI; M. H. Davis, 1980), which is comprised of 4 subscales: empathic concern, perspective taking, fantasy, and personal distress; and a global-item measure containing 4 items, 1 for each subscale. The factorial structure that emerged in a previous study (C. Cliffordson, 2000) involving the students was tested on ratings provided by their parents. The results from the IRI scale were also compared to results from the global-item measure. Structural equation modeling was used to examine the structure of empathy and the agreement of self/other judgments. The results support the conclusions from the previous study that the concept of empathy can be considered to be identical to empathic concern, which also explains a great deal of perspective taking and fantasy. The agreement between the students' and their parents' judgments was substantial, and there are several reasons to believe that the interjudge agreement obtained is accurate.

  • 134.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Selection effects on applications and admissions to medical education with regular and step-wise admission procedures.2006In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 50, no 4, p. 463-482Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to examine step‐wise admission to two medical programs with regard to selection effects. By using data from a large‐scale longitudinal project, the influence of background variables on regular and step‐wise admission is estimated. Characteristics of both applicants and those admitted are investigated using descriptive statistics and the probabilities of admission and application are examined using logistic regression analysis. The results indicate that self‐selections were generally greater for the step‐wise groups compared to the regular groups. However, the selections resulting from the procedure were generally lower for the step‐wise groups. The results vary between different step‐wise designs, indicating self‐selections to be dependent upon the type of instrument used in the first step, and selections resulting from the procedure to be dependent on the number of steps and/or, more probably, the type of instruments used and the number of those selected in each step.

  • 135.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    The Hierarchical Structure of Empathy: Dimensional organization and relations to social functioning2002In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 43, no 1, p. 49-59Article in journal (Refereed)
    Abstract [en]

    The purpose of the present study was to examine the structure of empathy using a hierarchical approach, and to compare the dimensions of empathy with measures of social functioning, in order to contribute to the understanding of the nature of empathy. The dimensionality of the Interpersonal Reactivity Index, which comprises four subscales (empathic concern, perspective taking, fantasy and personal distress) was examined using confirmatory factor analysis. Relations with the Social Skills Inventory were also investigated. A sample of 127 applicants for places on nursing and social work undergraduate programs participated in the study. The study findings indicate that empathy is hierarchi-cally organized, with one general dimension at the apex. The general factor is identical to empathic concern and this dimension overlaps to a great extent with perspective taking and fantasy. The findings also indicate that the general dimension constitutes an integrated entirety, with its main emphasis on emotional reactivity by also involving cognitive processes.

  • 136.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Askling, Berit
    University West, Department of Nursing, Health and Culture.
    Different grounds for admission: Its effects on recruitment and achievement in medical education2006In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 50, no 1, p. 45-62Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to examine effects of the admission system to higher education on background diversity of students and study efficiency. By using data from a longitudinal project, the students admitted to medical education on different admission grounds are compared. The results indicate that admissions based on upper secondary grades best promote the goal of diversity. In addition, those students perform nearly as well as those admitted via step-wise procedures. The step-wise procedures promote study efficiency, but tend to favour applicants with upper-middle-class and Swedish backgrounds compared to those admitted via grades. Those admitted on the basis of SweSAT scores perform more poorly than those admitted via grades and step-wise procedures. Furthermore, the results indicate that admission via SweSAT scores contradict rather than promote the goals of increasing social, educational, and national diversity in higher education. © 2006 Scandinavian Journal of Educational Research.

  • 137.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Berndtsson, Åsa
    Institutionen för pedagogik och didaktik, Göteborgs universitet.
    Samband mellan betyg i gymnasieskolan och prestationer i högskolan2007Report (Other academic)
  • 138.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Giota, Joanna
    Gustafsson, Jan-Eric
    Klapp Lekholm, Alli
    Betyg och Betygssättning: Funktioner och effekter2008In: Resultatdialog 2008: Forskning inom utbildningsvetenskap, Stockholm: Vetenskapsrådet , 2008, p. 25-29Chapter in book (Other academic)
  • 139.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Gustafsson, Jan-Eric
    University of Göteborg, Department of Education.
    Effects of age and schooling on intellectual performance: Estimates obtained from analysis of continuous variation in age and length of schooling2008In: Intelligence, ISSN 0160-2896, E-ISSN 1873-7935, Vol. 36, no 2, p. 143-152Article in journal (Refereed)
  • 140.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Gustafsson, Jan-Eric
    Göteborgs universitet.
    Effects of schooling and age on performance in mathematics and science: a between-grade regression discontinuity design with instrumental variables applied to Swedish TIMSS 95 data2010In: TIMSS conference papers, 2010Conference paper (Refereed)
    Download full text (pdf)
    Effects of schooling and age on performance in mathematics and science: A between-grade regression discontinuity
  • 141.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Gustafsson, Jan-Eric
    Göteborgs universitet.
    Utvidgning under senare år: 2011In: Utvärdering genom uppföljning: longitudinell individforskning under ett halvsekel / [ed] Allan Svensson, Göteborg: Acta Universitatis Gothoburgensis, 2011, p. 67-72Chapter in book (Other academic)
  • 142.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Gustafsson, Jan-Eric
    Göteborgs universitet.
    Klapp, Alli
    Göteborgs universitet.
    Thorsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Betygens prognosförmåga och effekter på lärande2014In: Resultatdialog 2014, Stockholm: Vetenskapsrådet , 2014, p. 51-60Chapter in book (Other academic)
  • 143.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Gustafsson, Jan-Eric
    Göteborgs universitet.
    Svensson, Allan
    Göteborgs universitet.
    Meritpoäng skapar orättvisa2007In: Dagens Nyheter, ISSN 1101-2447Article in journal (Other (popular science, discussion, etc.))
  • 144.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Gustafsson, Jan-Eric
    Yang Hansen, Kajsa
    Göteborgs universitet.
    Changes in the structure and variances in grades at individual and school levels over time.2009Conference paper (Refereed)
  • 145.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Gustafsson, Jan-Erik
    Effekter av den grundläggande högskoleutbildningens expansion på studerandegruppens sammansättning2007Report (Other academic)
  • 146.
    Crnkic, Vesna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Estetik i matematikundervisningen: En kvalitativ studie om elevers syn på användning av estetiska uttrycksformer i matematikundervisningen2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Tidigare forskning (se tex: Bamford 2006; Anthin 2008 & Moerman 2014) har visat att integrering av estetiska uttrycksformer i undervisningen i samband med inlärningen kan tillföra ökat engagemang, kreativitet och koncentration samt underlätta och förbättra matematikinlärningen för eleverna. Tidigare forskning belyser även att användning av estetiska uttrycksformer i undervisningen bidrar till att eleverna förstår matematik på ett nytt sätt. Enligt den aktuella läroplanen för grundskolan har pedagogerna ett tydligt uppdrag att använda estetiska uttrycksformer i skolans alla ämnen. Min erfarenhet är att dagens matematikundervisning präglas av enskild räkning i matematikboken, men det jag även har upplevt under den verksamhetsförlagda delen av utbildningen är att eleverna uppskattar när estetiska uttrycksformer används i undervisningen. Avsikten med denna studie är att belysa om användning av estetiska uttrycksformer kan påverka elevers inställning till ämnet matematik.

    Syfte: Syftet med denna studie är att få ökad kunskap om elevers inställning till skolämnet matematik samt till användningen av estetiska uttrycksformer i matematikundervisningen. I avsikt att uppnå syftet har följande frågor formulerats: -Hur upplevs skolämnet matematik av elever i årskurs 2? -Hur påverkar estetiska inslag elevernas inställning till matematikundervisningen?

    Metod: Undersökningens empiri består av inspelade gruppintervjuer med tolv elever som går i en årskurs 2 på en mindre kommunal skola. Eleverna intervjuades under tre tillfällen det vill säga innan undervisningstillfällena och efter varje genomfört undervisningstillfälle. Den insamlade empirin transkriberades och det som var relevant kategoriserades i relation till studiens syfte och frågeställningar. Elevernas uttalanden bildar underlag för studiens analys.

    Resultat: Studiens resultat visar att elevernas inställning till matematik kan vara både positiv och negativ beroende på svårighetsgraden i det matematiska innehållet som bearbetas. Det visar även att integrering av estetiska uttrycksformer i matematikundervisningen påverkar elevernas motivation samt bidrar till en förändrad syn på matematik till det mer positiva. Jämfört med det traditionella arbetssättet som tillämpas i klassen som eleverna går i upplevde eleverna undervisningen med estetiska inslag som mer rolig och lustfylld. Oavsett den positiva inställningen till det nya arbetssättet ser eleverna matematikboken som en trygghet och anser att det är omöjligt att lära sig all matematik utan den.

  • 147.
    Dafgård, Pia
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Edvardsen, Catrin
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Du är huvudpersonen i ditt liv, eller?: En kvalitativ studie om kvinnors upplevelser av empowerment dimensioner på kvinnodominerade arbetsplatser2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The background of this study is to promote women in working life and to find methods for preventing ill health and sick leave, as well as highlighting women's experiences of empowerment processes in their area regarding their work situations. The purpose of this qualitative study is to investigate what strengthens women in their professional role. Do women have the opportunity to participate in empowerment processes and influence their skills development? Do women experience powerlessness in the women-dominated workplaces? The vision of the ideal work in which organization and employees are prioritized equally is the human relation theory where organization and employees need each other. Seven workplaces are represented by fifteen informants interviewed with a hermeneutic approach and interpreted through the IPA model. The result showed differences in the different workplaces that gave empowerment the dimensions of empowerment, powerlessness and strengthening through skills development. Where more knowledge gives more power.

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  • 148.
    Dahlborg, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Att bli sjuksköterska: en introduktion till yrke och ämne2019Collection (editor) (Other academic)
  • 149.
    Dahlborg, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level. Department of Health Sciences in Åalesund, NTNU, Trondheim (NOR).
    Learning in the Third Room-A Way to Develop Praxis by Embracing Differences Between Theoretical and Practical Knowledge2022In: Advances in Nursing Science, ISSN 0161-9268, E-ISSN 1550-5014, Vol. 45, no 2, p. E48-E55Article in journal (Refereed)
    Abstract [en]

    Contradictions between theory and practice are well known in nursing. To this end, this article discusses a learning strategy that might facilitate the capture of the dialectic between theory and practice, equally valid components of a nurse's competence, giving the 2 forms of knowledge equal relevance. Using a virtual platform (ie, the "third room") decreases the power order between different forms of knowledge. Nurses, students, and teachers all contribute to a seminar using nonhierarchical structures and concepts to capture the knowledge that enables to learn the praxis of nursing.

  • 150.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Praxis i vårdvetenskap2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lundh Snis, Ulrika, Nehls, Eddy, Lund: Studentlitteratur , 2010, 1, p. 139-154Chapter in book (Other academic)
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