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  • 151.
    Forslund Frykedal, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Linköping, Sweden.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Linköping, Sweden.
    Efficacy beliefs and interdependence when being assessed working in a group2019In: Educational Studies, ISSN 0013-1946, E-ISSN 1532-6993Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate factors that can predict collective efficacy in student work groups year 5 and 8 at compulsory school and to see if there are gender and year differences for efficacy beliefs and aspects of interdependence. A total of 283 completed questionnaires were analysed. Hierarchical multiple regression was used to predict collective efficacy and 2 × 2 ANOVA was used to analyse gender and year differences and interactions for following five factors: collective efficacy, self-efficacy, negative interdependence, positive interdependence and importance of good assessment and marks. The result showed that independent of gender, year and school, self-efficacy, positive and negative interdependence predicted collective efficacy in connection with group work assessment. The result also showed that there were better conditions for cooperation in year 5 compared to year 8. Additionally, it was significantly more important for girls than boys to achieve good assessment and marks.

  • 152.
    Francisco, R.
    et al.
    Unisinos University, Brazil.
    Klein, A. Z.
    Unisinos University, Brazil.
    Engeström, Y.
    University of Helsinki, Finland.
    Sannino, Annalisa
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. University of Tampere, Finland Center for Research on Activity, Development and Learning (CRADLE), Finland; Rhodes University, South Africa.
    Knowledge on the move: Expansive learning among mobile workers2018In: Online Collaboration and Communication in Contemporary Organizations / [ed] Ditte Kolbaek, IGI Global, 2018, p. 179-200Chapter in book (Other academic)
    Abstract [en]

    Mobile workers are professionals who frequently work on the move, far from a fixed workplace, often performing knowledge-intensive activities. Mobility challenges creation and sharing of knowledge among these professionals, and the existing literature lacks powerful theoretical frameworks conducive to creating supportive learning pathways for them to meet these challenges. This chapter is a theoretical and practical contribution to fill this gap by analyzing a case of expansive learning initiated by mobile workers themselves. Based on longitudinal participant observation, the study traces the steps undertaken by these professionals to create a new artifact that helped them to know what, when, where, and how they needed to perform their work activities. © 2018, IGI Global. All rights reserved.

  • 153.
    Fransson, Göran
    et al.
    Högskolan i Gävle, Gävle, Sverige.
    Hrastinski, Stefan
    Jaldemark, Stefan
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap, Sverige.
    Lindberg, Ola J.
    Umeå universitet, Umeå, Sverige.
    Lundin, Johan
    Gothenburg University, Applied Information Technology, Gothenburg, Sweden.
    Olofsson, Anders D.
    Umeå universitet, Umeå, Sverige.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Öberg, Lena-Msrie
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för data- och systemvetenskap, Sverige.
    On the Swedish national graduate school for digital technologies in education - GRADE: Expectations and experiences of doctoral students and supervisors2018In: ICERI2018 Proceedings: The International Academy of Technology, Education and Development, Sevilla, 2018, p. 769-774Conference paper (Refereed)
    Abstract [en]

    The Swedish National Graduate School for Digital Technologies in Education (GRADE) is a cooperative venture between six Swedish universities established during 2018. Within the field of educational sciences and in the area of digital technologies in education, GRADE aims to strengthen the expertise in the area and to increase national and international cooperation in research training activities.Over a number of years, and from multitude of sources (cf. Brown & Davis, 2004; Fisher, Higgins & Loveless, 2006; Kafai & Resnick 1996), research has stressed that increased digitalization in schools leads to a complexity that needs to be taken into account on different levels, from different perspectives and with different designs, methodologies and theoretical perspectives (cf. Olofsson, Lindberg, Fransson & Hauge, 2015; Price, Jewitt & Brown, 2013; Tondeur, Valcke & van Braak, 2008). At a micro-level, the learning situation of students, teachers and school-leaders changes and it becomes important to deepen the knowledge about the impact digital technologies has on the fundamental conditions for teaching and learning of different school subjects (cf. Chun, Kern & Smith 2016; Leung & Baccaglini-Frank, 2017). On a macro-level, conditions for education as such changes and digital technologies becomes an important object of study as agents of change (Wong & Li, 2008). The digitalization of K-12 schools has long been highlighted in policy as a necessity (cf. Kirkman et al, 2002; OECD, 2010). However, research and evaluations (cf. Fransson et al, 2012; OECD, 2015; Wastiau et al, 2013) show that many substantial challenges remain. One of the fundamental pillars of GRADE is the interdisciplinary approach. Several disciplines are present (Applied IT, Curriculum studies, Education, Informatics, Technology and Learning, Educational work, Work-interated Learning) in researching digital technologies in K-12 schools with the ambition to contribute to the continued implementation, integration and use of digital technologies in Swedish K-12 schools that stems from the evidence-based knowledge produced within the activities of GRADE. The research within GRADE will be characterized by close cooperation with stakeholders from school practice, with the aim to contribute to concrete school development. In GRADE, a multi-level approach that involves multiple layers or levels of school activities will be encouraged. When possible, studies will be longitudinal. This will imply studies from an organizational and management perspective, e.g. studies of school leaders and other members of senior management positions responsible for digital technology use and implementation. Also implied are studies of teachers' teaching practices and didactical considerations, as well as studies of the students in classrooms and their learning using digital technologies. This will also imply that several issues with a bearing on the digitalization of education, for example regarding school policy, teaching, learning, assessment and professional development will be researched from different perspectives and with different methodological approaches. In this paper, these points of departure will be explored based on the expectations and experiences of the first twelve admitted doctoral students and their supervisors

  • 154.
    Franzén Kotarevic, Emelie
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    För enkelhets skull: En studie om hur anställda upplever ansvar2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate how employees experience responsibility, primarily at work that is considered to have low autonomy and partly managed tasks. The goal was to try to find out where the boundary goes between the positive and negative dimensions of responsibility. The study was conducted with a qualitative approach in which seven semi- structured interviews were made and the material was analyzed with thematic analysis. The study found that responsibility had a major impact on employees' experience of the work, where emotions such as joy and nervousness arose. It was emphasized that responsibility is a major commitment and that the balance was important to ensure that responsibility would not contribute to negative aspects, such as health impacts. It also turned out that the possibilities for development were limited and the assignment of responsibility would increase motivation considerably when a belief inthemselves and confirmation of their competence would arise. The result showed that it was important to keep the balance between the positive and negative dimensions in order to keep their employees motivated to the level that they were willing to perform their utmost.

  • 155.
    Fridéhn, Emelie
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Thyrsson, Jennifer
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Samhällsvägledarens integrationsarbete: - en kvalitativ studie om yrkes- och kunskapsutveckling2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Because of the global migrant crisis, the immigration to Sweden has increased markedly (SCB, 2017). The Establishment Reform was implemented in 2010 to handle the social challenges that were identified and its main purpose was to accelerate the newly arrived's establishment in the job market (lag 2010:197). The responsibility for handling the establishment of the newly arrived was allocated among different actors, were Arbetsförmedlingen was assigned the main responsibility. The primary task of Arbetsförmedlingen is to support the newly arrived to establish themselves in the job market, which entailed that the family perspective and children perspective, as well as the health perspective ended up in the background of the integration work. The Establishment Reform also meant that each municipality is responsible for the integration work, which may look different depending on interest and preconditions. Furthermore, authorities work in what is called "vertical coordination", meaning, among other things, that the assignment of responsibility between delimited assignment may become a challenge (Bolman & Deal, 2012). It may also mean challenges for the newly arrived, which is often in contact with numerous authorities and other operations. For the municipality were the aforementioned study was carried out, a need was identified for a function which bridged the gap between operations and the newly arrived, hence personel was hired to carry out this function. The municipality choose to denominate these personel as Community Guidance workers with bridging capabilities. The objective of the study was to examine the municipality's integration work preconditions, as well as the Community Guidance worker's profession and the development of professional knowledge for their health promotional integration work. The study was carried out using a quality method, were inspiration was drawn from the hermeneutic approach. Semi-structured interviews and documents constitutes the empirics were thematic analysis were performed. The result of the study shows that the Community Guidance worker's job mainly is carried out as meetings between individuals that they follow in their matters. The work of the Social Guidance worker demands a great ability to adapt and a broad knowledge, as it is distinctively based on the needs of the newly arrived individual. This is possible within the scope of the establishment's guidelines and that the Community Guidance worker works between the operations and the newly arrived. The development of the Community Guidance worker's professional knowledge is formed in the everyday integration work. They will for instance happen upon challenges that will bring about learning possibilities through conversations with the newly arrived. The Community Guidance worker is in contact with the operations in the municipality and will gain knowledge regarding how they work, which in turn will facilitate their own work when the meet newly arrived with similar needs. The Community Guidance worker's own life experiences and cultural understanding constitutes a different prerequisite for the integration work. Further, this work may be seen as health promotional efforts, as the Community Guidance worker clarifies social functions such as explaining how Arbetsförmedlingen works or refer them to Försäkringskassan. The newly arrived will be put I contact with the correct operation based on their need, via the Community Guidance worker, which may accelerate their establishment process. The profession is new and relatively unexplored, which makes this study a valuable contribution to integration work, what expertise will support integrationwork and how the professions that are part of this work may be developed.

  • 156.
    Gadd, Josefin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Börjesson, Sarah
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Fysisk integritet i förskolan: En kvalitativ studie om pedagogers förhållningssätt till barns fysiska integritet2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning Bakgrund: Vi har arbetat inom förskola i fyra år och har de tre senaste åren utbildat oss till förskollärare utan att någon gång stött på ämnet barns fysiska integritet trots att det är ett av fem barn som blir sexuellt utnyttjade. Det finns mycket tidigare forskning om sexuella övergrepp men denna studie är avgränsad till fysisk integritet i förskolan vilket det tyvärr fanns begränsat med tidigare forskning om. Vi anser därför att denna studie är välbehövlig och intressant att genomföra. Studien vill påvisa hur förskollärare kan lära barnen att de har rätten till sin kropp och att andras fysiska integritet ska respekteras. Syfte: Studiens syfte är att undersöka hur förskolepersonal arbetar med och ser på barns fysiska integritet i förskolan. Metod: Den valda metoden för studien är kvalitativa semistrukturerade forskningsintervjuer som genomförts med fem kvinnliga förskollärare och två kvinnliga barnskötare i ett åldersspann mellan 25-53 från tre olika förskolor. För att analysera intervjumaterialet har vi använt oss av kategorisering och datastyrd kodning. Resultat: Studiens resultat visar att deltagarna arbetar på olika sätt med barns fysiska integritet t.ex. genom arbete med känslor, dramatiseringar av olika slag, musik, massage och samarbetsövningar. Samtliga deltagare är medvetna om att både de och barnen ska respektera varandras fysiska integritet och att det är ett arbete som pågår hela tiden vilket underlättas om förskolepersonalen är närvarande för att kunna stötta barnen. Deltagarna påvisar också en medvetenhet gällande situationer som måste utföras på grund av hygienskäl men som kan bli problematiska vid t.ex. tidspress.

  • 157.
    Gedda, Birgitta
    University West, Department of Nursing, Health and Culture.
    Sjuksköterskans pedagogiska verksamhet: villkor och processer2012In: Pedagogik inom vård och handledning / [ed] Pilhammar Andersson, Ewa, Lund, 2012, 2., [rev.] uppl, p. 89-116Chapter in book (Other academic)
  • 158. Gedda, Birgitta
    et al.
    Dahlborg, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Sjuksköterskans pedagogiska verksamhet: villkor och processer2019In: Pedagogik inom vård och handledning / [ed] Pilhammar Andersson, Ewa, Lund: Studentlitteratur AB, 2019, 3, p. 107-137Chapter in book (Other academic)
  • 159.
    Gellerstedt, Martin
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Arvemo, Tobias
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Work-integrated learning with work-integrated learners2014In: Proceedings of the international conferences on educational technologies (ICEduTech 2014), 2014, p. 1-8Conference paper (Refereed)
  • 160.
    Gellerstedt, Martin
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Babaheidari, Said Morad
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    A first step towards a model for teachers' adoption of ICT pedagogy in schools.2018In: Heliyon, E-ISSN 2405-8440, Vol. 4, no 9, article id e00786Article in journal (Refereed)
    Abstract [en]

    It is important to identify and understand important factors underpinning the integration of information and communication technology (ICT) in schools. And, it is important that ICT is adopted in a sound pedagogical manner. The aim with this study was to suggest a model for the actual use of ICT in schools and how it may be related to important factors such as technological pedagogical expectations. The design of the model was inspired by TAM2 and UTAUT models, but with some modifications. We have developed a model which highlight the pedagogical aspects beyond the technical ones. Furthermore, our suggested model also include the adoption of digital techniques in everyday life as a potential predictor of adoption of ICT at work. The sample consists of 122 teachers and we analyzed the model with a structural equation model. This study contributes with a suggested model including a new construct for measuring expected performance from a technological pedagogical point of view. This new construct was a significant predictor to actual use of ICT in school. Furthermore we also developed a new construct for adoption of ICT in everyday life, which also was a significant predictor to actual use of ICT in school.

  • 161.
    Gellerstedt, Martin
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Navigating in a new pedagogical landscape with an introductory course in applied statistics.2014In: Topics from Australian Conferences on Teaching Statistics: OZCOTS 2008-2012 / [ed] MacGillivray, H., Martin, M., and Phillips, B, New York: Springer , 2014, p. 119-148Chapter in book (Refereed)
    Abstract [en]

    During the last few decades, a great deal of effort has been put into improving statistical education, focusing on how students learn statistics and how we as teachers can find effective ways to help them. At the same time the use of computers, the Internet, and learning management systems has grown rapidly, and offers new educational possibilities. In this chapter, we will discuss how these changes in the pedagogical landscape have affected our introductory course in applied statistics. The course and teaching context are presented in relation to guidelines for assessment and instruction in statistics and to seven principles for effective teaching. Teaching strategies, course content, and examples of course material are included. Furthermore, results from evaluations are discussed, especially focusing on diversity in student characteristics. These results indicate a variation in learning styles both between and within groups. Finally, we present some of our ideas for future development including strategies for individualization and the use of educational mining.

  • 162.
    Giota, Joanna
    et al.
    Institutionen för pedagogik och didaktik, enheten för Individ, kultur och samhälle, Göteborgs Universitet.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Nielsen, Bo
    Institutionen för pedagogik och didaktik, enheten för Individ, kultur och samhälle, Göteborgs Universitet.
    Berndtsson, Åsa
    Institutionen för pedagogik och didaktik, enheten för Individ, kultur och samhälle, Göteborgs universitet.
    Insamling av enkätuppgifter i grundskolans årskurs 9 våren 2008 för UGU-projektets åttonde kohort (födda 1992)2008Report (Other academic)
    Abstract [sv]

    Det huvudsakliga syftet med föreliggande rapport är att redogöra för urval, genomförande och instrumentegenskaper för insamlingen av enkätuppgifter inhämtade från eleverna i åk 9 för det åttonde stickprovet, varav flertalet är födda 1992. Den första enkätundersökningen för denna kohort gjordes i grundskolans åk 6. Det totala antalet elever i stickprovet uppgick  ursprungligen till 10 153. Från åk 3 då urvalet gjordes och till tidpunkten för enkätundersökningen i åk 9 har antalet elever reducerats till 9 890. Den främsta orsaken till detta bortfall är att de aktuella eleverna har flyttat från Sverige. Datainsamlingen har diskuterats i UGU-projektets referensgrupp bestående av representanter för Skolverket, Högskoleverket, SCB samt några forskningsinstitutioner. Elevenkätens mer precisa innehåll och formuleringar har sedan fortlöpande diskuterats med representanter från framförallt SCB. De uppgifter som insamlats omfattar delvis modifierade och delvis samma frågeställningar som insamlats för tidigare stickprov i grundskolans åk 6 och åk 9 samt från den enkät som erbjudits efter avslutad grundskola. Dessutom tillkom ett antal frågor rörande nya områden som inte behandlats i tidigare enkäter. Den slutgiltiga enkäten kom att omfatta 25 frågor av vilka 17 frågor rör grundskolan, 5 frågor handlar om elevens fortsatta skolgång efter grundskolan, 2 frågor rör elevers motivation för lärandet och uppfattning om kognitiv förmåga och 1 fråga berör elevens fritidssysselsättningar. Enkät och följebrev distribuerades som en postenkät adresserad hem till eleverna. Enkäten skickades ut i vecka 10 år 2008. Ett tack- och påminnelsekort samt ytterligare två påminnelser med ny enkät skickades därefter med någon veckas mellanrum. Svarsfrekvensen var 59 procent och bortfallet bestod nästan uteslutande av ej avhörda personer. Det interna bortfallet varierade mellan olika frågor och var överlag lågt. Det förefaller som om enkätens frågor har fungerat väl. För de skalkonstruktioner som motsvarar tidigare använda skalor gäller att delfrågornas antal i de allra flesta fall har utökats, vilket har inneburit att de mättekniska egenskaperna har förbättrats. De skalor som är nya för datainsamlingen i åk 9 avser att mäta olika typer av motivation för lärandet samt skalor för elevernas uppfattning om kognitiv förmåga. Den nu, för fjärde gången, använda modellen med huvudfrågor och underlydande delfrågor, utifrån vilka skalor kan bildas, bedöms alltså även denna gång ha fungerat väl. I och med att samma frågor och alternativ har används vid två olika tillfällen (åk6 och åk 9) för samma kohort ökar möjligheten att studera förändringar hos samma elever över tid. Att konstruera skalor genom att summera delfrågornas poäng och att använda sig av viktade data är två metoder/tekniker, bland andra, som kan användas för att öka resultatens reliabilitet och validitet. Ambitionen med föreliggande rapport har dock inte varit att ställa olika metoder mot varandra och diskutera dess styrkor och svagheter, utan att ge exempel på hur frågorna i elevenkäten kan användas.

  • 163.
    Gisslevik, Emmalee
    et al.
    University of Gothenburg, Department of Food and Nutrition, and Sport Science, 405 30 Gothenburg, Sweden.
    Wernersson, Inga
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, Christel
    University of Gothenburg, Department of Food and Nutrition, and Sport Science, 405 30 Gothenburg, Sweden.
    Home economics teachers’ perceptions of facilitating and inhibiting factors when teaching sustainable food consumption2018In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 10, no 5, article id 1463Article in journal (Refereed)
    Abstract [en]

    The aim of the present study is to explore experienced home economics (HE) teachers’ perceptions of the influencing factors that condition their teaching opportunities regarding the revised mission to implement sustainable development (SD) in food-related education. Five purposefully selected HE teachers participated in individual, semi-structured, in-depth interviews. The recorded interviews were transcribed verbatim and analysed using qualitative thematic analysis. The results show a shared view of in the importance of educating the next generation of sustainable food consumers. Teachers returned to specific influencing factors that conditioned their opportunities to implement a perspective of SD in HE food education. This generated four themes: (1) Unscheduled foodwork in preparing sustainable food education, (2) opportunities to link everyday food choices with larger food system issues, (3) access to sustainable supportive food products and materials, and (4) a school environment in support of food-related teaching. The teachers outlined a number of local and national factors perceived to inhibit access to facilitators and expressed a concern for pupils’ opportunities for quality assurance and goal achievement. The suggested influencing factors could serve as propositions for further investigations in the continued work of both resource reinforcements as well as of developing a SD perspective in food-related HE education. © 2018 by the author.

  • 164.
    Gisslevik, Emmalee
    et al.
    University of Gothenburg, Department of Food and Nutrition, and Sport Science, Gothenburg, Sweden.
    Wernersson, Inga
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, Christel
    University of Gothenburg, Department of Food and Nutrition, and Sport Science, Gothenburg, Sweden.
    Pupils' Participation in and Response to Sustainable Food Education in Swedish Home and Consumer Studies: A Case-Study2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 4, p. 585-604Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to explore conditioning factors influencing learning opportunities in food-related education taught from a perspective of sustainable development. Over the course of the eighth-grade school year, data were derived from field studies of two classes taught in Home and Consumer Studies with an exploratory case-study design. Data were analyzed using thematic and ideal-type analysis, resulting in four ideal-type portrayals: the Convinced, the Easygoing, the Unable, and the Skeptical, which characterize how pupils participate in and respond to sustainable food education in different ways. The characteristics of each of the four ideal types imply contextual frames that condition unequal learning opportunities in sustainable food education. By identifying, scrutinizing, and accommodating to existing conflicts and related structures, educational policy makers and practicing teachers can increase opportunities for pupils to develop informed reasoning, regardless of their ideal type characteristics. © 2018 Scandinavian Journal of Educational Research

  • 165.
    Goddard, Angela
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. York St John University, Programme for Languages & Linguistics.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    English language learning for international employability2013In: For the Love of Learning: Innovations from Outstanding University Teachers / [ed] Bilham, Tim, Basingstoke: Palgrave Macmillan, 2013, 1, p. 247-253Chapter in book (Other academic)
  • 166.
    Granbom, Ingrid
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Teachers’ beliefs, norms and values of gender equality in pre-schools2015In: Men, Masculinities and Teaching in Early Childhood Education: International perspectives on gender and care / [ed] Simon Brownhill, Jo Warin and Inga Wernersson, Taylor and Francis Inc. , 2015, p. 83-91Chapter in book (Other academic)
  • 167.
    Granbom, Ingrid
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Vi har nästan blivit för bra": lärares sociala representationer av förskolan som pedagogisk praktik2011Doctoral thesis, monograph (Other academic)
  • 168.
    Granbom, Ingrid
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lundström, Marita
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Children’s Transitions from Preschool to School2016In: NERA 2016, 9-11 march, Helsinki, Finland, 44th congress, 2016, 2016Conference paper (Other academic)
    Abstract [en]

    This is an ongoing project where one community in Sweden, along with University West, are studying children's transitions between different school types. This school differs from others in the sense that different school types are placed in the same building. One of the aim is to promote cooperation between different school forms. In the first phase, children’s transition from preschool to preschool classes and to school was studied. The project is characterized by an attempt of deepening knowledge. The researches and the professionals have reflected upon children's transitions between preschool and preschool classes and the knowledge is based on current research and the teachers own experiences. The areas treated are routines for transitions, educational and social continuity, and opportunities for children to take part in and the transition between preschool and school. We have collected our data through a case study where one school is participating. The participating school has children from 3 years to 7 years. The investigation was formed as a research circle were some themes were discussed. The discussions were recorded and transcribed by the researchers. Benefits identified in the analysis is for example that most of the participating children know both the school environment and most of the teachers. This does not apply to all children, when some children are coming from other preschools when they start preschool class at age of six. It also emerges that the structure during handovers from preschool to preschool classes vary even if the community has some guidelines for how the information should be submitted. The professionals have different systems for educational documentation in the various school forms and documentation is not used in order to learn more about children’s learning processes. Focus of documentation in preschool is learning processes in which children participate. The information requested from school teachers however, concerns children’s social relations and information about children with special needs rather than knowledge about the learning processes in which children have participated. Even though teachers work in the same school, one conclusion in this study is that there are some discontinuity regarding for example tools for documentation, the process of children's learning, organization of groups and children's social relations. The study shows that children are quite used to participate and move between different groups before they start school. These transitions differ in many ways from the transition to preschool class and school and it is not considered when the teachers are planning the classes.

  • 169.
    Granbom, Ingrid
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Wernersson, Inga
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Män i förskolan: kartläggning och analys av insatser2012Report (Other academic)
    Abstract [sv]

    Sammanfattning

    Föreliggande arbete rapporterar ett uppdrag från Skolverket att kartlägga och analysera åtgärder, som har genomförts sedan 1970 för att öka andelen män som arbetar i förskolan. Kartläggningen syftade till att lyfta fram genomförda åtgärder inom såväl kommunala som fristående förskolor samt uppmärksamma goda exempel där rekryteringen av män till förskolan har varit framgångsrik. Uppdraget handlade också om att se över vilka åtgärder som har vidtagits för att öka andelen män i förskollärarutbildningen. Utblickar i omvärlden avseende hur man arbetat med motsvarande frågor och vad Sverige kan lära av erfarenheter i andra länder har också ingått. Offentlig barnomsorg började i Sverige byggas ut under 1960- och -70-talen och redan från början aktualiserades vikten av att män rekryteras som personal i denna verksamhet. Olika, och delvis motstridiga, argument har använts med utgångspunkt i antaganden om antingen likhet eller särart som grund för arbetsfördelning mellan kvinnor och män. För det första finns jämställdhetsargument som betonar vikten av att kvinnor och män är verksamma i alla yrken. Särskild vikt har båda könens närvaro antagits vara i arbete med barn, men mäns betydelse för yrkens lönesättning och status har också lyfts fram. För det andra finns argument som utgår från barns utveckling. Tillgång till vuxna män som förebilder för pojkars identitetskonstruktioner betraktas då som central. En tredje grupp av argument utgår från att mäns yrkespreferenser måste förändras, eftersom arbetsmarkandens behov förändrats. Dessa argument utvecklades på 1970-talet och är fortfarande aktuella. Trots insatser för att öka andelen män bland sysselsatta inom förskolan som, med varierande intensitet, genomförts i Sverige under ungefär fyra decennier är den oförändrat ungefär tre procent i kommunala förskolor. Enskilda förskolor har något större andel män, ungefär fem procent, bland sina anställda. Skillnaden mellan kommunala och enskilda förskolor är dock liten inom kategorin utbildade förskollärare. Skälen till den fortsatt skeva könsfördelningen bland förskolepersonal har visat sig vara svåra att empiriskt belägga. Kombinationen av akademisk utbildning och relativt låg lön kan dock antas vara en faktor. Att vara ensam man bland många kvinnor anges som ett annat problem. En följd av mäns högre position i genusordningen förefaller vara att kraftigare sanktioner drabbar män som bryter traditionella könsbarriärer än kvinnor som gör motsvarande val. Detta kan i sammanhanget framstå som paradoxalt, då den dominerande attityden (exempelvis

    bland förskollärare och lärare) verkar vara att män välkomnas i förskola och skola. Samtidigt är det män som löper risk att bli misstänkta för pedofila böjelser. Föga förvånande väcker denna risk ett starkt obehag och kan antas avhålla en del män från yrkesval som innebär nära kontakter med yngre barn. I diskussionen om män i förskolan betonades redan på 1970-talet, särskilt från fackföreningshåll, att ökad andel inte får leda till att män tar över ledningspositionerna också inom detta område. Inte heller är det acceptabelt att kraven på adekvat utbildning negligeras till förmån för en jämnare könsfördelning. Olika typer av insatser för att aktivt rekrytera män har inriktats mot antagning till förskollärarutbildning, förberedande utbildning och vid anställning på olika förskolor. Olika former av stödjande mansgrupper har också skapats för att förhindra avhopp från utbildning eller anställning. Under huvuddelen av 1970-talet kunde män som sökte till förskollärarutbildning få ökad konkurrenskraft i fri kvot genom ett extra poängtillskott. En utvärdering av denna åtgärd 1978/79 visade att den inledningsvis inneburit att fler män kunnat antas, men att effekten minskat och vid periodens slut var liten. Vid ett flertal högskolor har liknande positiv särbehandling använts bland annat för att stödja män som sökt till förskollärarutbildning och sjuksköterskeutbildning. Denna antagningsform är dock inte längre tillåten. Preparandkurser har använts vid flera lärosäten för att stödja män som önskar bli lärare eller förskollärare. Även denna typ av insats har bedömts vara problematisk ur rättvisesynpunkt och det har framhållits att kurser av detta slag bör vara öppna för både kvinnor och män. Andelen manliga förskollärare anställda inom förskola och skolbarnsomsorg varierar betydligt mellan Sveriges kommuner. Cirka en fjärdedel av kommunerna har ingen man anställd i sådan verksamhet, medan exempelvis Umeå har närmare sex procent män bland anställda förskollärare. Kontakter med kommuner och förskolor där andelen män är hög visar att man ofta haft en aktiv anställningsstrategi för att öka andelen män. Olika traditioner i olika delar av landet kan också ha betydelse. I ett flertal länder i västvärlden har frågan om ökad andel män i barnomsorg och undervisning av yngre barn aktualiserats. Framförallt har den norska modellen för rekrytering visat sig framgångsrik. I Norge är andelen män inom barnomsorgen/förskolan idag c:a 10 procent, men då inkluderas även anställda som inte arbetar direkt med barnen, exempelvis vaktmästare. Utifrån svenska, norska och andra internationella erfarenheter kan antas att det för ett effektivt rekryteringsarbete behövs långsiktighet och synlighet. Planeringen bör sträcka sig över en eller ett par decennier och innehålla olika former av insatser. Det norska exemplet visar att intresset kan hållas levande över tid och bidra till normalisering av förskolläraryrket som möjligt för män genom webbsidor, mediebevakning, konferenser, priser och utmärkelser med mera. Jämställdhet i jämställdhetsarbetet är avgörande för den långsiktiga betydelsen och innebär bland annat att man måste söka vägar att göra verksamheten attraktiv för män, utan att detta sker på de kvinnliga förskollärarnas bekostnad. Det är i hög grad önskvärt med män i förskolan, men det kommer sannolikt inte att dramatiskt förändra yrket. Nätverk och organisering av minoriteten män har uppfattats positivt, men det är inte självklart att särskilda mansgrupper passar alla. Betoning av professionalitet – att yrket har ett nödvändigt och i grunden könsneutralt pedagogiskt innehåll – kan vara mer konstruktivt än antaganden om essentiell manlighet eller unik manlig erfarenhet som bas för yrkesutövning. Det förefaller som om det stora hotet idag handlar om att män i förskolan blir utsatta för misstankar om pedofila böjelser. Det har till och med hänt att åtgärder vidtagits (eller män själva ålagt sig) som innebär restriktioner i relationer till barnen för att lugna oroliga föräldrar. Detta är kränkande mot dem som arbetar i förskolan och synnerligen problematiskt vid rekrytering av fler män. Samma villkor i relationen till barnen oavsett kön måste gälla om rekryteringsinsatser ska bli trovärdiga. I linje med detta behövs också en avmystifiering av maskulinitet. Vad den man som överväger att välja förskolläraryrket sannolikt också funderar över är förstås utbildningen, lönen och möjligheten att få en anställning. Utbildade män torde inte ha svårt att få anställning i dagens läge. Att den långa utbildningen inte betalar sig är ett problem, men det är inte rimligt att motivera vare sig sänkta utbildningskrav eller högre lön med önskan om fler män. Utbildningskraven bör inte sänkas och lönen bör höjas oavsett könsfördelningen bland förskolepersonalen. Preparandkurser, möjligheter att pröva på yrket och eventuellt olika former av alternativ antagning framstår som mer produktiva.

  • 170.
    Grankvist, Gunne
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Holmberg, Roger
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Coaching i det moderna arbetslivet2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lundh Snis, Ulrika, Nehls, Eddy, Lund: Studentlitteratur , 2010, 1., p. 23-30Chapter in book (Other academic)
  • 171.
    Green, Sara
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Carlander, Jessica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Förskollärares perspektiv på och arbete med flerspråkiga barns språkutveckling.: ”Vi är på en pedagogisk resa”2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den tidigare forskning som finns om flerspråkiga barns språkutveckling kan berikas. Vi valde därför att studera området för att synliggöra förskollärares åsikter och arbetssätt kring ämnet för att bidra till en fortsatt forskning om flerspråkiga barns utveckling av språk. Syfte: Syftet med föreliggande studie är att öka kunskap om hur förskollärare arbetar för att stödja flerspråkiga barns språkutveckling. Metod: För att besvara forskningsfrågorna har vi valt att använda oss av intervjuer och observationer. Studien är av kvalitativ metod. Resultat: Förskollärarna visar i resultatet att viljan till att förbättra arbetet med flerspråkiga barns språkutveckling finns där men att okunskapen om vilka metoder som ska tillämpas är ett problem. Resultatet visar även att det finns likheter och skillnader i förskollärarnas åsikter kring modersmålet och de metoder som tidigare forskning beskriver.

  • 172.
    Grim, Per-Henrik
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Fantasi och skapande i undervisningen2011In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 85-107Chapter in book (Other academic)
  • 173.
    Gromova, Lydia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Språkutvecklande arbetssätt i vuxenutbildningen: En studie om andraspråksundervisning för vuxna studerande som läser svenska som andraspråk i kombination med yrkesämnen2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Dagens ökande globalisering i samband med de senaste kraftiga migrationsströmmarna ställer nya krav på flexibilitet och snabba förändringar inom vuxenutbildningen för att anpassas till samhällets behov. Tidigare forskning har visat att det finns ett stort behov av vetenskapliga studier som behandlar vuxnas andraspråksinlärning då den innefattar fler aspekter än enbart vokabulär, uttal och förståelse för målspråkets grammatiska system. Vuxnas andraspråksinlärning kräver kunskap om de nya sätten för nyanlända att tänka och fungera i samhället och kommunicera med omgivningen i alla olika sammanhang vilket i sin tur synliggjort behovet av fungerande språkutvecklande arbetssätt utarbetade i samråd med både yrkeslärare och lärare i svenska som andraspråk.

    Syfte: Uppsatsens syfte är att undersöka hur yrkeslärare inom vård och omsorg och lärare som jobbar på barnskötarprogrammet inom vuxenutbildningen tillsammans med lärare i svenska som andraspråk resonerar kring språkutveckling hos vuxna elever samt att synliggöra de språkutvecklande metoder och arbetssätt de nämnda lärarna ser som mest användbara att tillämpa i undervisningen av svenska som andraspråk. Ytterligare ett syfte med studien är att ta reda på hur informanterna beskriver ett samarbete mellan yrkeslärare och lärare i svenska som andraspråk på yrkesutbildningen.

    Metod: De metoder som använts i denna uppsats grundas på kvalitativ forskningsstrategi som innefattar semistrukturerade intervjuer och deltagande observationer.

    Resultat: Studiens resultat visar att de intervjuade lärarna använder olika språkutvecklande arbetssätt i undervisningen för vuxna elever, såväl skriftliga som muntliga. Dessa kännetecknas dels av samstämmighet dels av skiftande synpunkter kring vissa undervisningsmoment. En del av informanterna fastslår vikten av elevernas modersmål för andraspråksutveckling och andra menar att eleverna enbart bör prata svenska på lektionen för att uppnå en resultatrik andraspråksutveckling. Samtidigt som samtliga lärarna betonar stöttningens roll i språkundervisningen är det bara en del av dem som stöttar eleverna i praktiska undervisningssituationer. Majoriteten av informanterna anser att ett samarbete mellan yrkes- och språklärare behöver systematiseras och kontinuerligt utvärderas men då krävs rektorns övergripande ansvar för det språkinriktade arbetet på yrkesutbildningen.

  • 174.
    Grundén, Kerstin
    University West, Department of Informatics and Mathematics.
    Arbetsintegrerat E-lärande vid länsstyrelsen: utvärdering av ett pilotprojekt avseende diarieföring i Diabas2003Report (Other academic)
  • 175.
    Grönlund, Emelie
    et al.
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Vinqvist, Stephanie
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Vad är det som prasslar?": En kvalitativ studie om stressrelaterad psykisk ohälsa iarbetslivet2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose and issues: The purpose of the study was to examine, from a salutogenic perspective, professionals' perceptions and work experiences of detecting early signals on stress in working life and how they can be managed. The questions to be answered are: I)What are the expressions of mental illness in working life today? II) How can the individual discover early warning signals on stress? III) What strategies can the individual apply to promote his/her ability to cope with stress? IV) What is considered to be a health promotionfor the different system levels? Methods: The study design is qualitative inspired by the phenomenographic approach. Semistructured interviews were used for collecting data. Results: Four main categories emerged - Borderless work, Early warning signals of stress, Managing stress, Working in a health promotion manner. Eight subcategories were found –An individualistic society, Demands and achievements, Underlying causes, An unsustainable situation, The individual's own choices, Individual- and group level, Organizational level and environmental- and societal level. Conclusion: Symptoms such as fatigue, anxious and insomnia are warning signals of stress. Working in a health promotion manner in early stages is a success factor mentioned by the respondents. It is important to be responsive to early symptoms and underlying causes, that is, to examine "what is the rustle".

  • 176.
    Gullberg, Karolina
    et al.
    University West, Department of Social and Behavioural Studies.
    Olausson, Annette
    University West, Department of Social and Behavioural Studies.
    Mångfald och variation i elevers uppfattning av sagan2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:     Då skolan av tradition fokuserar mer på elevernas läs- och skrivförmåga än på deras förmåga att tala och lyssna anser vi att det är av vikt att verka även för dessa aspekter av lärande. Enligt styrdokumenten skall vi anpassa vår undervisning efter varje elevs individuella förutsättningar. En förutsättning för detta är att eleverna får möjlighet att uttrycka sig på varierade sätt.

     

    Syfte:              Vår avsikt är att undersöka hur olika elever kan uppfatta en text i en högläsningssituation. Då det finns olika sätt att uttrycka sig på bör eleverna få tillgång till varierade kommunikationsmedel. Vi använder oss av bild och samtal, då vi vill se om dessa uttryck har möjlighet att komplettera varandra och samtidigt kan fylla en egen funktion. Vi vill även se om eleverna visar några tecken på att lära av eller påverka varandra. I sammanhanget är det intressant att se hur eleverna ger uttryck för tidigare påverkan av könsmönster.

     

    Metod:            Vi har utfört en undersökning av kvalitativ art. Efter högläsning av en saga har eleverna fått ge uttryck för sin uppfattning i bild och samtal. I den påföljande analysen har vi tagit en hermeneutisk utgångspunkt då vi analyserat hur eleverna tolkat texten och vad som kan ha påverkat deras uppfattning.

     

    Resultat:         Eleverna visade en mångfald och variation i uppfattning av sagan och uttryckte även detta på olika sätt. Eleverna gav oss även prov på hur de genom interaktion och olika uttrycksmedel påverkar och/eller lär av varandra. Vi fick ökad förmåga att förstå och utveckla vårt elevperspektiv då vi fick inblick i elevernas egna perspektiv.

  • 177.
    Gustafsson, Anton
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lassbo, Göran
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Have Computer - Will Travel: A Discourse Analysis of a 1:1 Initiative in Upper Secondary School.2014In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 141, no 0, p. 182-187Article in journal (Refereed)
    Abstract [en]

    The purpose of the presented study is to investigate how teachers and students renegotiate their positions within a pedagogical discourse where problems and possibilities are manifested through the new artifact, the personal computer. The sample consists of teachers and students at an upper secondary school in Sweden where all students have been provided with a personal laptop by their school. Information has been collected by the use of semi-structured interviews. The analysis mainly draws on Laclau & Mouffe’s theories of how subjects create discourses through articulations and then investigate qualitative differences between interviewees. The results indicate that teachers actively include some specific meanings of the computer while others are excluded. A recurring feature of this was the conflict of old and new practices with the introduction such as the perceived conflict between computers and textbooks. This relation remained controversial among teachers. The students had to negotiate the teachers’ definition of the computer because of the power relations, even though they could account for a far wider and more reflexive stance towards the potential of the computer.

  • 178.
    Gustafsson, Jan-Eric
    et al.
    Göteborgs universitet.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Erickson, Gudrun
    Göteborgs universitet.
    Likvärdig kunskapsbedömning i och av den svenska skolan : problem och möjligheter2014 (ed. 1)Book (Other academic)
  • 179.
    Gustafsson Nyckel, Jan
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson, Eva M.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lager, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Quality in early childhood education and care - official policy and local practices: A Meta-ethnographic investigation2019In: Oxford Ethnography and Education Conference 2019: Abstracts, Oxford, 2019, p. 60-63Conference paper (Other academic)
  • 180.
    Gustafsson Nyckel, Jan
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lager, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Berglund, Emilia
    University of Gothenburg, Gothenburg, Sweden.
    Lundqvist, Jennifer
    University of Gothenburg, Gothenburg, Sweden.
    The dual competence requirement: A study of teacher student competences in a new teacher education2019In: Wera-Irn Conference Extended Education Practices, Theories And Activities.: Program of the 2nd WERA-IRN Extended Education Conference, September 26 – 28, 2019, Stockholm University, Sweden,, 2019, p. 50-51Conference paper (Other academic)
    Abstract [en]

    "The dual competence requirement - A study of teacher student competences in a new teacher education" examines students dealing with a dual competence requirement in teacher education. The study has its' background in educational trends that aim to bring together a social pedagogical tradition with an educational tradition, with a focus on teacher training in School age educare (fritidshem). Focus group interviews have been used to interview 16 students in teacher education at a university in Sweden with a focus on working in school-age educare. A thematic analysis was implemented, where development of three different competences emerged that correspond to a dual competence requirement, which are Re-creators, Co-Creators and Innovators.

    The analysis highlights both the differences and similarities between the three competences, while also showing how the competences complement each other. The Re-creators are characterized by adapted and reproduced skills development, in which the student actively chooses to become either a teacher in the school-age educare or his subject.The Co-creators are characterized by the students adapting to the education's implementation and producing parallel skills and becoming teachers in the school-age educare and their subject. The Innovators feature a productive creative competence in which the students use their practical aesthetic subject knowledge in the school-age educare activities, and their school-age educare skills in the teaching of the practical aesthetic subject. Findings are discussed in relation to the offering of creative skills.

  • 181.
    Gustafsson, Sofie
    et al.
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Kamperin Wallin, Niclas
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    "Går du till jobbet på morgonen har du ju ingen aning om vad som händer under dagen": Enhetschefers upplevelse av arbetsmiljön inom socialförvaltningen2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study was to catch unit managers' experience of the working environment for workers within social services. Also, the aim of the study was to examine how come the number of sickness absence is high, and what it takes to improve the situation. The interest comes from the Swedish Work Environment Authority, who from the desire of the government regarding the high amount of sickness absence, designed work environment regulations. The sample group of the study have been unit managers from social service, in the areas of care and support and support and services for the disabled. The methodology of the study has been qualitative, with an inspiration of a phenomenological approach. The empirical data collected, consist of 10 recorded semi-structured interviews. The questions have been open to capture respondents' personal experiences and thoughts. The interviews have been transcribed and analyzed, and finally resulted in four themes; Demands and decisions, the weight of unit managers, learning and private life.

    The study results in that high workload in social management is a fact. Demands varies between every patient, and the workers experiences the demands differently. The workload is high for the unit managers as well. Which results in that the unit managers can't be as supporting as desired. Learning is shown in thus study to be an important aspect to handle the work and its duties. Something that all the unit managers experiences to be a contributing factor of the sickness absence, is the private life of the workers which is located outside of the work environment.

  • 182.
    Haag, Eva
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sjögren, Anna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sociala möten2011In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 51-64Chapter in book (Other academic)
  • 183.
    Haag, Eva-Lena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Asplund Carlsson, Maj
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Genus och queer2011In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 137-151Chapter in book (Other academic)
  • 184.
    Haag, Eva-Lena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Jämställda på egna villkor2008In: I & M: invandrare och minoriteter, ISSN 1404-6857, Vol. 35, no 1, p. 17-20Article in journal (Other (popular science, discussion, etc.))
  • 185.
    Halawi, Nada
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Mårtensson Harfacha, Rosita
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Flickor i en mångkulturell skola2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: The main purpose of our study is to try to give an idea of what a multicultural school is and what difficulties girls find with Swedish as a second language. We are at the end of our teacher education, which means that in a few months, we will be responsible for creating environments that are conducive to the students and to ensure that opportunities that allow the students to develop exist. We are aware that in a multicultural school that we no have in Sweden there has been some discussion regarding the Swedish language, which can be interpreted as the Swedish language being at a disadvantage with the students because of all the integration that occurs in schools and the lack of knowledge regarding the different cultural backgrounds. To get this knowledge we had to seek more knowledge on the subject

  • 186.
    Halvarsson, Christina
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sjögren, Anna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Läsförståelse2011In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 109-121Chapter in book (Other academic)
  • 187.
    Hammar Chiriac, Eva
    et al.
    Psykologi, Filosofiska fakulteten, Linköpings universitet.
    Forslund Frykedal, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Institutionen för beteendevetenskap och lärande, Psykologi, Linköpings universitet.
    Intervention as a means to improving assessment practice in cooperative learning: Session 5, Workshop Saturday 15:30 to 17:002019In: Cooperative Learning in Far-East Asia and the World: Achieving and Sustaining Excellence, 2019Conference paper (Other academic)
    Abstract [en]

    The purpose of this workshop is to provide an opportunity for delegates to participate in an intervention aimed at enhancing assessment skills in cooperative learning. Differentiating assessment of individuals' intellectual abilities, academic and social skills from that of the whole group's achievements when using cooperative learning instruction is, according to earlier research, a challenge for teachers (e.g., Forslund Frykedal & Hammar Chiriac, 2011; Ross & Rolheiser, 2003). In this workshop participants will take part in, discuss and reflect upon objects and methods concerning assessment in cooperative learning, by using, the Social Interdependence Theory's five elements; (a) interdependence, (b) accountability, (c) promotive interaction, (d) interpersonal and small group skills, and (e) group processes, when reviewing and discerning assessable objects in a cooperative situation. The discerned objects will then be presented, discussed and reflected upon in cross-groups. Additionally, participation in the workshop also includes peer-assessment of group-members' abilities and skills in terms of "two stars and a wish". During this interactive workshop, participants will work in different constellations, such as pairs, small groups and cross-groups, giving experiences in the interdependence between CL and assessment. It's an exercise giving delegates assessment tools useful in pedagogical practice.

  • 188.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Linköping, Sweden.
    Forslund Frykedal, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Teacher´s Talk about Group Work Assessment before and after Participation in An Intervention2019In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 10, no 9, article id 95471Article in journal (Refereed)
    Abstract [en]

    Previous research has shown that teachers use an indistinct vocabulary, employ few concepts, and expose an embryonic professional language when talking about group work assessment, thus indicating a lack of a professional language. Building on Granström´s three different modes of language use everyday, pseudo-meta- and meta-language, the purpose of this article was to examine the teachers use of languages when talking about group work assessment. Specifically, if and how teachers use of modes of languages are influenced by them partaking in 1) a study about assessment in group work and 2) in an intervention in form of a short educational session. Data were gathered from interviews with eight teachers working in years five and eight in five Swedish compulsory schools and analysed both qualitatively and quantitatively. The results revealed that all of the teachers use Granstöms mode of languages to a varying degree when talking about assessment in cooperative situations. A core finding was that intervention in the form of a short education influenced the teachers way of talking in a positive way. By participating in the intervention, the teachers developed and expanded their mode of language, thereby promoting the use of a common professional language about group work assessment.

  • 189.
    Hansen Orwehag, Monica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Appendix2015In: Perspektiv på fritidshemspedagogik / [ed] Ankerstjerne, Trine, Studentlitteratur AB, 2015, p. 197-199Chapter in book (Other (popular science, discussion, etc.))
  • 190.
    Hansen Orwehag, Monica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Att leda den fria tidens lärande: med gruppen i fokus2011In: Konsten att navigera mellan individ och grupp: lärares uppdrag i skola, förskola och fritidshem / [ed] Nielsen, Cecilia, Malmö: Gleerups , 2011, 1. uppl., p. 67-89Chapter in book (Other academic)
  • 191.
    Hansen Orwehag, Monica
    University West, Department of Social and Behavioural Studies.
    "But I Am Going to Be a Teacher, Not a Researcher!": A Study of Students' Perspectives om Degree Projects in Teacher Education2008In: Examining praxis: assessment and knowledge construction in teacher education / [ed] Mattsson, Matts, Johansson, Inge & Sandström, Birgitta, Rotterdam: Sense Publishers, 2008, p. 37-54Chapter in book (Other academic)
  • 192.
    Hansen Orwehag, Monica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Den ständiga frågan om individ och grupp: några inledande reflektioner2011In: Konsten att navigera mellan individ och grupp: lärares uppdrag i skola, förskola och fritidshem / [ed] Nielsen, Cecilia, Malmö: Gleerups , 2011, 1. uppl., p. 9-23Chapter in book (Other academic)
  • 193.
    Hansen Orwehag, Monica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Förord till den svenska utgåvan2015In: Perspektiv på fritidshemspedagogik / [ed] Ankerstjerne, Trine, Studentlitteratur AB, 2015, p. 7-8Chapter in book (Other (popular science, discussion, etc.))
  • 194.
    Hansen Orwehag, Monica
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lindström, Ann-Charlotte
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    The undergraduate thesis in academic professional education (teachers, nurses and social workers): A study of supervisors’ and examiners’ perspectives2009In: Literacy as Worldmaking, 2009Conference paper (Other academic)
  • 195.
    Hansen Orwehag, Monica
    et al.
    University West, Department of Social and Behavioural Studies.
    Mårdsjö Olsson, Ann-Charlotte
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lärande i fria miljöer2011In: Fritidspedagogik: fritidshemmets teorier och praktiker / [ed] Klerfelt, Anna & Haglund, Björn, Stockholm: Liber, 2011, p. 115-136Chapter in book (Other academic)
  • 196.
    Hansen Orwehag, Monica
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Wernersson, Inga
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Vetenskaplighet som yrkeskompetens: en intervjustudiestudie2013Report (Other academic)
    Abstract [en]

    According to the Swedish Higher Education Act all university education should aim at developing students' abilities to make independent and critical judgements, to identify, formulate and solve problems and to search and evaluate research based knowledge. In most vocational academic education programs an undergraduate thesis is mandatory where these skills are demonstrated and evaluated. However, programs differ in relation to what is explicitly taught on research methods and scientific work. The present pilot study is based on interviews with graduates with a few years ofwork experience, from three different professions, engineers, teachers and nurses. The interviews concern mainly two topics – their impressions of the research methods content in their education and their perceptions and reflections on what impact the specific research methods training has hadon their actual professional practice. The results show the respondents' overall uncertainty about the significance of research related knowledge in their education and they are not inclined to identify adirect connection between the research methods training in the programs and their daily professional work. However, when explicitly asked, the respondents refer to frequent use of what can be seen as different types of research related knowledge and skills in their work – but they do not identify themas such. The work with the final undergraduate thesis is generally a positive experience, mainly since it includes a personal choice of topic and an independent piece of work. The character of the theses differs between the three programs, partly due to the different characteristics of the professions.These differences in turn have an impact on what is regarded as significant experiences. The engineers value the thesis because they see it as "the real thing", something that connects to their future profession, and provides the experience to produce a scientific text. Teachers highlight their training of an ability to change perspectives and to take a critical stance, but also as a preparation fortheir own teaching of e.g. source evaluation. Nurses, who write research overviews as their theses,mainly appreciate the independence and the enhanced knowledge in their chosen field.One point of departure for this study is that the undergraduate theses in vocational academic education programs are to be seen as work-integrated learning (WIL), but where the profession aimed at is the researcher’s, rather than the profession in the specific program. The conclusion drawnis that teaching of research related skills and knowledge should be developed in closer connection to the more precise use of such abilities in different areas of professional work.

  • 197.
    Hansson, Josefine
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Mahrs, Elin
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Barns relation med vuxenvärlden: en kvantitativ studie om hur barn vill möta myndigheter2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis exceed from the United Nations convention on the rights of the child, which implies children's right to freedom of information, freedom of speech and opinion. Furthermore, the estimated number of children who might be in danger of some sort is according to previous research substantial. Therefore, our study investigates how children in grade 6 in Sweden want to take contact with an administrative authority or another public institution through a quantitative study that is based in a questionnaire.

    Trust is key determinant in whether individuals choose to take contact with a public institution and administrative authorities. Therefore this study examines the informants' trust in public institutions in accordance with Giddens theory of trust.

    83 informants from grade 6 participated in this research and these children where from 6 different schools situated in the midst of Sweden.

    The results from this research showed that our informants' have fundamental conditions for taking contact with a public institution and administrative authorities if they are in need for help. They have access to several different communication technologies and are often members of social media websites and apps. They also express a trust toward the public institutions and administrative authorities, but even though they primarily want to take contact with their parents if the feel sad, angry or scared. In a situation where they cannot take contact with family or friends, the majority of the informants choose the option of calling a public institution and administrative authorities.

  • 198.
    Hasani, Xhavid
    et al.
    University West, Department of Social and Behavioural Studies.
    Hasani, Mihane
    University West, Department of Social and Behavioural Studies.
    Lärares uppfattningar om studiehandledning på modersmål: en kvalitativ intervjustudie2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to analyze a subject teacher's perception of importance of tutoring in mother tongue in the work on language and knowledge of pupils who have a mother tongue other than Swedish. We have chosen a qualitative study consists of twelve interviews with subject teachers with different experiences from different schools in the municipality.The study shows that teacher' perceptions about the study on the native language proving the current research on work and knowledge of the study of language. The results on the basis of the study show that teachers' perceptions are that access to study in the mother tongue is important for newly arrived students should be able to understand and follow the teaching and give students the opportunity for deeper learning and safety.Despite this lack of time for collaboration, joint planning and dialogue between teacher and student counselors. The informants confirm the importance of an organization at the principal level providing guidance counseling opportunities for progress.

  • 199.
    Hattinger, Monika
    University West, Department of Engineering Science, Division of Manufacturing Processes.
    Organizational e-learning readiness for technology enhanced competence initiatives in the manufacturing industry2015In: Global e-learning / [ed] Landeta Etxeberria, Ana, Madrid: Udima , 2015, 2Chapter in book (Other academic)
  • 200.
    Hattinger, Monika
    University West, Department of Technology, Mathematics and Computer Science, Division for Mechanical Engineering.
    Organizational E-learning Readiness for Technology Enhanced Competence initiatives in the Manufacturing Industry2014In: The International Conference on E-Learning in the Workplace Conference Proceedings, 2014, p. 1-7Conference paper (Refereed)
    Abstract [en]

    The manufacturing industry constantly strive to develop the competencies of their expert production engineers in order to achieve and maintain a competitive advantage. Research shows that the absorptive capacity of a firm is central in order to reach such a goal. The absorptive capacity of a firm is their ability to recognize the value of new external information, assimilate it, and apply it to commercial ends, and thereby exploit the conditions for innovation. In this paper we explore the rationales of organizations in the manufacturing industry for taking part in technology-enhanced competence development projects in collaboration with universities. Through interviews with key informants in 15 manufacturing industries we study the capabilities that organizations’ need for participation in e-learning initiatives. We present a framework for technology enhanced learning readiness comprised of awareness, e-learning maturity, dynamic capability and co-creativity.

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