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  • 251.
    Johansson, Kristina
    et al.
    University West, Department of Nursing, Health and Culture.
    Dahlgren, Lars Owe
    Hult, Håkan
    Abrandt Dahlgren, Madeleine
    Hård af Segerstad, Helene
    From senior student to novice worker: learning trajectories in political science, psychology and mechnical engineering2009In: Learning in academia: sociocultural and political perspectives / [ed] Cackowska, Malgorzata, Gdanskiego: Wydawnictwo Universytetu Monographs , 2009, 1, p. 39-51Chapter in book (Other academic)
  • 252.
    Johansson, Kristina
    et al.
    University West, Department of Nursing, Health and Culture.
    Hård Af Segerstad, Helene
    Linköpings Universitet, Department of Behavioural Sciences, IBV.
    Hult, Håkan
    Linköpings Universitet, Department of Behavioural Sciences, IBV.
    Abrandt Dahlgren, Madeleine
    Linköpings Universitet, Department of Behavioural Sciences, IBV.
    Dahlgren, Lars Owe
    Linköpings Universitet, Department of Behavioural Sciences, IBV.
    The two faces of political science studies-junior and senior students' thoughts about their education and their future profession2008In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 55, no 6, p. 623-636Article in journal (Refereed)
  • 253.
    Johansson, Kristina
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Karlsson, Leif
    Högskolan i Kristianstad .
    Dimenäs, Jörgen
    Högskolan Borås.
    Vetenskap och profession på lika villkor: en utvärdering av VFU konceptet inom Försvarshögskolan - ett led i kvalitetsutvecklingen inför Högskoleverkets utvärdering 2013.2012Report (Other academic)
  • 254.
    Johansson, Kristina
    et al.
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Kopciwicz, Lucyna
    Dahlgren, Lars Owe
    Learning for an unknown context: a comparative case study on some Swedish and Polish political science students’ experiences of the transition from university to working life2008In: Compare, ISSN 0305-7925, E-ISSN 1469-3623, Vol. 38, no 2, p. 219-231Article in journal (Refereed)
    Abstract [en]

    This comparative small-scale (Swedish and Polish sample) longitudinal qualitative study investigates political science students' conceptions of their studies, their future profession and their workplace learning. The students (10 in Sweden and 11 in Poland) were interviewed twice, first when they were at the end of their studies and a second time when they had worked for approximately one year. The questions asked were designed to try to understand the transition from higher education to work life. The results indicate that they bring with them a set of academic generic skills from their education when they enter working life. Furthermore, the students in the two countries have very different perceptions of the subject Political Science, and the expectations they have regarding their studies and future working life also differ considerably.

  • 255.
    Johansson, Kristina
    et al.
    University West, Department of Nursing, Health and Culture.
    Langelotz, Lill
    Högskolan i Borås.
    Lönn Svensson, Anngerd
    Högskolan i Borås.
    Gemensam examination - pedagogisk utveckling och kollektiv kunskapsbildning.2010In: NU 2010 Dialog för lärande 13-15 oktober 2010, 2010, p. 167-Conference paper (Refereed)
  • 256.
    Johansson, Kristina
    et al.
    University West, Department of Nursing, Health and Culture.
    Norgren, Ulla
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    How to shape a teacher?: Five teachers' view on participation in a mandatory course in and about higher education2010In: Educational Journeys and Changing Lives: Adult Student Experiences vol. 2 / [ed] Merril, Barbara & Monteagudo, Jose González, Sevilla: ESREA , 2010, 1, p. 422-430Chapter in book (Other academic)
  • 257.
    Johansson, Kristina
    et al.
    University West, Department of Nursing, Health and Culture.
    Norgren, Ulla
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Perneman, Jan-Erik
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Shaping identities of Teachers in Higher Education2008Conference paper (Other academic)
  • 258.
    Johansson, Malin
    et al.
    University West, Department of Social and Behavioural Studies.
    Sundberg, Anne-Marie
    University West, Department of Social and Behavioural Studies.
    "Smålegot flyttbart men inte utspridbart": Materialet på förskolan med fokus på de yngsta barnen2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Förskolan ska erbjuda en varierad och utmanande lärmiljö. Miljö och material skiljer sig åt mellan förskolor och materialets tillgång och tillgänglighet ser ofta olika ut beroende på barns ålder. Med utgångspunkt i vår egen erfarenhet av arbete med de yngsta barnen i förskolan har vi kommit att intressera oss för deras förutsättningar  och möjligheter till meningskapande lek och utveckling i olika gruppkonstellationer.

    Syfte med studien är att ta reda på hur lärare verksamma inom olka gruppkonstellationer på förskolan samtalar kring miljö och material med fokus på barn mellan ett och tre år. Detta gör vi genom tre övergripande frågeställningar som behandlar materialets betydelse för små barns meningsskapande, skillnader och likheter i olika gruppkonstellationer ur materialsynpunkt samt hur lärarna beskriver hinder och möjligheter i organiseringen av miljö och material. Studien tar sin sin utgångspunkt i ett socialkonstruktionistiskt perspektiv. 

    Vår tanke med studien är att undersöka två avdelningar med olika åldersinriktningar. Studiens metod utgörs av fokusgruppsamtal och observationsmallar. Sammanlagt deltar sju lärare och materialet analyseras med hjälp av en Foucaultinspirerad diskursanalys.

    Resultatet visar att de yngre barnen har liknande möjligheter och förutsättningar till meningsskapande lek och materialtillgänglighet på båda avdelningarna. Utbudet av material är större på syskonavdelningen vilket också är ett dilemma ur säkerhetsaspekt på grund av smådelar. Lärarna på syskonavdelningen uttalar fler hinder än möjligheter i organiseringen av innemiljön än de på småbarnsavdelningen. Det kan härledas till den större åldersspridningen i barngruppen. Olika syn på barn framträder i samtalen beroende på situation. Materialets tillgänglighet speglar lärarnas barnsyn och vilket material som finns på förskolan.

  • 259.
    Johansson, Marielle
    et al.
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Johansson, Emma
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Gymnasieelevers upplevda stress: och hur den påverkas av relationen till lärarna2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine perceived stress among high school students, and if their experienced relations to the teachers had any effect. A qualitative method where the approach was inspired by phenomenology has been chosen, and interviews with 18 respondents from different high schools in Region Västra Götaland constitute the basis for the results of this study. The results showed that many high school students are stressed, and the symptoms that they reported were for example lack of control, anxiety, resignation, tension, sleeping problems, difficulties in concentration and short-term thinking. The main causes to their perceived stress were lack of time, lots of self-responsibility, high demands, bad routines and bad planning. The teachers had a large impact in the experienced stress among the high school students, and their social relations were an important influential factor for the student's health and learning capacity. The results also showed that high school students believes that efforts which aims to preventing stress in schools are needed, because so many students are stressed in today's society.

  • 260.
    Johansson, Stefan
    et al.
    University of Gothenburg, Department of Education and Special Education, SWEDEN.
    Yang Hansen, Kajsa
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. University of Gothenburg, Department of Education and Special Education, SWEDEN.
    Are Mathematics Curricula Harmonizing Globally Over Time?: Evidence from TIMSS National Research Coordinator Data2019In: Eurasia Journal of Mathematics, Science and Technology Education, ISSN 1305-8223, Vol. 15, no 2, article id em1656Article in journal (Refereed)
    Abstract [en]

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

  • 261.
    Johansson, Thomas
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hammarén, N
    Göteborgs Universitet.
    Konsten att välja rätt spårvagn: En studie av segregation, skolval och unga människors studieplaner2010In: Sociologisk forskning, ISSN 0038-0342, Vol. 47, no 1, p. 51-71Article in journal (Other academic)
    Abstract [en]

    When discussing barriers to integration and young people's choice of school, research often focuses on language skills, cultural capital, supportive environments and other more obvious, distinct and material aspects that have an impact on educational achievement. In the present study, we have instead chosen to look at how young immigrants construct their inner career landscapes and life-plans, and how this relates to their perception of ethnicity, neighbourhood and identity. The sample used here consists of altogether twenty individuals. The interviews were used to explore certain designated dimensions and processes. All interviews were conducted in the school environment, in classrooms and other locations. The students attended two different inner-city schools. A narrative-sociological approach is used in the analysis. The young people's perceptions and narratives are analysed in relation to concepts such as: territorial stigmatization, identity, self-perception and modifications of life plans. The findings show that the feelings of otherness which originates in housing conditions, experiences of exclusion and the everyday life of many immigrants, are transposed into the school area and transformed into strategies and life plans.

  • 262.
    Jonsson, Anna-Carin
    et al.
    Högskolan i Borås, Institutionen för pedagogik.
    Beach, Dennis
    Högskolan i Borås, Institutionen för pedagogik.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Erlandson, Peter
    Högskolan i Borås, Institutionen för pedagogik.
    Teachers’ implicit theories of intelligence: influences from different disciplines and scientific theories2012In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 35, no 4, p. 387-400Article in journal (Refereed)
    Abstract [en]

    A sample of 226 Swedish high school teachers from various knowledge domains completed self-report measures of intelligence regarding implicit theories and scientific theories of intelligence. A mixed ANOVA showed that teachers from language, social science and practical disciplines had a significant preference for an incremental theory of intelligence compared to an entity theory of intelligence whilst the teachers in mathematics did not. One of the conclusions was that entity theories of intelligence may be more pronounced among teachers in mathematics. Second there is a significant relation between naïve beliefs in intelligence as fixed and inborn, entity theories, and the scientific g-factor theory. Last, it was the oldest and most experienced and youngest and least experienced teachers who preferred an entity theory of intelligence the most

  • 263.
    Jonsson, Bosse
    et al.
    Mälardalen University.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Pennbrant, Sandra
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Work Integrated Learning and Learning Integrated Work: An Approach to Unite Theory and Practice to Praxis2016In: Handbook of Research on Quality Assurance and Value Management in Higher Education / [ed] Nuninger, Walter & Châtelet, Jean-Marie, Hersey, PA: IGI Global , 2016, p. 139-159Chapter in book (Refereed)
    Abstract [en]

    The difference between the professional competence conveyed during education and the competence demanded in working life is substantial and needs to be taken seriously. In this chapter where the case is nursing education, Work Integrated Learning (WIL) and Learning Integrated Work (LIW), are suggested as pedagogical approaches in Higher Education aiming to integrate scientific knowledge and with practical knowledge, and to provide an analytical perspective where students have the opportunity to develop metacognitive skills and praxis by learning through experiences during internship. One way to achieve this in vocational education to learn from the knowledge and skills used when performing inpractice. By integrating scientific and practical vocational knowledge, one promotes professionalization that is exhibited as Learning Integrated Work (LIW), i.e. the capability to perform the expected tasks and learn at work by using a critical and development-oriented attitude in daily work and actively participate in renewals of work assignments.

  • 264.
    Joyson Sellèn, Erika
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Den etik som förvaltats av kristen tradition och västerländsk humanism": En motsättning?2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Bakgrunden till denna undersökning är läroplanens fostransuppdrag specificerat i värdegrunden där vi lärare till våra elever ska förmedla den etik som förvaltas av kristen tradition och västerländsk humanism. I alla samhällen igenom tiderna har människor funderat på hur goda medborgare ska fostras och värdegrunden i vår läroplan uttrycker definitionen av denna politiska önskan för Sverige under vår tid. Detta är ett stort uppdrag med stora, långt gående konsekvenser och därför är det av stor vikt huruvida dessa båda perspektiv är kompatibla, vilken människosyn de förmedlar, vilken syn på gott och ont/rätt och fel de söker överföra och hur den definierar den förnuftiga, önskvärda medborgaren.

    Syfte: Syftet med mitt arbete är att undersöka huruvida gymnasielärare anser att de två teoretiska perspektiven kristen tradition och västerländsk humanism, vilka sägs förvalta den etik vi lärare ska förmedla till våra elever, är förenliga.

    Metod: Med hjälp av kvalitativa intervjuer söker undersökningen fånga upp och sedan åskådliggöra hur gymnasielärare tolkar begreppen människosyn, gott och ont/rätt och fel och förnuft utifrån de två perspektiven kristen tradition och västerländsk humanism. Intervjuerna har genomförts både ansikte mot ansikte, via telefon och via mail beroende på vad som passade gymnasieläraren i fråga. Därefter används teorier och forskning om etik, västerländsk humanism och kristen tradition som glasögon att titta på materialet genom.

    Resultat: Undersökningen visar att en majoritet av gymnasielärarna definierar begreppen människosyn, gott och ont/rätt och fel och förnuft olika utifrån de två perspektiven kristen tradition och västerländsk humanism. Den humanistiska människan definieras som fri och förnuftig medan kristna människan definieras som solidarisk och förlåtande. De flesta lärare uttrycker att människovärdet inom humanismen inte har någon grund utan är något vi människor kommit överens om medan värdet inom kristen tradition enligt flera lärare vilar på att människan är skapad och älskad av Gud. Vi ser även att modernitetens förställning om att den humanistiska, förnuftiga människan är någon som gjort sig fri ifrån religiösa, förlegade föreställningar. En majoritet är uttrycker även att rätt och fel inom västerländsk humanism är föränderligt medan gott och ont inom kristen tradition är stabilt över tid då det är baserat på något över och utanför människan. Detta bekräftar, om än inte entydigt att de två perspektiven inte lätt låter sig kombineras och att en osäkerhet om hur värdegrundens direktiv skall tolkas därför råder.

  • 265.
    Juneholm, Petra
    University West, Department of Nursing, Health and Culture.
    Hälsofrämjande patientsamtal: fyra läkares röster om kompetens och förhållningssätt2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

     

    Sammanfattning

    Syftet med studien var att undersöka hur relationen mellan läkare och patient tas i uttryck i hälso- och sjukvårdsorganisation med hälsofrämjande inriktning. Undersökningens fokus har varit på samtalet mellan läkare och patient. Huvudsyftet har varit att försöka få syn på det hälsopromotiva inslaget i samtalet mellan läkare och patient.Studiens metod bygger på fyra kvalitativa intervjuer som inspirerats av fenomenologisk ansats som sedan bearbetats och analyserats samt en deltagande observation. Studiens resultat bygger på kategorier som funnits utifrån forskningsfrågorna; Vad innebär det att arbeta hälsofrämjande i samtalet? I vilken mån tar läkare upp frågan om livsstil och levnadsvanor i samtalet med patient? Och Vilken kompetens har läkare inom samtalsmetodik? Resultatet tyder på att det finns en brist på kunskap om vad hälsopromotion är. Respondenterna blandar ihop begreppen kring de salutogena och patogena perspektivet. Det finns en viss kunskap och intresse för samtalets betydelse för patientens hälsa och välmående. Men att de anser att sin utbildning inte varit tillräcklig och att det finns behov och önskemål om mer kunskap inom samtals metodik samt att man i liten utsträckning utnyttjar den kunskap som finns. Slutligen visar även resultatet på att läkarna har behov av handledning och kollegialt stöd och de har en liten kunskap om vad motiverande samtal är.

     

     

  • 266.
    Kajbic, Frida
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, Lisa
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Inkludering eller träning hos speciallärare?: Lärares beskrivningar av att anpassa undervisningen för barn med dyslexi i grundskolans tidiga år2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: I skolan och i samhället är det viktigt att barn får utveckla sin läs- och skrivförmåga. Skolans arbete bygger i stora drag på läsning och skrivning, dock kan barnens skolgång påverkas när svårigheter inom dessa områden uppdagas (Foughatine, 2012:256). Läraren måste därför anpassa och utforma sin undervisning efter barns olika behov. Detta försvåras däremot av att forskare inom området varit oeniga när det gäller läsinlärningen (Myrberg, 2005:8). Dyslexi och barns läsinlärning i skolan uppfattas som sammanlänkade, vilket innebär att anpassningar i undervisningen är betydelsefulla (Foughatine, 2012:21). Lärarens kompetens och erfarenhet är därför viktig för att skapa gemenskap och ett inkluderande klassrumsklimat.

    Syfte: Syftet med studien är att bidra med kunskaper om lärares förståelse kring och syn på läs- och skrivsvårigheter med utgångspunkt i dyslexi som en form av sådana svårigheter. Studien syftar också till att diskutera hur lärares synsätt kan relateras till olika perspektiv på svårigheter och stöd i relation till dyslexi.

    Metod: Studien är kvalitativ och har baserats på fyra semistrukturerade intervjuer med lärare som arbetar på lågstadiet i årkurserna två till tre. Under intervjuerna användes vår intervjuguide med bestämda öppna frågor. Möjliga följdfrågor baserades även utifrån de svar vi fick. Intervjuerna är transkriberade och tematiserade utifrån inspelningen av intervjuerna som gjordes.

    Resultat: Resultatet utifrån studien visar att lärarens kunskaper och synsätt ser olika ut och påverkar därmed hur de ser på dyslexi. Det påverkar även lärarnas synsätt för hur de anpassar undervisningen till de barnen med dyslexi och hur de ser på ett inkluderande klimat.

  • 267.
    Karlholm, Gudrun
    University West, Department of Social and Behavioural Studies.
    Lärande för pedagogisk utveckling vid HTU: några exempel på utvecklingsarbeten i lärarens egen undervisning2004Report (Other (popular science, discussion, etc.))
  • 268.
    Karlsson, Elisabeth
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Värdegrundsarbete i förskoleklass2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Osbeck (2004) påpekar att värdegrunden är ett relativt nytt begrepp. Det var först i läroplanen 1994 som begreppet började användas. Enligt Thelander (2012) ska barnet bli ett självständigt barn som tar ansvar för miljön och sitt lärande. I den tidigare forskningen lyfter jag dels vad värdegrunden innebär, dels hur man arbetar med värdegrunden. Osbeck (2004) påpekar att det är svårt och komplext att vara människa och hon hoppas att skolan förmår hitta den respekten och ödmjukheten som krävs för att arbeta med värdegrunden på ett bra sätt för alla elever. Målet med värdegrundsarbetet är enligt Skolverket (2012) att utbilda dugliga, tänkande och reflekterande samhällsmedborgare.

    Syfte: Syftet med denna studie är att belysa vad värdegrunden betyder utifrån tidigare forskning och empiri samt hur man kan arbeta med värdegrunden i förskoleklass.

    Metod: Jag har använt mig av en kvalitativ metod i form av semistrukturerade intervjuer med fem förskollärare från fem olika förskoleklasser i Västra Götaland.

    Resultat: Värdegrundsarbetet är viktigt för alla jag intervjuade. De flesta beskriver att de utgår från egna erfarenheter, vad barnen gör och kollegors tankar. Läroplanen är det inte många av informanterna som använder i värdegrundsarbetet. Massage ses som en viktig del i värdegrundsarbetet för några av förskoleklasserna. För andra är högläsningen en viktig del i värdegrundsarbetet. Drama använder alla förskollärarna i värdegrundsarbetet. Grunden till all värdegrund är enligt informanterna att lära känna sig själv.

  • 269.
    Karlsson, Isabell
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Blomqvist, Mathilda
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Vi inspireras av det bara och vi kan ju aldrig bli en Reggio förskola eftersom de ju endast finns i Italien": En studie om vad det innebär att vara en Reggio Emiliainspirerad förskola i Sverige2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Under förskollärarutbildningens gång har vi vid flertalet tillfällen stött på Reggio Emilia och dess filosofi i olika sammanhang. Det omnämns bland annat i litteratur och vi har under den verksamhetsförlagda undervisningen hamnat på förskolor som sägs inspireras av filosofin. Detta har väckt vårt intresse att mer djupgående ta reda på hur det ser ut på olika förskolor i Sverige som utger sig för att vara inspirerade av Reggio Emilia och hur de framställer att de är det, samt i vilken utsträckning dessa förskolor arbetar utifrån lyssnandets pedagogik.

    Syfte: Syftet med studien är att skapa förståelse för vad det innebär när svenska förskolor presenterar sig som inspirerade av Reggio Emiliafilosofin. Vi vill därför ta reda på hur ett sådant förhållningssätt och arbetssätt tillämpas på svenska förskolor.

    Metod: I vår studie har vi använt oss av tre olika metoder. Vi valde att göra textanalyser av respektive förskolas presentation, observationer av inomhusmiljön samt semistrukturerade forskningsintervjuer. Intervjuerna hölls med tre förskolechefer, tre förskollärare och en barnskötare från samtliga tre förskolor. Förskolorna är placerade på mindre orter i Västra Sverige.

    Resultat: Resultatet har analyserats i relation till tre av filosofins fundamentala huvudbegrepp; samverkan, kreativitet och trygghet, vilka framkom genom vår textanalys. Resultatet visar att Reggio Emiliainspirerade förskolors visioner presenteras och verkställs i verksamheten i relation till huruvida personal upplever deras roll samt hur de väljer och ges möjlighet att tillämpa den i förskolan. Det finns inga krav på vad som ska ingå i en Reggio Emiliainspirerad förskola, utan det är upp till var och en förskola att bestämma vad de inspireras av utifrån filosofin för att sedan tillämpa det i verksamheten. Resultatet visar även att det krävs att personal är införstådda i vad filosofin innebär och att de är aktiva i sitt förhållningssätt. Förskolornas presentation, utformning av miljö samt pedagogernas förhållningssätt måste samspela för att skapa en helhet i en svensk Reggio Emiliainspirerad förskola.

  • 270.
    Karlsson, Leif
    et al.
    Högskolan i Kristianstad.
    Svensson, Lars
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture.
    Editorial: Work-Integrated Learning in Scandinavia2011In: Learning Communities: International Journal of Learning in Social Contexts, ISSN 1329-1440, Vol. 1, no 2, p. 2-3Article in journal (Refereed)
  • 271.
    Karlsson, Linda
    University West, Department of Social and Behavioural Studies, Psychology and organization studies.
    Den förutsägbara oförutsägbarheten: om flexibilitet, kompetens och lärande i skolans arbetsliv2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This qualitative study aimed to examine the organization of two schools by the term flexibility. School personnel was interviewed, using six semi-structured interviews, about their experiences of possible latitude and the breadth and variety of tasks. The study's purpose was to find out which learning processes and competences developed to cope with the requirement for flexibility.

    The study showed that school personnel work was unpredictable, changeable, diverse and demanding from different directions. The respondents had more tasks of an administrative nature nowadays and their professional roles have become complex and broadened. Many worked in their spare time to feel they "catch up" on work. It was felt that the organization wasn't flexible, but that it expected that employees were flexible and worked to achieve the goals with limited latitude. Respondents believed that a greater synergy between education and employment was required, so that the programs are more reality-based and updated.Colleagues, along with experience, appeared to be the most important to manage the requirements for flexibility.

    Teachers experienced, to a greater extent than other employees, more freedom and more time with colleagues and thus had greater opportunities for development-oriented learning and competence development, rather than adaptation-oriented learning. Other professionals believe that planning time and involvement in work teams is required to a greater extent for competence and learning development. This study has some similarities to earlier research, but it also shows that there is a need for more research in this area. There is a need for learning - and skills development strategies for complex jobs and how they should be managed in an empowering way. My study could be a contribution to a basis for such research.

  • 272.
    Kassem, Rim
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lärares laborativa arbete i matematikundervisningen: En kvalitativ studie i åk 1–3.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Enligt Skolverket (2016) ansvarar läraren för att eleverna får möta olika undervisningsformer i matematikundervisningen, "läraren ska svara för att eleverna får pröva olika arbetssätt och arbetsformer" (Skolverket, 2016, s.15). Forskning som PISA (2012) visar att elever har ett sjunkande resultat i ämnet matematik och det kan finnas en koppling mellan de stöd eleverna får i matematikundervisningen och det sjunkande resultatet i matematik (Skolverket, 2013).

    Syfte: Syftet med studien är att undersöka vad lärare har för kunskaper om laborativt arbete i matematikundervisning, i vilken utsträckning lärarna arbetar med laborativ matematikundervisning och hur lärarna ser på laborativ matematikundervisning.

    Metod: Den valda metoden är en kvalitativ metod där semistrukturerade intervjuer har använts för att besvara studiens frågeställningar. Fem intervjuer genomfördes med utbildade lärare som undervisar i åk 1–3. Intervjuerna spelades in med en tekniskt ljudapparat. Data som samlades in transkriberades och analyserades sedan.

    Resultat: Resultatet från studien visar att lärare har olika mycket kunskaper om laborativ matematikundervisning. Trots det kunde alla definiera ett laborativt arbetssätt. Resultatet visar att lärare som påstås inte ha mycket kunskaper om laborativ matematikundervisning använder det i syftet att variera, komplement och för att belöna eleverna. De lärare som påstås ha mycket kunskaper om laborativ matematikundervisning använder sig av det som ett naturligt inslag i matematikundervisningen för att eleverna behöver det och för att gå från konkret till abstrakt vid introduktion av ett nytt arbetsområde. Det framgår även i resultatet att lärare har olika syn på laborativ matematikundervisning. Vissa lärare ställer sig positiva till laborativ matematikundervisning medan andra lyfter nackdelar som att det är tidskrävande och de finner svårigheter med att utmana alla elever.

  • 273.
    Kauffeldt, Anders
    et al.
    University West, Department of Nursing, Health and Culture.
    Velander, Eva
    University West, Department of Nursing, Health and Culture.
    Att handleda handledare: ett led i arbetsintegrerat lärande2004Report (Other (popular science, discussion, etc.))
  • 274.
    Kecevic, Emma
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Salkovic, Rusmir
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    En kvalitativ studie om prestationsbaserad individuell lönesättnings inverkan på sociala relationer inom skola2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This qualitative study aimed to examine the impact of individual performance-based pay on social relations in school. School personnel was interviewed, using seven semi-structured interviews, about their experiences. The study showed that individual performance-based pay requests, clarity, justice and confirmation of their work. The respondents experienced a lack of clearly defined pay criteria.

  • 275.
    Kihlberg, Emma
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Atle, Ylva
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Intersektionalitet och maktstrukturer i skönlitteraturens värld: En läromedelsgranskning av skönlitterära texter i en läroboksserie i ämnet svenska2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Skolans värdegrund bygger på tanken om alla människors lika värde och skolan ska arbeta för att motverka maktstrukturer som exempelvis könsmönster och rasism. Under sin grundskoleutbildning får elever ta del av en stor mängd skönlitteratur, vilket delvis sker genom läroböcker. I skönlitterära texter förekommer det olika karaktärsbeskrivningar, miljöer och värden som kan bidra till att olika maktstrukturer skapas och förmedlas genom språket både implicit och explicit. Dessa maktstrukturer skapas inte enbart genom att olika identiteiskategorier som kön, klass, och etnicitet verkar enskilt, utan även genom att de samverkar med varandra. Då den statliga granskningen av läromedel upphörde på tidigt 1990-tal i samband med att skolan blev kommunal medförde detta att det inte längre finns någon garanti för att de läromedel som används är i enighet med skolans värdegrund. Detta gör att det blir av betydelse att granska läromedel. Tidigare forskning inom ämnet visar övergripande att skönlitterära texter i läromedel förmedlar normreproducerande konstruktioner av det manliga och kvinnliga könet samt att det manliga västerländska konstrueras som normen. Forskningen visar även övergripande att konstruktioner av klass, kön, och etnicitet samverkar och bidrar till att skapa maktstrukturer där det icke-västerländska positioneras i underläge mot det västerländska samt det kvinnliga positioneras i underläge mot det manliga.

    Syfte: Uppsatsens huvudsyfte är att problematisera hur olika konstruktioner av kön, klass och etnicitet skapas och samverkar genom karaktärsbeskrivningar i läromedlet Zick Zack Läsrummet åk 4–6. Uppsatsens kompletterande syfte är att problematisera om och isåfall hur olika maktstrukturer konstrueras genom karaktärsbeskrivningarna.

    Metod: För att uppfylla syftet med studien och besvara frågeställningarna har en kvalitativ textanalys som är inspirerad av ett fåtal diskursanalytiska utgångspunkter tillämpats på skönlitterära texter från läromedlet Zick Zack Läsrummet åk 4–6.

    Resultat: Resultatet av vår undersökning visar att karaktärerna i läroböckerna till största del är normreproducerande. Undersökningen visar att kön, klass och etnicitet skapas och samverkar genom i huvudsak normreproducerande konstruktioner och därmed befäster maktstrukturer. Vår övergripande analys visar att maktstrukturerna "manligt överordnat kvinnligt", och "västerländskt överordnat icke-västerländskt" skapas genom karaktärsbeskrivningarna i de skönlitterära texterna.

  • 276.
    Kirpensteijn, Matilda
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Rytting, Katarina
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Förändring och ledarskap inom Human Service Organisations: En kvalitativ studie om chefers förutsättningar att leda vid förändringsarbete2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den aktuella studien är att undersöka hur första linjens chefer upplever att leda i förändringsarbete men även vilka organisatoriska villkor och kulturella aspekter som påverkar dem inom Human Service Organisations. Förändringsuppdrag sker ofta i en politisk styrd organisation för att förhålla sig till lagstiftning, politiska beslut, policyimplementeringar och rådande normskiftningar i samhället. Studien utfördes i syfte att få en unik inblick från chefernas egna perspektiv i arbetet med förändringsarbete. Studiens informanter bestod av fem kvinnliga första linjens chefer från tre olika kommuner i Västra Götaland med ansvar över budgetering, personalansvar, verksamhetsansvar och arbetsmiljöansvar. Studien genomfördes genom kvalitativa semi-strukturerade djupintervjuer med utgång i hermeneutisk ansats. Därefter genomgick insamlat material en tematisk innehållsanalys utifrån KASAM-begreppen; begriplighet, hanterbarhet och meningsfullhet. De resultat som återfanns var att första linjens chefer inom HSO upplever att kollegialt stöd är av stor vikt för dem i förändringsarbete. De uttrycker även att de kulturella faktorer och organisatoriska villkor inom organisationen ges dem i form av olika stödfunktioner och det kollegiala stödet bidrar till att de kan genomföra förändringsarbete. Våra egna slutsatser av det inhämtade materialet är att första linjens chefer inom HSO upplever sig klämda mellan tillgängliga resurser och krav utifrån att de ständigt förhåller sig till tidsbrist att utföra förändringsuppdrag. Vidare är de kulturella förutsättningar som återfunnits i resultat att cheferna anser att kollegialt stöd är av stor vikt för dem att arbeta med förändringsarbete och i förlängningen att stanna kvar på sin tjänst. Den socialpedagogiska implikationen blir vidare att förändring är ständigt närvarande i arbetet med människor.

  • 277.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Existential Questions in Religious Education: Opening up Discussions in Upper Secondary School2018In: Challenging Life: Existential Questions as a Resource for Education / [ed] Jari Ristiniemi, Geir Skeie, Karin Sporre (Editor), Münster: Waxmann Verlag, 2018, 1. Auflage, p. 397-415Chapter in book (Other academic)
  • 278.
    Kittelmann Flensner, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, G
    University of Gothenburg, Department of Literature, History of Ideas, and Religion,.
    Swedish religious education at the end of the 1960s: Classroom observations, early video ethnography and the national curriculum of 19622014In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 36, no 2, p. 202-217Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to present a unique corpus of film-recorded classroom observations of sixth-grade classes (age 12-13) in the Swedish cities of Gothenburg, Partille and Trollhättan in the late 1960s. The material documents how RE could be taught in Swedish schools in line with the curriculum of Lgr 62 which internationally was an early attempt to design an approach to religious education (RE) which responded to demands of pluralism and objectivity and before the name of the subject was changed from Christian Religious Education (CRE) (Kristendomskunskap) into RE (Religionskunskap). The aim is also to scrutinise how the documented teaching and classroom activities relate to the curriculum of the time. 52 film-recorded classes in CRE have been analysed. One result-not surprisingly, as the teachers knew that they were being filmed-is that the content of teaching follows the CRE syllabus. As Christianity occupies the bulk of teaching time, it can be questioned whether the subject meets the objectivity requirement. There were few references to the experience of the pupils and the surrounding society. The heated public debate about the subject is not observable in the classroom. © 2013 Christian Education.

  • 279.
    Kittelmann Flensner, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, Göran
    University of Gothenburg, Department of Literature, History of Ideas and Religion, Box 200, Gothenburg, S-405 30, Sweden.
    Säljö, Roger
    University West, School of Business, Economics and IT, Division of Business Administration. University of Gothenburg, Department of Education, Communication and Learning, Box 100, Gothenburg, S-405 30, Sweden.
    Jihadists and refugees at the theatre: Global conflicts in classroom practices in Sweden2019In: Education Sciences, E-ISSN 2227-7102, Vol. 9, no 2, article id 80Article in journal (Refereed)
    Abstract [en]

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

  • 280.
    Kittelmann Flensner, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lippe, Marie Von der
    University of Bergen, Department of Archeology, History, Culture Studies and Religion, Norway.
    Being safe from what and safe for whom?: A critical discussion of the conceptual metaphor of "safe space"2019In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 30, no 3, p. 275-288Article in journal (Refereed)
    Abstract [en]

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

  • 281.
    Kjellgren, Hanna
    University West, Department of Economics and IT, Division of Law, Politics and Economics.
    Skolan som värdeförmedlare2007In: Skolan som politisk organisation / [ed] Jon Pierre, Malmö: Gleerup , 2007, p. 121-144Chapter in book (Other (popular science, discussion, etc.))
  • 282.
    Kjellén, Bengt
    University West, Department of Economics and IT, Division of Business Administration.
    The "distant future" of case teaching2007In: International Journal of Case Method Research & Application, ISSN 1554-7752, Vol. XIX, no 3, p. 221-228Article in journal (Refereed)
    Abstract [en]

    Increasingly, academic and further education are offered via the Web. It may be said that the increase in the number of courses and programs available through this channel has not been matched by an increase in the quality of teaching and in examples of excellent use of technology itself. Efforts to develop and sustain teachers and teaching methods, as well as systems of delivery, therefore, seem to be necessary, if not already overdue. This paper outlines some recent trends in Swedish distance education, among them learning centres and the Swedish Net University, and tries in that context to identify the place and form of case teaching in a probable and probably not so distant future.

  • 283.
    Kjellén, Bengt
    et al.
    University West, School of Business, Economics and IT, Division of Business Administration.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Work-Integrated Learning in the Classroom2014In: Proceedings WACE Conference, June 2-4 2014 University West, Trollhättan, Sweden, 2014Conference paper (Other academic)
    Abstract [en]

    Work-Integrated learning (WIL) is a globallygrowing philosophy for higher educational practice.The bottom-line of this pedagogical philosophy is the belief in the potential added value of integrating theoretical academic studies with applications of said theories in various professional fields(education, nursing, engineering, etc.)In order to capitalise on the proposed WIL-values, institutions of higher education design different WIL-models where students enter into their future areas of profession through for instance sandwich-education, cooperative education, practicums, preceptorships, internships and other educational designs in the spirit of WIL.In order to achieve the desired integration, however, it is often necessary to overcome certain obstacles in the academic environment, such as lack of resources and ingrained habits and teaching traditions.This paper reports on a study of how classroom practices reflect and areaffected by WIL as the University profile,that was undertaken in order to address some ofthese problems. The results show the contours of a design framework of how WIL as a pedagogical philosophy could be realised in the classroom and the paper proposes a taxonomy of WIL-related activities that could aid in this realisation. It also presents the results of applying that taxonomy on existing University courses and programmes. Finally, it discusses some aspects regarding the use of the taxonomy for instructional design and what they point to as areas of further research.

  • 284.
    Kjellén, Bengt
    et al.
    University West, School of Business, Economics and IT.
    Tegnborg, Annelie
    University West, Department of Studies of Work, Economics and Health.
    Vad lärare anser vara AIL2004In: Arbetsintegrerat lärande / [ed] Theliander, Jan, Lund: Studentlitteratur , 2004, 1, p. 143-152Chapter in book (Other academic)
  • 285.
    Klapp, Alli
    et al.
    University of Gothenburg, Department of Education and Special Education Gothenburg, Sweden.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture. University of Gothenburg, Department of Education and Special Education Gothenburg, Sweden.
    Gustafsson, Jan-Eric
    University of Gothenburg, Department of Education and Special Education Gothenburg, Sweden.
    The effect of being graded on later achievement: evidence from 13-year olds in Swedish compulsory school2016In: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820, Vol. 36, no 10, p. 1771-1789Article in journal (Refereed)
    Abstract [en]

    The purpose of the study was to investigate how grading of students in primary school affected achievement measured by grades one year later, and how the effect varied as a function of cognitive ability, gender and socio-economic status. The data derive from The Evaluation Through Follow Up longitudinal project. Through a national curriculum change one group of students received grades and one group of students did not receive grades in the 6th Grade, while both groups of students received grades in the 7th Grade. A quasi-experimental design was thus created, with two comparable groups of students. The subjects were 8558 students born in 1967. Several multiple regression models were fitted to the data. The results showed no main effects of grading on subsequent achievement, but there were important differential effects: graded students with low cognitive ability received lower subsequent grades. The results also showed interaction effects between gender and grading and between gender and cognitive ability.

  • 286.
    Klapp Lekholm, Alli
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Likvärdig betygsättning?: en problematik med två fallbeskrivningar2011In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 169-184Chapter in book (Other academic)
  • 287.
    Klapp Lekholm, Alli
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lärares betygsättningspraktik2010In: Bedömning för lärande: en grund för ökat kunnande / [ed] Eklund, Solweig, Stockholm: Stiftelsen SAF i samarbete med Lärarförbundet , 2010, p. 20-29Chapter in book (Other academic)
  • 288.
    Klapp Lekholm, Alli
    et al.
    University of Gothenburg, Department of Education.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Effects of student characteristics on grades in compulsory school2009In: Educational Research and Evaluation, Vol. 15, no 1, p. 1-23Article in journal (Refereed)
  • 289.
    Klapp Lekholm, Alli
    et al.
    Göteborg university, Department of Education.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    The Influence of Student Characteristics and Gender on Grades in Compulsory School2008Conference paper (Other academic)
  • 290.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "I think I would have learnt more if they had tried to teach us more"2009In: ECER European Community for Educational Research, 2009Conference paper (Other academic)
  • 291.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    'I think i would have learnt more if they had tried to teach us more' - performativity, learning and identities in a swedish transport programme2012In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 7, no 1, p. 77-92Article in journal (Refereed)
    Abstract [en]

    This study is based on an ethnography that was carried out in the Transport Programme (TP) in a Swedish upper secondary school (in this paper referred to as Rockmeadows High). The research is part of a larger project focusing on discourses on Intelligence in Swedish upper secondary school, and how these are produced and used in different educational contexts. The title of the article quotes Emily, a hardworking and high-achieving TP student. Emily is disappointed that the academic courses much of the time operate on a rote level, and that teachers' expectations on the students in the programme generally are quite low. The present study also indicates, in line with several studies of vocational education in Sweden, that academic courses in vocational programmes often seem to provide scarce opportunity for theoretical learning and higher order thinking. Others suggest that the vocational courses present better conditions for such learning. The present article explores learning and instruction in different subjects and the conditions that are structuring them. It discusses the possibility that performativity pressure is one of the structuring forces. 'Performativity' is used here to refer to the notion that individuals and systems are valued based on their measured performances in regard to standards, and identified by those standards. Thus ascribed values become ends in themselves and render the use value of knowledge subordinate to the exchange value. This means that not only knowledge but also the pedagogical interaction and relationships become commodified. This is exactly what happens when new managerialism and economic rationality are imposed on the education system, as it has been throughout the Western world in the last decades. Swedish educational policy has gone far down this road, focusing measurable outcomes, individual choice and competition on all levels as means for quality. Still, not all spheres of education are dominated by the economistic rationality, as this articles aims to demonstrate and discuss. © 2012 Taylor and Francis Group, LLC.

  • 292.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Identitetserbjudanden och lärar–elevrelationen2012In: Lärare och lärande i yrkesprogram och introduktionsprogram / [ed] Henning Loeb, Ingrid & Korp, Helena, Lund: Studentlitteratur, 2012, 1. uppl., p. 95-112Chapter in book (Other academic)
  • 293.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kunskapsbedömning: Vad, hur, varför? :  kunskapsöversikt2011 (ed. 2)Book (Other academic)
    Abstract [sv]

    I den här kunskapsöversikten sammanställs forskning inom området bedömning och den riktar sig främst till lärare och rektorer. Kunskapsöversikten behandlar frågor som: Hur påverkas elever av de bedömningar som de är med om i skolan? Hur lär sig elever? Vad har elever rätt att lära sig i skolan? Vilka kunskaper är värda att överföra till nästa generation? Hur kan man som lärare veta vad någon annan kan och vet?

  • 294.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lika chanser i gymnasiet?: en studie om betyg, nationella prov och social reproduktion2006Doctoral thesis, monograph (Other academic)
  • 295.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Nationella prov och likvärdig betygssättning i gymnasiet2010In: Bedömning i och av skolan: praktik, principer, politik / [ed] Folke-Fichtelius, Maria, Lundahl, Christian, Lund, 2010, 1, p. 143-157Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet handlar om hur nationella prov används i gymnasiet och hur de fungerar som stöd för likvärdig betygssättning i olika program och ämnen. Det tar också upp olika modeller för betygssättning och diskuterar bedömning, betygssättning och likvärdighet i ett vidare perspektiv.

  • 296.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    What counts as being smart around here? the performance of smartness and masculinity in vocational upper secondary education2011In: Education, Citizenship and Social Justice, Vol. 6, no 1, p. 21-37Article in journal (Refereed)
    Abstract [en]

    This article is based on an ethnographic study of the transport program, a vocational education with strong masculine tradition, in a Swedish upper secondary school. It looks at the ways that notions of intelligence and smartness are culturally produced and used in the daily practises of students and teachers. In the article, I discuss how such notions inform, but also limit, students' learning and their constructions of identity in school, with possible consequences for their futures, and for the reproduction of social and gender-based inequalities in the wider society. My aim is to challenge taken-for-granted assumptions about cognitive ability and school results, and to point to the capacity of the concept of smartness as such to contribute to producing unequal outcomes in a school system, which allegedly offers all students, regardless of social background and gender, equal chances to succeed. © The Author(s) 2011.

  • 297.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Erlandson, Peter
    Beach, Dennis
    Jonsson, Anna-Carin
    What counts as being smart around here?: Students' identity making and valued discourses in vocational upper secondary education2009In: Oxford Ethnography and Education Conference, 2009Conference paper (Other academic)
  • 298.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Individual Education Plans: sustaining or challenging power relations?2012In: ECER EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION: The Need for Educational Research to Champion Freedom, Education and Development for All, 2012Conference paper (Refereed)
    Abstract [en]

    This study is based on an analysis of a sample of so called Individual Education Plans (IEP) from 233 Swedish students in grade five. It addresses three questions:

    ·         What forms of knowledge and modes of learning are focuses in the EIP:s?

    ·         How can the information in the IEP:s be interpreted in terms of its potential contribution to students’ learning and control over their learning?

    ·         Does the potential contribution of the IEP:s to students’ learning and agency vary between schools according to the parents’ education, the proportion of students with foreign background, the proportion of students that passed the national assessment and to whether the IEP is digitalized.

    The framework involves sociological theories (e.g. Bourdieu and Bernstein), as well as educational theories about assessment and learning. The results will also be discussed in regard to the wider issue of performativity in a European context (e.g. Ball, 2003).

    Formally the IEP serves two purposes in the Swedish school system – to summarize the students’ achievements in regard to objectives and standards for each subject in order to inform the students and their parents, and to guide future learning. Unlike in most countries, the IEP:s are mandatory for all students in the Swedish compulsory school system – not only students with special educational needs.

    The IEP should be elaborated and revised in a parent-teacher conference twice a year, but should, according to policy, be used by the students and the teachers throughout the school year in planning, guiding and evaluating learning. Thus, the idea of IEP is well in line with the notion ofassessment for learning, which stress that assessments in regard to pre-specified criteria that mirror learning objectives are powerful in enhancing students’ achievements, self-efficacy and motivation.

    There is much empirical evidence that assessment for learning indeed have these effects, and moreover that students from educationally and economically less privileged families, second-language learners and students with weak school results tend to benefit the most (William, 2010; Hattie & Timperley, 2007). However, for assessments to have these effects, they must meet certain criteria, e.g. for feedback to be clearly related to the target, detailed and concrete, directed at the process and supportive (Shute, 2007). Conversely, assessment/feedback that focuses on students’ personality, is judgmental or compares students to one another, are likely to debilitate students’ motivation, self-efficacy and future achievements (Harlen & Deakin Crick, 2002).

    Morover, IEP can, through its gentle and student-centered appearance also reinforce the control function of the school at the expense of the students’ power and control, and particularly so for students whose cultural and social background have made t them less prepared to interpret the school’s “hidden curriculum” (Bunar, 2001; Dovemark, 2004).

    Thus, the consequences of the use of IEP-practice is contingent, since in theory it seems to hold the potential to empower students (in general and students with weak cultural capital in particular) as well as the opposite – to disempower them. 

    Method

    The study includes 233 individual development plans from students in their fifth grade (aged 11-12), in five municipalities and thirty one schools in western Sweden. The plans were obtained by a systematic sampling at each school, where alphabetical lists from all classes in the relevant grade in each school were sequenced and every fifth name on the list was drawn. The written assessments and the formative comments will be analyzed and coded in regard to forms of knowledge and modes of learning; potential effects on learning and control over learning. Bi-variate analyses will then be carried out on the material in regard to school variables related to the parents’ education, the proportion of students with foreign background, the proportion of students that passed the national assessment and to whether the IEP is digitalized.

    Expected Outcomes

    Preliminary analyses, in line with previous studies, suggest that the feedback and feedforward provided in the IEP often include statements about students behavior and personal qualities, focus mostly on Swedish, mathematics and English, and tend to focus on atomistic knowledge rather than higher order thinking (Andreasson, 2007). The information is mostly too scarce and vague to be useful as guidance for students in planning future learning. Thus, generally the IEP:s do not seem to meet the criteria for assessments that increase students control over their learning or boost their results and self-efficacy. However, as previous studies too have shown, there is a variation between schools. Our most significant observation is that schools with digital IEP:s tend to provide richer and more curriculum aligned feedback than other schools. We have not yet systematically explored the variation in the content of the IEP:s in regard to the schcools’ student population or results. Such patterns do not seem to stand out, however.

    References

    Andreasson, I. (2007). Elevplanen som text: om identitet, genus, makt och styrning i skolans elevdokumentation. Göteborg: Acta Universitas Gothoburgensis. Ball, S.J. (2003). The teachers’ soul and the terrors of performativity. Journal of Education Policy, 18 (2), 215-228. Bunar, N. (2001). Skolan mitt i förorten: fyra studier om skola, segregation, integration och multikulturalism. Diss. Växjö : Univ., 2001. Eslöv. Dovemark (2004). Ansvar – flexibilitet – valfrihet: en etnografisk studie om en skola I förändring. Göteborg: Acta. Harlen W, Deakin Crick R (2002) A systematic review of the impact of summative assessment and tests on students' motivation for learning. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Hattie, J. & Timpeley, H. (2007). The power of feedback. Review of Educational Research, 77, s. 81-112. Shute, V.J. (2008). Focus on Formative Feedback. Review of Educational Research. Vol. 78, No. 1, (s.153–189). William, D. (2010). An Integrative Summary of the Research Literature and Implications for a New Theory of Formative Assessment. I Andrade, H.L. & Cizek, G.J. (red.) Handbook of formative assessment. New York: Routledge.

  • 299.
    Kristensen, Alexia
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Schön, Cecilia
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Kan ökad kompetensutveckling, arbetsengagemang och arbetstillfredsställelse öka arbetstagarens avsikt att stanna på arbetsplatsen?2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Organizations strive to maintain competence in the workplace in order to continue to be competitive in today's labor market. The study was based on social exchange theory (SET) and Job Demands-Resources (JD-R). Hypotheses were based on positive correlations between competence development (KU), work engagement (AE), job satisfaction (AT) and intention to stay (AS).

    The purpose of the study was to investigate the links between competence development, work engagement, job satisfaction and the intention to stay in the workplace. Furthermore, the study investigated which of these variables was most crucial for the employee's motivation to stay in the workplace.

    The participants in the study (N 56) answered a questionnaire intended to measure KU, AE, AT and AS. The survey questions were constructed from previously validated measuring instruments.

    The results analysis was carried out using Spearman's rank correlation analysis, which showed that all variables correlated highly with each other and showed statistical significance (p ≤ .001).

    The conclusion in the study was that all variables, correlated with each other, and that work involvement was the variable that showed the strongest correlation with intent to stay.

  • 300.
    Kristiansson, Lilia
    University West, Department of Engineering Science, Division of Mechanical Engineering. University West, Department of Engineering Science, Division of Industrial Engineering and Management, Electrical- and Mechanical Engineering.
    Competence development through Project-based learning in higher education i Sweden and England2012In: 40th annual congress of the Nordic Educational Research association, NPFP/NERA: 8-10 mars, 2012, Copenhagen, Aarhus: Department of Eduation, Aarhus University , 2012, p. 286-Conference paper (Refereed)
    Abstract [en]

    The focus of higher education curricula has been changing from factual knowledge acquisition to developing students competences in response to a changing professional environment in the context of a knowledge economy and labour market globalisation.

    Despite these social changes, existing teaching and learning strategies in Engineering are still mainly lecture-based.

    We investigate competence development using a Project- Based Learning (PrBL) environment on a range of Engineering programmes at Lancaster University, UK and Högskolan Väst, Sweden. We evaluate the PrBL potential to enhance student employability prospects.

    PrBL is an example of collaborative student-focussed learning underpinned by constructivist theory which encourages deeper learning via construction of meaning, connection of ideas and creation of meaningful artefacts. PrBL stimulates collaborative knowledge building among participants and develops a range of skills through creating an informal learning environment. First and second-year students on undergraduate programmes in Engineering departments in both universities with projects as part of their course participated in this study. In the UK the students had to design, build and test two types of robots. The Swedish students were given a project to make calculations for a pump with preset parameters. The projects were designed to help the students acquire competences relevant to their future career. All students worked in small groups. After finishing their projects, the students completed an open-ended questionnaire about their experiences.

    The students evaluated PrBL positively, stating that they developed problem solving and analytical skills and the ability to apply mathematical tools. They highly rated collaboration with peers and emphasised the necessity of developing time management, communication and organisational skills.

    Higher education systems in Europe including Scandinavia are facing new challenges in developing students' employability. We conclude with recommendations for promoting PrBL in university courses as it contributes to competence development and is an efficient tool when administrative resources are limited and when academic staff are faced with large student numbers.

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