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  • 351.
    Nielsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Den bortglömda kroppen i läs- och skrivarbetet2009In: Att bygga broar – kulturella, språkliga och mediala möten: Sjunde nationella konferensen i svenska med didaktisk inriktningsamtFörsta nordiska konferensenpåLärarutbildningen vid Malmö högskola 18-20 november 2009, 2009Conference paper (Refereed)
    Abstract [sv]

    Konsten att läsa och skriva, och hur barn och unga tillägnar sig denna konst, har uppfattats på olika sätt, beroende på det teoretiska tänkande man stödjer sig på. Därför har olika aspekter lyfts fram och gjorts synliga medan andra har skjutits i bakgrunden eller helt ignorerats.

    Ur ett behavioristiskt perspektiv har läsning och skrivning setts som enkelt mätbara färdigheter. Med en kognitiv infallsvinkel har man i stället poängterat elevens språkliga medvetenhet och förståelse. Från ett sociokulturellt perspektiv har man fokuserat hur människor deltar och lär i olika skriftspråkliga praktiker. Med en interaktionistisk utgångspunkt har man lagt särskild vikt vid samspelet runt skriftspråket. I detta paper undersöker jag de fenomenologiska aspekterna av läsning och skrivning och deras betydelse för lärandet. Merleau-Ponty beskriver människan som en helhet; kropp och själ, tanke och känsla, vilja och handling kan därför inte åtskiljas när vi försöker förstå en människa, de utgör aspekter av samma helhet.

    Vilka blir då konsekvenserna för hur vi uppfattar läsning och skrivning om vi, förutom färdigheter, metakognition, lärande i praktiken och lärande tillsammans också tar hänsyn till att det faktum att vi är kroppssubjekt, eller med ett fenomenologiskt uttryck, ”levda kroppar”, situerade i tid och rum?

  • 352.
    Nielsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Excellent literacy teachers in early school-years, a comparative study2010In: Active citizenship, 2010Conference paper (Refereed)
  • 353.
    Nielsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Fattades hon hade jag aldrig kommit så här långt2007In: Läsning, ISSN 0349-9855, Vol. 32, no 2, p. 28-31Article in journal (Other academic)
  • 354.
    Nielsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    I can!2012In: The 40th Annual Congress of the Nordic Educational Research Association, 8 – 10 March 2012,  Copenhagen, Denmark: Abstract book, Copenhagen: Department of Education (DPU) at Aarhus University , 2012, p. -s56Conference paper (Other academic)
    Abstract [en]

    In the symposium I want to discuss what students with severe reading and writing problems or dyslexia tell about what help and support they want from their teachers.

    The theoretical framework of the study is life world phenomenology, especially focussing on Merleau-Ponty's body concept, the lived body (1962, 1999). Data were produced in recurrent conversations with the nine participants in the study during one academic year. Analysis was carried through hermeneutically.

    The results indicate that crucial aspects for those who struggle with reading and writing are that the teacher provides them with time, space and necessary tools for learning. Most important is that the teacher recognizes their striving and supports their experience of I can. To be able to overcome one's literacy difficulties thus appears to be an existential matter.

    Since reading, writing, and literacy are of great importance in all educational settings today, as well as at work and for life in society, this study is relevant not only in the Nordic countries but around the world.

  • 355.
    Nielsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Jag kan!2011In: Undervisning och existens / [ed] Claesson, Silwa, Göteborg: Daidalos , 2011, p. 87-113Chapter in book (Other academic)
  • 356.
    Nielsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Rum för läsning och skrivning2006In: Läsning : medlemsblad för SCIRA - den svenska riksorganisationen för läsundervisning och läsforskning, ISSN 0349-9855, Vol. 31, no 2, p. 12-19Article in journal (Other academic)
  • 357.
    Nielsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The Most Important Thing: According to the Students2007In: Checkpoint Literacy, 2007Conference paper (Other academic)
  • 358.
    Nielsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The Most Important Thing: Students with Reading and Writing Difficulties Talk About their Experiences of Teachers' Treatment and Guidance2011In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 55, no 5, p. 551-565Article in journal (Refereed)
    Abstract [en]

    Dyslexia is a well-known phenomenon and help and assistance are offered to pupils and students who experience literacy difficulties on a regular basis. But what help do they need and want? In this article the responses people with reading and writing difficulties/dyslexia give to this question are discussed. What, if we take the student's own viewpoint, is the most important thing the teacher can do? The students never mention any particular teaching methods. What appears as important to them is that the teacher sees them as individuals, not just as dyslectics, understands the special difficulties with which each individual must grapple, and provides the students with suitable tools for their learning as well as necessary time and space.

  • 359.
    Nielsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Where is my body when I’m reading?2009In: Literacy as worldmaking, 2009Conference paper (Refereed)
    Abstract [en]

    Reading and writing have been investigated from different perspectives. Depending on the perspective adopted, while some aspects of the phenomena have become visible others have been ignored. From a behaviouristic perspective, reading and writing have been looked upon merely as easily-measurable skills. From a cognitive perspective, however, it is the pupil’s understanding of the alphabetic code and linguistic awareness that have been at the forefront.

    From a socio-cultural viewpoint, focus has been directed towards how people learn and participate in different literacies in their social lives, how literacy practices are developed in different contexts, and the nature of the connection between literacy and power.

    In this paper I want to explore the phenomenological aspects of reading and writing. What do we see when we consider our embodied existence? Merleau-Ponty believes that man is an indivisible whole; thus the mind can’t be understood without the body, nor the body without the mind. What, then, are the consequences for our understanding of reading and writing when, in addition to aspects of skill, meta-cognition and learning in practice, account is also

    taken of the fact that we are lived bodies, situated in time and space?

    The method I employ is a philosophical exploration. I illustrate my discussion with anecdotes from an on-going class-room study and narratives from an earlier interview study.

  • 360.
    Nielsen, Cecilia
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hansen Orwehag, Monica
    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.
    Lundström, Marita
    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.
    Vikström, Ragnhild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Konsten att navigera mellan individ och grupp: lärares uppdrag i skola, förskola och fritidshem2011 (ed. 1. uppl.)Book (Other academic)
  • 361.
    Nielsen, Cecilia
    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.
    Individen och gruppen2011In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 21-37Chapter in book (Other academic)
  • 362.
    Nielsen, Cecilia
    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.
    Johansson, Eva
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Mellan teori och praktik: Vad ser lärarstudenter under VFU?2010In: At läre at väre lärer -: professionen i läreruddannelsen / [ed] Per Jessen Nielsen, Hjørring: University College Nordjylland , 2010Conference paper (Other academic)
    Abstract [sv]

    Lärarutbildningens uppgift är att utbilda studenter till att kunna leda arbetet i en klass eller en barngrupp, men också att samtidigt kunna möta och utveckla var och en av de enskilda barnen och eleverna. Hur lärare i verksamheten hanterar detta dubbla uppdrag har varit föremål för en studie där också studenter engagerats. Den forskningsfråga som undersökts är: Hur balanserar lärare i verksamheten mellan ansvaret för hela gruppen och för varje enskilt barn? Studen­ter har, under sin verksamhetsförlagda utbildning (VFU), gjort observationer och intervjuer med sina handledare. De texter som studenterna sedan lämnat in har analyserats av forskarna. Här rapporteras vad analysen visar att studenterna har valt att se, men också, i nästa steg, vad de kunnat se med tanke på de förutsättningar den högskoleförlagda utbildningen (HFU) givit dem. Teman som belyses är:

    • Vilket slags situation har studenten valt att beskriva?
    • Ligger fokus på kunskaper eller sociala relationer?
    • Vad innebär ”grupp” rent konkret i denna text?
    • Beskrivningens genre och saklighet.
    • Vem eller vad lyfts fram eller utgör figur i texten?
  • 363.
    Nilsson, Anna
    et al.
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Stjerna, Josefine
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Vad skall du bli när du blir stor?: En kvalitativ studie om ungdomars drömjobb2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is identify aspects of  young peoples’ in Western Sweden dream jobs looks and which describe the factors that respondents think will affect their ability to reach these dream jobs. This is a qualitative study, using information from five focus groups, involving 22 students. This study identified the various factors that youths in the third year in high school think are important when they think about their future employment. The young people described in this study are faced with decisions regarding education and employment that will have consequences throughout their lives. This study’s results show that the young participants described here value ​​the feeling of enjoying the social aspects of work as most important, along with a good salary. Respondents want to earn enough to afford to do what they like to do, and say that their spare time and family are highly valued. The descriptions of dream jobs vary widely, including personnel manager, psychologist, hairdresser and construction engineer. In order to obtain their dream jobs, most respondents believe that they need additional education. Some of the respondents feel that a break from studying can prevent them from reaching their dream jobs, as they feel that employment would be a hindrance to returning to school. On the other hand some of the respondents felt that a break between gymnasium and higher education might be a good idea, as they are not able to identify their dream job yet. Most respondents set high priorities on finding work that fits their own personalities and making sure that their work was meaningful for them.

  • 364.
    Nilsson, Galina
    et al.
    University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Luchinskaja, Elena
    Leeds Universitet, UK.
    Providing university students vith effective maths support2013In: The 41st Annual Congress of the Nordic Educational Research Association: Disruptions and eruptions as opportunities for transforming education. Abstract book., Reykjavik: Nordic Educational Research Association, NERA , 2013, p. 143-Conference paper (Refereed)
    Abstract [en]

    European universities are facing the fact that students entering higher education have a diverse

    level of maths knowledge which is often below university requirements. Teaching such a diverse

    student body is a challenging and complex task. In addition, students struggle with their studies

    which affects the university drop-out rate. This paper addresses the use and organisation of

    maths support provision in two universities: University West, Sweden and Leeds Metropolitan

    University, UK and is part of an on-going research collaboration between the two universities.

    The present study evaluates the efficiency of maths support in these institutions from both the

    academic staff and students’ perspective. Our study was conducted in two stages, based on

    qualitative methodology. We used mixed methods for our data collection: questionnaires for

    students, interviews with tutors and observations during the sessions. The combination of these

    methods gave us a fuller picture of the effectiveness of maths support in these two universities.

    Our study showed that students’ maths abilities and maths support requirements varied a lot.

    First year undergraduate students were mainly struggling to cope with their assignments and

    were looking for additional support to help with that. Often the lack of maths knowledge was

    intertwined with a lack of subject-specific knowledge. From the observations and interviews with

    tutors it was noticeable that students tended to adopt a ’solve it for me’ approach. From students’

    feedback it was clear that they highly appreciated the maths support provision. They found the

    environment more friendly and supportive than normal tutorials. They felt at ease to ask more

    questions and to clearly indicate what they did not know. They appreciated that tutors were able

    to meet their needs and explained the problems in a variety of ways and in small, easy to follow,

    steps.

    The paper concludes with recommendations for improving the effectiveness of maths support for

    students and discusses how the research can be taken further.

  • 365.
    Nilsson, Galina
    et al.
    University West, Department of Engineering Science, Division of Land Surveying and Mathematics. University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Luchinskaya, D.
    Provision of maths support for student in higher education institutions2012In: The 40th Annual Congress of the Nordic Educational Research Association: March 8-10, 2012, Copenhagen, Aarhus: Department of Eduation, Aarhus University , 2012, p. 283-Conference paper (Refereed)
    Abstract [en]

    European countries including Scandinavian countries are facing a crisis in preparing qualified staff for working in science and engineering. Declining numbers of students pursuing careers in these areas and poor quality of maths education in secondary schools are the principal factors contributing to this problem.

    Students entering universities have a diverse level of maths knowledge which is often below university requirements. University teachers face a challenging and complex task of teaching such a diverse student body. One of the most common ways to tackle this problem and to raise the level of students' maths knowledge to the required standard is to introduce a maths foundation course prior to mainstream teaching. However, this is not always possible because of academic staff availability and/or time and cost constraints.

    Another solution is to provide additional help with maths-related problems by running drop-in sessions, workshops and/or tutorials.

    This study analyses the efficiency of maths support provision in two universities: Leeds Metropolitan University, UK and Högskolan Väst, Sweden. This is an on-going collaboration between two universities and in this paper we present the results of this study focussing on the academic staff prospective, using questionnaires, observations and interviews with tutors.

    Based on the collected data we concluded that often students are not fully engaged during workshops. They prefer a 'solve this for me' approach which they try to achieve during individual sessions and which is not always possible with the course tutor. However, implementing methods which increase students' engagement with the learning process (e.g. problem-based learning andpeer-assisted learning) can be more useful. Running subject-specific workshops (e.g. for nurses, business students or teachers) helps to focus on students' particular needs, and individual tutorials can accommodate other needs.

    The paper concludes with recommendations for improving the efficiency of maths support for students.

  • 366.
    Nilsson, Lena
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    The Roles of Participation and Dialogue in Health Promoting Schools: Cases from Sweden2005In: The Health Promoting School: International Advances in Theory, Evaluation and Practice / [ed] Clift, Stephen & Bruun Jensen, Bjarne, Copenhagen: Danish University of Education , 2005, 1, p. 253-269Chapter in book (Other academic)
  • 367.
    Nilsson, Lena
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Vad är ett hälsoäventyr?: Teoribas och diskussion kring upplevelse- och hälsoäventyrspedagogik2008Report (Other academic)
    Abstract [sv]

    Föreliggande rapport utgörs huvudsakligen av en litteraturstudie över områdena upplevelsepedagogik och hälsoäventyrsmetodik i avsikt att undersöka på vilka pedagogiska teorier verksamheten vid Hälsoäventyret Oasen vilar. Tillvägagångssätt har varit att via svenska och internationella databaser söka på de svenska begreppen samt på översättningar som experience och health adventure. Dessutom har verksamheten i viss utsträckning undersökts. Det har gjorts som en diskursanalys av Hälsoäventyret Oasens presentation på www.halsoaventyret.se samt en analys av fyra examensarbeten där några av Oasens program studeras. Avslutningsvis förs en diskussion om kvalitetskriterier för Oasen.

    Resultatet av litteraturöversikten visar att det finns ytterst litet skrivet om upplevelseoch äventyrspedagogik på svenska. Däremot finns en omfattande litteratur om lärande som bygger på experience och om health adventures. Litteraturöversikt, diskursanalys och examensarbeten tydliggör att upplevelsepedagogik och äventyrsmetodik inte är enhetliga begrepp. De kan byggas på skilda pedagogiska grunder allt ifrån Deweys erfarenhetslärande vid 1800-talets slut via frigörande pedagogik till det sena 1900-talets diskussion om multipla intelligenser. Detta innebär att det finns flera stabila grunder.

    Jag har inte funnit någon forskning på området upplevelsepedagogik ställt i relation till hälsoäventyr. Via health adventures kan dock en koppling göras till science centers som utgör en förebild för Hälsoäventyret och därigenom till museipedagogik. På detta område finns en omfattande forskning. En svensk avhandling på området (Fors 2006) samt internationell forskning visar att upplevelser vid museer kan stödjas på till exempel konstruktivistiska eller sociokulturella pedagogiska teorier. Även här finns olika slags pedagogiska teorier.

    Examensarbetena och utvärderingar från andra hälsoäventyr visar att besökare huvudsakligen är nöjda med det som erbjuds vid en verksamhet som Hälsoäventyrets. Kvaliteten vid denna typ av verksamhet kan ökas genom en kontinuerlig reflektion över den egna verksamheten samt en utökad samverkan med de sammanhang som besökarna kommer från. Det betyder att Hälsoäventyret kan behöva göra en utökad omvärldsanalys och initiera en utökad dialog med skolor, det vill säga den verksamhet som har det huvudsakliga ansvaret för barns och ungdomars lärande tillika ett stort ansvar för deras välbefinnande. En sådan samverkan skulle kunna inriktas mot estetiskt lärande vilket framträder i diskursanalysen eller mot det naturvetenskapliga området vilket framträder i parallellen med science centers. Det kan också finnas anledning att se över det sammanhang i vilket Hälsoäventyret befinner sig: kan det folkhälsoarbete som riktar sig till barn och ungdom använda Hälsoäventyret på ett mer genomtänkt sätt?

    Vid arbetet med denna litteraturöversikt har jag inte funnit någon forskning om hälsoäventyr. Hälsoäventyr kan utvecklas som ett unikt forskningsområde för Västra Götalandsregionen. En aktuell ingång till sådan forskning skulle kunna vara via science området med en koppling till begreppet science literacy som innefattar praktiska, medborgerliga och kulturella aspekter av naturvetenskap. En motsvarighet till detta begrepp finns i begreppet health literacy som skulle kunna användas som utgångspunkt för forskning på upplevelse- och hälsoäventyrsmetodik. Health literacy kan innebära att omvandla kunskap och erfarenheter till en praktisk och användbar förståelse i ett sammanhang av delaktighet och ansvar för sig själv och sin omgivning. En inledande uppgift kan vara att undersöka hur barn förstår olika hälsoaspekter och hur deras förståelse eventuellt förändras vid besök på Oasen samt att närmare beskriva och undersöka hur begreppet health literacy kan användas i sammanhanget.

  • 368.
    Nilsson, Lena A.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences. University West, Department of Health Sciences, Section for health promotion and care sciences.
    Att utveckla kunskap om matematiksvårigheter med utgångspunkt från lärares kunskap och erfarenhet2012In: VILÄR konferens  2012, Abstract: Interaktiv session, 2012, p. 10-Conference paper (Refereed)
    Abstract [sv]

    Många lärare deltar i kompetensutveckling. Tidigare var det ofta fristående ämneskurser på grund- eller fördjupningsnivå. Numera erbjuds masterprogram som ska ge fördjupade kunskaper för kvalificerad yrkesutövning eller förberedelse till forskarutbildning. Studien genomförs i kursen Matematik i specialpedagogiska perspektiv som behandlar matematiksvårigheter, ett komplext och nybildat forskningsområde (Lunde 2011).

    Det råder oenighet om hur matematiksvårigheter ska undersökas och hur stor andel det handlar om. Ca 1-3 % anses ha specifika matematiksvårigheter medan 40-50 % har bristande matematisk förståelse i något avseende vilket till viss del kan förklara försämrade resultat i internationella undersökningar som TIMSS (Skolverket 2010). Att öka elevers konceptuella förståelse är en central del i att motverka matematiksvårigheter.

    Kursdeltagarna har lång yrkeserfarenhet. Några undervisar elever med specifika matematiksvårigheter, andra är förskollärare med intresse för små barns matematik, klasslärare eller matematiklärare till exempel för vuxna i arbetsmarknadsåtgärder. Kursen ingår i ett masterprogram med inriktning mot specialpedagogik som är ett tvärvetenskapligt område där medicinska perspektiv till stor del dominerat. Det är angeläget att stärka pedagogiska och didaktiska perspektiv inom området specialpedagogik. Hur kan lärares kunskaper och erfarenhet främja elevers matematikförståelse? Hur kan lärares erfarenheter stärka det pedagogiska perspektivet i specialpedagogik?

    Kursens syfte är att öka förståelsen för komplexiteten i matematiksvårigheter och hur man kan arbeta för att främja matematikförståelse. Kursen utformas som "cogenerative learning" och dialogseminarier (Elden & Levin 1991; Lennerstad 2012) vilket innebär kommunikation mellan kursdeltagarna genom texter och examinerande seminarier. Vid seminarierna delas förberedda reflektioner utifrån litteratur och erfarenhet. En uppgift för seminariet är att formulera frågor till sin egen praktik. Frågor och idéer sammanfattas för fördjupat lärande och långsiktiga samtal mellan yrkeserfarna och forskare för att formulera praktikers kunskap för utvecklad praktik och frågor för fortsatt forskning i examensarbeten. Kursen genomförs under ht 12 och preliminära slutsatser presenteras.

  • 369.
    Nilsson, Lena A.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences. University West, Department of Health Sciences, Section for health promotion and care sciences. Institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet.
    Hälsofrämjande och inkluderande processer2014In: Inkludering: möjligheter och utmaningar / [ed] Margareta Sandström, Lena Nilsson, Jonas Stier, Lund: Studentlitteratur AB, 2014, 1. uppl., p. 163-179Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet diskuterar hur inkluderande och hälsofrämjande arbetssätt kan förstås i relation till vartannat. Exempel ges från lärarstudenters användning av begreppen vid en kurs i inkluderande och hälsofrämjande pedgogik i samspel. 

  • 370.
    Nilsson, Lena A.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences. University West, Department of Health Sciences, Section for health promotion and care sciences.
    Samverkansforskning kring satsningen i Vara2014In: Psynkprojektets Stormöte, Att främja psykisk hälsa i förskola och skola. 11 november, 2014 (websänd konferens)., 2014Conference paper (Other academic)
  • 371.
    Nilsson, Lena A.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences. University West, Department of Health Sciences, Section for health promotion and care sciences.
    Wip - halvtidsresultat2014Conference paper (Other academic)
  • 372.
    Nilsson, Lena A.
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences. University West, Department of Health Sciences, Section for health promotion and care sciences. Uppsala universitet.
    Sandström, Margareta
    Uppsala universitet.
    Lilja, Johnny
    Displaying Mathematical Literacy: Pupils' Talk about Mathematical Activities2013In: Journal of Curriculum and Teaching, ISSN 1927-2677, E-ISSN 1927-2685, Vol. 2, no 2, p. 55-61Article in journal (Refereed)
    Abstract [en]

    The aim of the study was to exemplify pupils’ mastering of mathematical literacy. The study is a comparative multiple case study. In pupils’ talk of mathematical activities aspects of mathematical literacy are discerned. A distinction is made between pupils: (1) pupils in mathematical difficulties, (2) pupils with another mother tongue than Swedish or (3) pupils without mathematical difficulties. The study was performed as a comparative multiple case study. The ”cases” were constituted by the three groups of pupils, and these were compared. Seventy-two pupils in grade 5 in six different primary schools in Sweden participated: twenty-four pupils in mathematical difficulties (twelve girls and twelve boys), twenty-four pupils with another native language than Swedish (twelve girls and twelve boys) and twenty-four pupils without mathematical difficulties (twelve girls and twelve boys). After each of the performed lessons in which the activities were carried out the pupils were interviewed (groupwise in the above defined groups) about their experience of the activities. In the analysis of the results three ideal types were described, on for each group of pupils. The idealt types were discussed with relation to mathematical literacy.

     

  • 373.
    Nilsson, Lena A.
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Wiedel, Daniel Olof
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Forskning i samverkan: Att vara nära men se med nya ögon2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 1, p. 87-101Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to investigate how collaborative research can be used to develop early interventions in preschool. The research has been conducted together with preschool heads, special educators and social educators in a small municipality. The initiative was taken by municipal managers. After the development work had started, researchers were invited to a collaborative research process that lasted for about two years. Data was collected through process meetings, critical incidents, interviews, surveys and group discussions. The process is characterized by phases where different staff groups were involved. Preschool teachers both stressed their own skills and also emphasized the importance of continuous support and guidance from special and social educators. Managers emphasized their increased overall skills about early interventions. Collaborative research has helped to structure, quality assure and anchor focus on early interventions. It has been a tool for highlighting the issue from different perspectives, when staff and researchers work together. It has helped paying attention to important aspects, suggesting new directions when needed. In the research process, social and special educators have received valuable support in their new roles in the preschool environment. When the research process was completed, permanent support for early interventions was implemented.

  • 374.
    Nilsson, Lena A.
    et al.
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Wiedel, Daniel Olof
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology. University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Samverkansforskning, för interprofessionellt lärande och utveckling av tidiga insatser i förskolan2016In: ViLär 8-9 december 2016, Vänersborg / [ed] Kristina Johansson, 2016Conference paper (Other academic)
  • 375.
    Nilsson, Malin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Blom, Frida
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Estetikens förutsättningar och barns subjektskapande i förskolans vardag2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Estetiska aktiviteter inom pedagogisk verksamhet har sitt ursprung i konstnärliga uttryck såsom bildkonst, skulptur, musik, teater, dans och diktning. Estetiska aktiviteter spelar en viktig roll i förskolan men det finns stora skillnader i omfattningen samt i formerna av estetiska aktiviteter som förskolebarn får möjlighet att delta i. Enligt förskolans läroplan innebär förskolans uppdrag att ge barnen kunskaper i att skapa och kommunicera med hjälp av olika uttrycksformer som bild, sång och musik, drama, rytmik, dans och rörelse (Skolverket, 2016). Det framgår att dessa ska utgöra både innehåll och metod i förskolans verksamhet för att främja barns utveckling och lärande. Studien undersöker pedagogers uppfattningar om estetiken och hur de arbetar med estetiken i praktiken, samt hur förskolans material och miljö organiseras med fokus på de estetiska uttrycksformerna bild, musik och sång, dans och rörelse, och drama.

    Syfte: Syftet med studien är att undersöka vilka förutsättningar som behövs för att utveckla barns estetiska utveckling och lärande.

    Metod: Denna studie är en kvalitativ studie där vi genomfört intervjuer och observationer som kompletterats med foto av material och miljö, från totalt tio förskolor. Intervjuerna spelades in och observationerna kompletterades med särskilt skrivet observationsprotokoll.

    Resultat: Det framgår av analysen att pedagogerna förminskar sin egna yrkesroll i betydelsen av egna kunskaper, av att vara den som inspirerar och av att vara handledaren. Pedagogerna ser sig själva som medforskare och de uttrycker att det är barnen som styr. Analysen visar att det finns ett synsätt som innebär att den estetiska undervisningen ska ske i barnens eget utforskande och att barnen inspirerar varandra. Miljön i förskolorna varierade både i struktur-, tillgänglighet- och variation av material. Organiseringen av material saknar på de flesta förskolor en medveten struktur och det fanns sällan något som fungerade som inspiration till estetisk verksamhet. Men analysen visar även att det finns de pedagoger som möjliggör för estetisk verksamhet genom en medveten struktur av material och genom att introducera dessa. I analysen framgår även att hur pedagogerna uppmuntrar barnen till att utveckla estetiska uttryckssätt och kunskaper i bild, musik och sång, dans och rörelse är beroende av pedagogens egna kunskaper och intresse inom det estetiska ämnet.

  • 376. Nordenbo, Sven Erik
    et al.
    Allerup, Peter
    Andersen Leth, Hanne
    Dolin, Jens
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsen Søgaard, Michael
    Olsen Vegar, Rolf
    Svendsen Mosegaard, Majken
    Tiftikci, Neriman
    Østergaard, Susan
    Pædagogisk brug af test: et systematisk review2009 (ed. 1)Book (Other academic)
  • 377.
    Nordqvist, Per
    et al.
    University West, Department of Social and Behavioural Studies.
    Perneman, Jan-Erik
    University West, Department of Social and Behavioural Studies.
    Församlingsintegrerat lärande: om nätbaserad utbildning inom Svenska kyrkan2002Report (Other academic)
  • 378.
    Norlander, Ludvig
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Den stolte bilbyggaren: En studie om lönearbetets betydelse för delaktighet och identitet2012Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find, understand and discuss the experiences of former employees at SAAB, and present how this can be understood according to my core theoretical concepts, which are participation and identity. The questions asked in the study are based on how the labor is described, characterized and what comes forth as valuable, which is compared to absence of labor work.

    First, labor is described in an historical and social context, and at the same time related to the core theoretical concept. Second, the methodology chapter is presented, which mainly consists of 11 observations and 10 interviews. Third, the chapter regarding former theory leads to an analysis model, which is used on the empirical material of the study.

    The result shows that labor work at SAAB primarily is described as important for socializing, security and the possibility to be independent. The tasks at SAAB are described as backbreaking and monotonous, while the lack of labor work influences the physical and mental wellbeing. Unemployment also contributes to limitations in everyday life, and in addition, creates negative feelings and experiences due to lack of control in a new and changed world.

    In summary, the empirical and theoretical analysis taken together leads to the conclusion that labor work at SAAB is substantially described as positive, but there are however, parts which are less positive. Another conclusion is that lack of labor work primarily can be described as negative, but the opposite is also discernible. A third conclusion is that labor work is important for the understanding of participation and identity.

    When using the theoretical analysis model on the results given in the empirical material, three participation- and identity patterns can be found. These are then contextual and temporal, due to time and situation; the stabile and secure pattern, the loose and temporary pattern and the compensating and regenerative pattern.

    At the end of the essay there is an overall and concluding discussion regarding the findings in relation to context and society and which significance this may have on social pedagogy and its practice. Finally there is a brief section with reflections regarding the conducted study and perspectives on research to come.

  • 379.
    Norlander, Ludvig
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Tre vanliga grabbar: En studie om platsens betydelse för delaktighet och identitet2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to describe and analyze the places importance for young people with disabilities. The study’s central questions are what type of places they visit and what characterizes them. It is also about answering the questions why the places are visited and what meaning this has for participation and identity. The study´s central concept is room/place, participation and identity. Knowledge review will be based on the key concepts. The collection of the empirical material has been inspired by the ethnographic methodology,which in this study included seven observation sessions and six interviews.

    The result shows that the boys mainly visited two different places. This is about the publicand non-public places. Public places can be described as a place for everyone and the nonpubliconly for people with disabilities. The boys show more participation towards publicplaces which can provide activities, fellowship and well-being. Both places can offer participation, but are dependent on other factors, which in this case is about activities and visitors. None of the places shows identity, but rather the interaction between the individual and the environment. Participation doesn’t necessarily show the personal identity. In the lastchapter the importance is highlighted through a perspective of social work activity. First andforemost the public places potential is highlighted and it´s limitations for participation and theidentity process. Secondly, it is also a discussion about future planning in daily socialpedagogic practice, both on an individual and society level.

  • 380.
    Oskarsson, Anna-Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Japar Mahdi, Sara
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Att implementera barnkonventionen: En studie om pedagogers arbete i skolan2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a qualitative study with the aim to investigate how the UN Convention of the Rights of the Child is implemented within the educational system in Sweden. Semi structured interviews with Pedagogues were carried out, and their thoughts around implementation and development with regards to the Convention were discussed. The results were presented and analysed with a thematic analysis method. The results show that the Convention is implemented from a bottom-top perspective where the pedagogues themselves have created the structure and planned their work, which is based on the original curriculum. The concern is that due to an increased demand for development in schools, the work with the Convention may suffer. Pedagogues are mostly self-educated on the subject of the Convention, and their teaching methods have developed over time to increase student participation in class which is a direct result of using the technique of double-loop learning. The results of this study show that there is a need for increased knowledge with regards to the Convention as it is considered fairly complex. Pedagogues request material which is more adapted to their work and also request a more defined direction from the School Board from a political point of view. Further work in this area could include research on the Convention in schools from a political standpoint and this study may act as a base for additional studies on the subject matter.

  • 381.
    Oskarsson, Therese
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Malesic, Victoria
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Estetikens tillvaro i förskolan: En studie hur pedagoger resonerar om och använder sig av de estetiska uttrycksformerna i förskolan2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Under historiens gång har de estetiska uttrycksformerna varit en del av undervisningen i förskolan där uttrycksformerna har varierat och haft olika prioriteringar där musik och sång har fått störst genomslag. Den nuvarande läroplanen för förskolan (Skolverket, 2016) beskriver att barn ska få möjlighet att ta del av alla uttrycksformer för att möjliggöra sin skapande förmåga och utveckla sin kommunikativa förmåga från tankar och erfarenheter. Den tidigare forskningen som används i denna studie beskriver de estetiska uttrycksformernas betydelse utifrån miljö, verksamhet och lärarroll. Det teoretiska perspektivet som används i studien är sociala och kulturella praktiker utifrån ett sociokulturellt perspektiv. Syfte: Syftet med studien är att undersöka de estetiska uttrycksformernas tillvaro i förskolans praktik. Vidare är syftet att undersöka hur pedagoger resonerar och diskuterar kring möjliga förutsättningar att utveckla arbetet med estetiken i förskolan. Metod: Studien är en kvalitativ forskning där det empiriska materialet samlats in genom fokusgruppsintervjuer med verksamma förskollärare och barnskötare på fem olika förskolor. Resultat: Resultatet visar att de estetiska uttrycksformerna på förskolorna förekommer olika mycket där sång och musik är dominerande och som undervisas av pedagoger. Bild, drama och dans och rörelse är uttrycksformer som sällan förekommer i förskolan som lärarledd aktivitet. Det är barnen som tar initiativet till dessa uttrycksformer. Vidare visar resultatet de aspekter som pedagoger anser vara svårigheter för att kunna använda de estetiska uttrycksformerna, såsom tid, miljö, material, planering, personalbrist, krav och intresse. Oftast sker de estetiska uttrycksformerna i barns fria lek eller spontant vid enstaka tillfällen av pedagogerna.

  • 382.
    Palm, Lovisa
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    ”Man vill inte anmäla för man vill inte att det ska vara sant”2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: I Sverige har alla som arbetar i förskolan en skyldighet att anmäla till Socialtjänsten om de misstänker eller får kännedom om att ett barn far illa. Pedagoger i förskolan har en viktig roll i att upptäcka barn som far illa eller riskerar att fara illa. Trots pedagogernas anmälningsskyldighet är det många anmälningar som uteblir och pedagogerna har svårigheter med att anmäla. Syfte: Syftet med studien är att undersöka förskollärares erfarenheter och uppfattningar kring anmälningsplikten. I studien undersöks förskollärares tillvägagångssätt när de misstänker att ett barn far illa, deras upplevelse av samverkan mellan förskolan och Socialtjänsten och vilka eventuella svårigheter de upplever med anmälningsplikten. Metod: Vi har valt att använda en kvalitativ undersökningsmetod i form av semistrukturerade intervjuer. Informanterna bestod av sex förskollärare, en förskolechef och en socialsekreterare. Under intervjuerna användes ljudupptagning. Det inspelade intervjuerna transkriberades och analyserades. Resultat: Resultatet visar att samtliga förskollärare i studien är medvetna om sin anmälningsskyldighet till Socialtjänsten. Dock upplever många av dem en osäkerhet och även rädsla inför anmälan. Den mest framträdande rädslan handlar om vårdnadshavarnas reaktion när de uppmärksammar dem om deras oro kring barnets välmående. Resultatet i studien visar att en god samverkan mellan förskolan och Socialtjänst är grunden i arbetet med utsatta barn, vilket även litteraturen poängterar.

  • 383.
    Palmerand, Sofie
    et al.
    University West, Department of Social and Behavioural Studies.
    Corell, Veronica
    University West, Department of Social and Behavioural Studies.
    "Fritidspedagogen ska ju inte sitta och göra läsläxa och sådana saker med barnen.": en studie av lärares uppfattning av fritidspedagogenskompetens2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund

    Ända sedan fritidspedagogutbildningen startade 1964 har fritidspedagoger haft svårt att definiera vad deras kompetens innehåller. Fritidspedagogens yrkesroll upplevs som luddig och diffus, fritidspedagogerna är bättre på att beskriva vad de inte är, till exempel inte lärare. I och med SIA-utredningen 1974 fastslog regeringen vikten av samverkan mellan fritidspedagoger och lärare för att skapa en skolverksamhet som gynnar eleverna. En av faktorerna som påverkar hur samverkan tar form är hur lärare och fritidspedagoger ser på varandra och varandras kompetens.

     

     

    Syfte

    Syftet med vår studie är att ta reda på hur grundskollärare, som undervisar i årskurs 1-3, uppfattar fritidspedagogernas kompetens och hur denna kompetens visar sig.

     

     

    Metod

    Vi har i vår studie valt att använt oss av kvalitativa intervjuer. Vi har inspirerats av den fenomenografiska ansatsen, vilken har syftet att undersöka hur människor uppfattar ett visst fenomen. Vi har som utgångspunkt att olika människor uppfattar samma fenomen på olika sätt. Vi har mestadels inspirerats av ansatsen i vår bearbetning av intervjusvaren.

     

    Resultat

    Vårt resultat presenteras i form av beskrivningskategorier som har resulterat i fyra huvudkategorier. Den första är Den praktisk-estetiska, där fritidspedagogen i huvudsak har kompetens eller intresse för att arbeta med ämnen som bild, musik, drama och idrott. I den andra kategorin, Den okända, beskriver lärare att de inte vet vad fritidspedagogens kompetens består av. Den tredje kategorin kallar vi för Den nytänkande. Här beskrivs fritidspedagogens kompetens som en viktig del när undervisningen och undervisningsformerna ska utvecklas i skolan. I den fjärde kategorin, Den relationsbyggande, uppfattar lärarna att fritidspedagogen har stor kompetens när det gäller att bygga relationer, utveckla barnen socialt samt ge omsorg.

  • 384.
    Pareto, Lena
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Vejbæk, Leif
    University College Sjælland , Denmark.
    Wølner, Tor Arne
    Høgskolen i Buskerud og Vestfold , Norge.
    GNU matematik: aktiviteter och resultat2015Report (Other academic)
  • 385.
    Pareto, Lena
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Willermark, Sara
    University West, School of Business, Economics and IT, Divison of Informatics. University West, School of Business, Economics and IT, Division of Media and Design.
    Progression i praktiken: att utveckla matematikundervisning genom samarbete och digital teknik2015In: NGL 2015. Next Generation Learning Conference, 18-19 november 2015,Högskolan Dalarna Falun: Book of Abstract, 2015, p. B2-22Conference paper (Other academic)
  • 386.
    Paulsson, Lena
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Andrésen, Louise
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Chefens betydelse för att få Generation Y att uppleva arbetet som meningsfullt och hälsosamt2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Generation Y will in the coming decades be the dominant generation in the labormarket. It is therefore important to understand how this generation should be managed in a sustainable and meaningful way. This study has been conducted to highlight the expectations and experiences that generation Y have on managers. The purpose of the study was to investigate what contributed to the generation Y's enjoyment and perceived health in a workplace, and how they should be managed in a meaningful and sustainable way. The question the study was based on is: Which significance does generation Y experience that managers have to promote a meaningful and healthy work? Information was collected using eight semistructured interviews in an organization in Västra Götaland. The main findings from the study showed that generation Y need a present leadership that provides continuous feedback and confirmation. Respondents described the importance of maintaining work-life balance. The result also showed that colleagues had a crucial role in the generation Y's experience of a healthy and meaningful work. The study's contribution can provide knowledge about the importance of successful leadership, and how generation Y wants to be managed, in order for them to thrive, be motivated and stay in a workplace.

  • 387.
    Pennbrant, Sandra
    et al.
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Nunstedt, Håkan
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    The work-integrated learning combined with the portfolio method: A pedagogical strategy and tool in nursing education for developing professional competence2017In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 8, no 2, p. 8-15Article in journal (Refereed)
    Abstract [en]

    During nursing education students obtain knowledge and skills to develop their professional competence. Teachers may elect to provide pedagogical tools preparing students for current and future healthcare needs. The purpose of this theoretical article was to highlight Work-Integrated Learning combined with the Portfolio Method as a pedagogical strategy and tool for nursing students to develop professional competence for lifelong learning. This strategy contains six phases: pre-reflection, reflection-in-action, reflection-on-action, self-evaluation, meta-reflection and knowledge-in-action, which can help nursing students, during their clinical education, develop deeper understanding of their future profession, while also providing a teaching planning tool.

  • 388.
    Perneman, Jan-Erik
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Förändringens utmaningar2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lundh Snis, Ulrika, Nehls, Eddy, Lund: Studentlitteratur , 2010, 1, p. 155-172Chapter in book (Other academic)
  • 389.
    Perneman, Jan-Erik
    et al.
    University West, Department of Social and Behavioural Studies.
    Johansson , Elisabeth
    University West, Department of Social and Behavioural Studies.
    Arbetsintegrerat lärande (AIL): om integrationens olika former ur ett kunskapsperspektiv2003Report (Other (popular science, discussion, etc.))
  • 390.
    Persson, Emma
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson, Hillary
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Matematik för de yngsta barnen: Barns förutsättningar i förskolan med olika pedagogik2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Matematik är ett ämne vi använder oss utav varje dag och många gånger reflekterar vi människor inte över att mycket utav det vi gör i vardagen har matematik som utgångspunkt.

    Syfte: Syftet med vår studie är att undersöka två olika förskolor med olika pedagogik samt barnens förutsättningar i förhållande till matematik.

    Metod: I vår studie har vi valt att utgå från ett sociokulturellt perspektiv samt scaffolding. Studien är en kvalitativ studie där vi observerar på en småbarnsavdelning samt kompletterar observationer med semistrukturerade intervjuer med två olika förskollärare som arbetar med två olika pedagogik. Vi valde att göra på detta sätt för att vi ville få en större förståelse kring pedagogernas förhållningsätt och deras syn på matematik när det gäller om de yngsta barnen. Vi valde även denna metoden för att vi som forskare skulle få större möjligheter till att få en insikt på hur de två förskolorna med olika pedagogik skilde sig åt i arbetet med matematik.

    Resultat: I resultat ser vi att det inte skiljer sig åt mellan de två olika förskolorna med olika pedagogik då det visas tydligt att de båda arbetar utefter förskolans läroplan. I resultatet framkommer det att barnens förutsättningar kring matematik i förskolan har till stor del att göra kring hur pedagogerna förhåller sig till ämnet samt kring miljöns utformning.

  • 391.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Marknadsorientering inom folkbildningen: fritt och frivilligt i ett nytt ljus2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study is about how the study associations belonging to the liberal adult

    education deal with their role under New Public Management (NPM). Since the

    beginning of the ’90’s the study associations have been engaged in the state

    program for education of the unemployed. State financed education of the

    unemployed was in the beginning managed by objectives with direct grants. After

    about five years the direct grants were discontinued, and the responsibility for this

    education was transferred to the local authority. With different kinds of

    competitive purchase systems the study organizations became actors on the

    educational market. Key issues of voluntary organizations are the ideas or the

    particular nature for which they were created, and which forms the basis for their

    activities. When introducing competitive markets these ideas risk being bent in

    order to meet the demands of the market.

    The question of this dissertation is how the study associations describe their

    identity when they move from being the receiver of grants under management by

    objectives into being self-financed actors on the educational market. By using

    rhetoric analyses this thesis shows how a discourse of the liberal adult education

    can be transferred and used in a new context of an education for the labor market.

    In this context the argumentation is characterized by the rhetoric of a

    professional. At the same time the language of pathos remains. In the new way of

    talking about their activities, pathos and logos have been combined so that both

    directions are important for the commissioned education. Some examples of

    expressions of pathos are free and voluntary (fritt och frivilligt) which historically

    has been an objective of the liberal adult education. In the new context this notion

    stands out as a pedagogical way of working for participants with needs for

    particular support.

     

  • 392.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Matematik behöver också en berättelse: ett pedagogiskt ledarskap med fokus på elevens motivation2012In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 6, no 1, p. 1-17Article in journal (Refereed)
    Abstract [sv]

    Svenska elever visar över tid i internationella jämförelser försämrade resultat i matematik (TIMSS, 2008; PISA, 2009; PISA, 2003). Detta har lett till att ledarskapet i lärarens pedagogiska utövning fått en ökad uppmärksamhet (Granström, 2007; Skolverket, 2009; Skolverket, 2010). Dessutom har regeringen gjort en särskild satsning i det så kallade matematiklyftet, en nationell fortbildning för matematiklärare med start hösten år 2012 (U2012/2103/GV).  Forskning har visat ett positivt samband mellan elevens självuppfattning eller självbild och elevens skolprestationer i ämnet matematik (Linnanmäki, 2002; Tapia & Moldavan, 2007). Däremot är det inte lika lätt att hitta forskning som handlar om hur ett ledarskap i matematikundervisning på klassrumsnivå utövas som bidrar till att stärka elevens självbild.  Frågeställningen i artikeln handlar om hur berättelsen som redskap i matematikundervisningen kan bidra till att stärka elevens självbild och därmed förändra elevens negativa attityder till ämnet. En studie, mattitydprojektet, har genomförts tillsammans med fyra matematiklärare som undervisar sex klasser i årskurs 1 på gymnasiet. Under ett läsår samarbetar forskare och lärare utifrån ett aktionsforskningsperspektiv. Som komplement till lärarens genomgångar och elevers räkneövningar ger läraren under matematiklektionen utrymme för berättelser i klassen utifrån en modell som presenteras i artikeln. Resultatet av projektet visar att lärarna i sitt pedagogiska ledarskap blivit mer medvetna om sammanhangets betydelse för att motivera eleverna att arbeta med matematik. De upplevde eleverna mer positiva på matematiklektionen. En attitydundersökning visar att eleverna generellt sett upplever matematikämnet som mer intressant efter projektet i jämförelse med innan. Antalet icke godkända betyg har minskat betydligt i jämförelse med motsvarande elevgrupp under tidigare läsår.

  • 393.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Pedagogiskt ledarskap i matematikundervisning2010In: Lärande i och för det nya arbetslivet / [ed] Stefan Lagrosen, Ulrika Lundh Snis & Eddy Nehls, Lund: Studentlitteratur , 2010, 1, p. 103-124Chapter in book (Other academic)
  • 394.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Rektors roll som pedagogisk ledare i IKT-baserat skolutvecklingsprojekt2016In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 10, no 3, p. 1-19Article in journal (Refereed)
    Abstract [en]

    The principal of the Swedish school has among other duties the responsibility for the pedagogical development of the school. This article analyses how the principals act as pedagogical leaders in a collaborative ICT project (Information and Communication Technology). The analysis is based on a case study of an EU funded Nordic school development project where the goal was to develop cross-boarder educational models between the national education systems in the three participating countries Sweden, Denmark and Norway. The project was based on virtual communication between the schools using digital technology. The study investigated how the teachers from two schools involved in the project experienced the leadership of the principals in ICT related matters. The teachers were interviewed to find out how they perceived the support they had received from the principals on pedagogical issues, technical equipment and ICT competence.  The interviews were analysed using Dexter’s three basic features, “setting direction”, “developing people” and “making the organisation work”.  Two kinds of leadership were found. The first one resembled a team-based leadership or even called a distributed leadership, where the principal worked closely with teachers and ICT managers. The second one resembled more a formal leadership where principals had a positive attitude towards ICT development but conventional organisational roles were retained. In development projects where ICT will be integrated into teaching requires different types of skills and experience, and hence also between different professional competencies. The project as a working method can in the study be seen as a model for developing a distributed leadership. 

  • 395.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Studieförbunden på utbildningsmarknaden: Hur studieförbunden hanterar sin självbild i marknadsrollen2007In: Årsbok om folkbildning 2006 / [ed] Ekman, Anders, Imnander, Maj-Britt, Boozon, Stellan, Ardström, Bo, Stockholm: Föreningen för folkbildningsforskning , 2007Chapter in book (Other academic)
  • 396.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Studieförbundens institutionella förutsättningar skapar möjligheter på utbildningsmarknaden2010In: Educare Vetenskapliga Skrifter, ISSN 1653-1868, no 1, p. 101-124Article in journal (Refereed)
    Abstract [en]

    This article is about how the Study Associations belonging to Liberal Adult Education (folkbildningen) deal with their role under New Public Management (NPM). Key issues of volun­tary organizations are the ideas or the particular nature for which they were created, and which forms the basis for their activities. When introducing competitive markets these ideas risk being bent in order to meet the demands of the market, and the requirements for economic effectiveness. The organization’s interplay with the changes of the environment is highlighted through the use of the New Institutional Theory. The rhetoric analysis of the self-images of the Study Associations, as actors of the market of education, show a linguistic usage where they both point out their role as actors of the market of adult education and their ideological affiliation to “folkbildningen”. By using the traditional discourse emphasizing pathos (emotions and values) and combine it with logos (programs to qualify the target group) the Study Associations create a special character or a profile of their education. Instead of a deinstitutionalization of the character of the Study Associations we can se a recycling of the traditional discourse in the new context.   

  • 397.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Teachers' Perceptions of Principals' ICT Leadership2014In: Contemporary Educational Technology, ISSN 1309-517X, Vol. 5, no 4, p. 302-315Article in journal (Refereed)
    Abstract [en]

    This article focuses on the leadership used by the principal in a collaborative ICT project. The case study chosen was a school project conducted within the NCCE project (Nordic Cross Country Education). The EU funded project ran for three years in grades 5-9 in Sweden, Denmark and Norway. The goal of the project was to develop cross-boarder education models between the national education systems in the three countries. The project was based on virtual communication using digital technology. The study focuses on how the Swedish teachers from two schools involved in the NCCE project experienced the leadership of the principals in ICT related matters. A qualitative method was used by interviewing the teachers in order to inquire about what kind of support they had received from the school leadership on pedagogical issues, technical equipment and ICT competence.  The ICT leadership was analysed by Dexter’s three basic features: setting direction, developing people and making the organisation work.  The result showed two kinds of leadership. The first one resembled a distributed leadership, where the principal worked closely with teachers and ICT managers, almost like being one of the team. The second one resembled more a formal leadership where principals had a positive attitude towards ICT development but did not participate personally in the project work.

  • 398.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Utvärdering av matematikprojekt i enkommuns fyra högstadieskolor år 20122013Report (Other academic)
  • 399.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Varför ska jag läsa matte?"2011In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 39-50Chapter in book (Other academic)
  • 400.
    Petersen, Ann-Louise
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson Bunting, Leona
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Pedagogical Use of Laptops in a One-to-One Environment in a Swedish Primary School2012In: Contemporary Educational Technology, ISSN 1309-517X, Vol. 3, no 4, p. 249-264Article in journal (Refereed)
    Abstract [en]

    This article focuses on computing in teaching. It focuses on the differences between a traditional view of teaching and a view where the teacher no longer is the knowledge broker but more of a coordinator or a coach. The empirical examples stem from a research project called "One computer one pupil", a study of two classes in year three with children aged 9 and two classes in year five with children aged 11 in a Swedish primary school. When the project started the pupils had been using the computers for about 2,5 years. In contrast to the teacher in grade five, the classes in year three had teachers with a great interest in developing ICT. The children became very skilled in using ICT and working with the laptop was very popular. According to the theoretical model of Voogt (2008), features of a "traditional pedagogy", like prescriptions of the activities, were mixed with elements of an "emerging pedagogy", where the pupils in collaboration performed their tasks in a creative way. However, some of the classroom work was quite unfocused relative to the goals of the subject. Instead of using the technology to reach the goals of the subject, the technology more or less became a goal in itself. To follow up ten Brummelhuis’ and Kuiper’s (2008) terms technology push and educational pull, we have added the term "technology pull."

567891011 351 - 400 of 514
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