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  • 51. Bussey, Marcus
    et al.
    Bjurström E, Åse
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sannum, Miriam
    Rhizomatiska lekplatser2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lundh Snis, Ulrika, Nehls, Eddy, Lund: Studentlitteratur , 2010, p. 173-190Chapter in book (Other academic)
  • 52. Bussey, Marcus
    et al.
    Bjurström, Åse Eliason
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Sannum, Miriam
    Avadhuta, Shambhushivananda
    Nadhomi-Mukisa, Bernard
    Ceruto, Leonel
    Denis, Muwanguzi
    Kumar Giri, Ananta
    Mukherjee, Asha
    Pervyi, Gennady
    Pineda, Maria Victoria
    Weaving pedagogies of possibility2012In: Learning for sustainability in times of accelerating change: / [ed] Wals, Arien E. J. & Corcoran, Peter Blaze, Wageningen: Wageningen Academic Publishers , 2012, p. 77-90Chapter in book (Refereed)
    Abstract [en]

    It is easy to feel impatient with the pace for change when it comes to developing truly sustainable culture yet things are happening all over the world to lay the ground work, create the architecture and language of sustainability as a cultural reality. In Weaving Pedagogies of Possibility the authors seek to leverage from such developments. In this chapter the authors share their adventure in designing an open learning system within, across and between their instititutions. We insists this work involves peagogies in the plural as we seek to affirm and embrace alternative approaches to learning that draw on many cultures and places. We take it axiomatic that the word is always becoming other then it appears to be; that this is contested space; and thus it is in the play of environment, context, structure, culture an identity that the future lies. The sensitivity to the multiple and contested nature of social and ecological space lies at the heart of our vision an practice of pedagogies of possibiliy 

  • 53.
    Bylund, Maria
    et al.
    University West, Department of Social and Behavioural Studies.
    Gustafsson, Gunilla
    University West, Department of Social and Behavioural Studies.
    Koncentrationssvårigheter - "men vad är vad i det?": En diskursanalytisk studie av specialpedagogers synsätt och arbete med åtgärdsprogram.2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Koncentrationssvårigheter är ett vanligt begrepp när pedagoger ska beskriva orsaker till elevers skolsvårigheter och detta bekymmer kan yttra sig på många olika sätt. Det ställer krav på skolan att upptäcka, identifiera och förstå dessa elevers svårigheter, där kunskap och synsätt blir avgörande för hur skolan kommer att bemöta elever med koncentrationssvårigheter. För att ge eleven de bästa förutsättningarna för lärande och utveckling krävs att skolan uppmärksammar elevens svårigheter i ett så tidigt stadium som möjligt. Det blir därmed viktigt att lärare, inte minst i de tidigare skolåren, skaffar sig kunskap om denna problematik. Syfte: Syftet med studien är att skapa en fördjupad kunskap i hur specialpedagoger formulerar sig kring och arbetar med åtgärdsprogram för elever med koncentrationssvårigheter. Metod: Vi har valt att i vår studie göra kvalitativa halvstrukturerade intervjuer med fem specialpedagoger som arbetar med skolår F-3 på olika skolor. Vi har också granskat åtgärdsprogram upprättade för elever i skolår F-3, där koncentrationssvårigheter finns med som en del av problematiken. Dessa åtgärdsprogram är upprättade av eller med delaktighet av specialpedagogerna. I vår tolkning och analys av vad som framkommer i intervjuer och åtgärdsprogram har vi använt oss av diskursanalys som teori och metod. Analys: Koncentrationssvårigheter beskrivs som komplext och det förekommer både skillnader och likheter i hur specialpedagogerna formulerar sig. Vår studie visar att intervjuer och åtgärdsprogram präglas av olika specialpedagogiska perspektiv och att flera olika diskurser konkurrerar om att vinna dominans. Det visar sig att det förekommer en diskrepans mellan vad som uttrycks i intervjuerna och vad som sedan skrivs i åtgärdsprogrammen.

  • 54.
    Börjesson, Niklas
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Persson, Daniel
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Återhämtning genom delaktighet och gemenskap: En studie utifrån Fontänhusverksamhetens rehabiliteringsmodell2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Motivet till inriktningen på studien grundar sig i en gemensam erfarenhet och intresse kring arbete med människor med psykisk ohälsa. En av oss har även genomfört sin VFU- period på ett Fontänhus och därför blev detta utgångspunkten för studien. Grundprincipen för den rehabiliteringsmodell som finns på Fontänhus är återhämtning genom delaktighet och gemenskap, det finns också inom Fontänhusets institutionella ramar som skiljer sig mot traditionella vårdinrättningar då det inte finns samma krav på förväntningar och prestation. Studien har lagt fokus på att finna ny kunskap till hur detta fungerar i praktiken. Valet av Symbolisk interaktionism relateras till hur människor inom Fontänhuset utvecklas genom samspel med andra. Vilket kan förstås utifrån en symbolisk interaktionistiskt begreppsapparat.

    Syftet med studien är att utifrån ett symboliskt interaktionistiskt perspektiv studera vilken betydelse som delaktighet och gemenskap har för återhämtningsprocessen vid psykisk ohälsa. Studien baseras på erfarenheter hos medlemmar inom ramen för en verksamhet vid ett Fontänhus. Studien är av en kvalitativ art och baseras på sex stycken semistrukturerade intervjuer. Intervjupersonerna är rekryterade utifrån tre kriterier: De ska vara medlemmar av Fontänhuset, över 25 år gamla, och ha erfarenhet av återhämtning från psykisk ohälsa. För att få svar på intervjuns frågor så utgick vi från ett frågeformulär. Analysen är en tematisk analys. Empirin har analyserats utifrån begreppen gemenskap, delaktighet, symbolisk interaktionism och stigmatisering.

    Resultatet visar att delaktighet och gemenskap har stor betydelse för återhämtning. Det stöd som har störst betydelse är de av mobiliserande karaktär, att man får bekräftelse, blir sedd, att man har en plats att komma till och aktivera sig och träffa människor. Utifrån symbolisk interaktionism har vi förstått att Fontänhuset är en plats som skapar stark symbolisk mening för medlemmar. Fontänhuset skapar ett symboliskt värde som vi anser kan liknas vid ett arbete, eller likvärdigt sysselsättning.

  • 55.
    Carlson, Marie
    et al.
    University of Gothenburg, Department of Sociology and Work Science.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Constructions of the pupil/citizen in the Swedish Curriculum of 2011: Displacements and Sediments in the Educational Landscape2016In: ECER 2016 : Leading Education: The Distinct Contributions of Educational Research and Researchers, 2016, p. 23 SES-04 DConference paper (Other academic)
    Abstract [en]

    Writing or revising a curriculum is often an extremely complex and contradictory process (Young & Diem 2014) and can be viewed as a discursive battlefield (e.g. Ball 1991, Levinson et al 2009, Ozga 2000, Taylor et al 1997). Furthermore, educational policies can be seen as complex, ongoing social practices of normative cultural production constituted by diverse actors/stakeholders across diverse contexts (Taylor 2004) and thus interesting to analyse, especially in "globalizing and new times" (Ball, Goodson & Maguire 2007). Despite the discourses of globalization we also experience worldwide a tightening of control on students, educators, administrators, and the schooling process in general through national-level educational policies (Young & Diem 2014). There are interesting tensions to pay attention to between the local and global. This paper outlines various constructions of the pupil/the future citizen and discursive tensions with a particular focus on the latest curriculum in Sweden, Lgr11, Curriculum for the compulsory school, preschool class and the recreation centre, Läroplan för grundskolan, föreskoleklass och fritidshemmet 2011). We have been particularly interested in issues such as: How is the 'right' citizen presented and depicted and what values are highlighted – at both national and global level? Whose history is made visible and what voices are heard? What groups or categories are identified? In order to get a comparative perspective, we have asked the same questions to the previous curriculum, Lpo94, Curriculum for the Compulsory School System, the Pre-School Class and the Leisure-time Centre.Theoretically our contribution primarily is informed by the discourse analytical research field (e.g. Ball 1991; Taylor, 1997; Taylor et al., 1997) and notably by critical discourse analysis (see Fairclough, 1992, 2003; Chouliaraki & Fairclough, 1999). Critical discourse analysis examines how texts construct representations of the world and there is an emphasis on highlighting how practices and texts are ideologically shaped by relations of power. Tensions between different conceptions and positionings concern what counts as valuable knowledge also related to the local and global context, which is emphasised in our study.

  • 56.
    Carlsson, Linda
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Mattsson, Anni
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Barns inflytande i förskolan utifrån pedagogers perspektiv2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

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

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

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

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

  • 57.
    Carlström, Eric
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Lärande mellan harmoni och konfrontation2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lundh Snis, Ulrika, Nehls, Eddy, Lund: Studentlitteratur , 2010, 1., p. 47-62Chapter in book (Other academic)
  • 58.
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Den ensamma löparens kollektiva meningsskapande på nätet: en förändrad löparkultur2016In: Idrottsforskaren informationsorgan för SVEBI, Svensk förening för beteendevetenskaplig idrottsforskning, no 3, p. 50-64Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

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

  • 59.
    Carlén, Urban
    University of Gothenburg, University of Skövde.
    Letter from Urban Carlen: Online Learning Communities revisited: a critique of ‘the rationale of OLC2014In: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, ISSN 1741-8216 (online), Vol. 10, no 2, p. 5p. 142-146Article in journal (Other academic)
    Abstract [en]

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

  • 60.
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Löpning i det digitala samhället: en förändrad löparkultur2016In: Idrottsforskaren : informationsorgan för SVEBI, Svensk förening för beteendevetenskaplig idrottsforskning, ISSN 0348-9787, no 3, p. 30-49Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

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

  • 61.
    Carlén, Urban
    et al.
    University of Skövde.
    Lindström, Berner
    Göteborg University.
    Design for Co-moderation in Online Learning Communities2012In: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, ISSN 1477-8394 (print), Vol. 8, no 4, p. 408-421Article in journal (Refereed)
    Abstract [en]

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

  • 62.
    Carlén, Urban
    et al.
    University of Skövde.
    Lindström, Berner
    Göteborg University.
    Informed design of educational activities in online learning communities2012In: Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching / [ed] Anders D. Olofsson, & J. Ola Lindberg, Hershey, Pennsylvania: IGI Global, 2012, p. 118-134Chapter in book (Refereed)
    Abstract [en]

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

  • 63.
    Carlén, Urban
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Maivorsdotter, Ninitha
    Högskolan i Skövde.
    Exploring the role of digital tools in running: the meaning-making of user-generated data in a social networking site2017In: Qualitative Research in Sport, Exercise and Health, ISSN 2159-676X, E-ISSN 2159-6778, Vol. 9, no 1, p. 18-32Article in journal (Refereed)
    Abstract [en]

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

  • 64.
    Carlén, Urban
    et al.
    University of Skövde.
    Maivorsdotter, Ninitha
    University of Skövde.
    The Meaning of "Running" Online2014Conference paper (Other academic)
    Abstract [en]

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

  • 65.
    Cederlund, Katarina
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    ”Här styrker bilden texten”: Att utveckla en multimodal bedömningspraktik2016In: SMDI 12 TEXTKULTURER Tolfte Nationella konferensen i Svenska med Didaktisk inriktning.Karlstads universitet 24-25 november 2016, 2016Conference paper (Other academic)
    Abstract [sv]

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

  • 66.
    Cederlund, Katarina
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Multimodala bedömningspraktiker och lärares lärande2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, p. 43-68Article in journal (Refereed)
    Abstract [en]

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

  • 67.
    Christiansen, Zandra
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Axelsson Mars, Elin
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    "Påven har Twitter, jag retweetar honom varje dag": En studie om gymnasieungdomars syn på lärande genom sociala medier i undervisningen2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

  • 68.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Assessing empathy: Measurement characteristics and interviewer effects2001Doctoral thesis, comprehensive summary (Other academic)
  • 69.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Betygsinflation i de målrelaterade gymnasiebetygen2004In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 9, no 1, p. 1-14Article in journal (Refereed)
    Abstract [sv]

     

     

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

  • 70.
    Cliffordson, Christina
    University West, Department of Nursing.
    De målrelaterade gymnasiebetygens prognosförmåga2004In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 9, no 2, p. 129-140Article in journal (Refereed)
  • 71.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Differential prediction of study success across academic programs in the Swedish context: The validity of grades and tests as selection instruments for higher education2008In: Educational Assessment, ISSN 1062-7197, E-ISSN 1532-6977, Vol. 13, no 1, p. 56-75Article in journal (Refereed)
  • 72.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture.
    Effects of practice and intellectual growth on performance on the Swedish Scholastic Aptitude Test (SweSAT)2004In: European Journal of Psychological Assessment, ISSN 1015-5759, E-ISSN 2151-2426, Vol. 20, no 3, p. 192-204Article in journal (Refereed)
    Abstract [en]

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

  • 73. Cliffordson, Christina
    Effects of schooling and age on performance in mathematics and science: A between-grade regression discontinuity design applied to Swedish TIMSS 95 data2008In: Paper presented at the 3rd IEA International Research Conference (IRC 2008). Taipei City, Taiwan, September, 2008., 2008Conference paper (Refereed)
  • 74.
    Cliffordson, Christina
    Department of Education, Gothenburg University.
    Effects of Step-wise Admission on Achievement in Medical Education2005In: EARLI Biennial Conference 2005, Nicosia, Cyprus 23rd - 27th August: INTEGRATING MULTIPLE PERSPECTIVES ON EFFECTIVE LEARNING ENVIRONMENTS, 2005, p. -1008Conference paper (Refereed)
    Abstract [en]

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

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

  • 75.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Från elituniversitet till masshögskola: Utbildningsexplosionen och individuella förutsättningar för högre utbildning.2009In: Pedagogik som examensämne 100 år / [ed] Wikander IL, Gustafsson C, Riss U, Larsson L., Uppsala: Uppsala universitet, Pedagogiska institutionen , 2009, p. 141-162Chapter in book (Other academic)
  • 76.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Interviewer Agreement of Judgement of Empathy in Selection Interviews2002In: International Journal of Selection and Assessment, ISSN 0965-075X, E-ISSN 1468-2389, Vol. 10, no 3, p. 198-205Article in journal (Refereed)
  • 77.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture.
    Methodological issues in investigations of the relative effects of schooling and age on school performance: The between-grade regression discontinuity design applied to Swedish TIMSS 1995 data2010In: Educational Research and Evaluation, ISSN 1380-3611, E-ISSN 1744-4187, Vol. 16, no 1, p. 39-52Article in journal (Refereed)
    Abstract [en]

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

  • 78.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Negativa konsekvenser av nya antagningsregler till högskolan2009In: Nyheter & Debatt, ISSN 1651-3363, no 4, p. 3-Article in journal (Other (popular science, discussion, etc.))
  • 79.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Parents’ Judgements and Students’ Self-Judgements of Empathy: The structure of empathy and agreement of judgements based on the Interpersonal Reactivity Index (IRI)2001In: European Journal of Psychological Assessment, ISSN 1015-5759, E-ISSN 2151-2426, Vol. 17, no 1, p. 36-47Article in journal (Refereed)
    Abstract [en]

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

  • 80.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Selection effects on applications and admissions to medical education with regular and step-wise admission procedures.2006In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 50, no 4, p. 463-482Article in journal (Refereed)
    Abstract [en]

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

  • 81.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    The Hierarchical Structure of Empathy: Dimensional organization and relations to social functioning2002In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 43, no 1, p. 49-59Article in journal (Refereed)
    Abstract [en]

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

  • 82.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Askling, Berit
    University West, Department of Nursing, Health and Culture.
    Different grounds for admission: Its effects on recruitment and achievement in medical education2006In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 50, no 1, p. 45-62Article in journal (Refereed)
    Abstract [en]

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

  • 83.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Berndtsson, Åsa
    Institutionen för pedagogik och didaktik, Göteborgs universitet.
    Samband mellan betyg i gymnasieskolan och prestationer i högskolan2007Report (Other academic)
  • 84.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Giota, Joanna
    Gustafsson, Jan-Eric
    Klapp Lekholm, Alli
    Betyg och Betygssättning: Funktioner och effekter2008In: Resultatdialog 2008: Forskning inom utbildningsvetenskap, Stockholm: Vetenskapsrådet , 2008, p. 25-29Chapter in book (Other academic)
  • 85.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Gustafsson, Jan-Eric
    University of Göteborg, Department of Education.
    Effects of age and schooling on intellectual performance: Estimates obtained from analysis of continuous variation in age and length of schooling2008In: Intelligence, ISSN 0160-2896, E-ISSN 1873-7935, Vol. 36, no 2, p. 143-152Article in journal (Refereed)
  • 86.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Gustafsson, Jan-Eric
    Göteborgs universitet.
    Effects of schooling and age on performance in mathematics and science: a between-grade regression discontinuity design with instrumental variables applied to Swedish TIMSS 95 data2010In: TIMSS conference papers, 2010Conference paper (Refereed)
  • 87.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Gustafsson, Jan-Eric
    Göteborgs universitet.
    Klapp, Alli
    Göteborgs universitet.
    Thorsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Betygens prognosförmåga och effekter på lärande2014In: Resultatdialog 2014, Stockholm: Vetenskapsrådet , 2014, p. 51-60Chapter in book (Other academic)
  • 88.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Gustafsson, Jan-Eric
    Göteborgs universitet.
    Svensson, Allan
    Göteborgs universitet.
    Meritpoäng skapar orättvisa2007In: Dagens Nyheter, ISSN 1101-2447Article in journal (Other (popular science, discussion, etc.))
  • 89.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Gustafsson, Jan-Eric
    Yang Hansen, Kajsa
    Göteborgs universitet.
    Changes in the structure and variances in grades at individual and school levels over time.2009Conference paper (Refereed)
  • 90.
    Cliffordson, Christina
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Gustafsson, Jan-Erik
    Effekter av den grundläggande högskoleutbildningens expansion på studerandegruppens sammansättning2007Report (Other academic)
  • 91.
    Dafgård, Pia
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Edvardsen, Catrin
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Du är huvudpersonen i ditt liv, eller?: En kvalitativ studie om kvinnors upplevelser av empowerment dimensioner på kvinnodominerade arbetsplatser2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

  • 92.
    Dahlborg, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Att bli sjuksköterska: en introduktion till yrke och ämne2019Collection (editor) (Other academic)
  • 93.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Praxis i vårdvetenskap2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lundh Snis, Ulrika, Nehls, Eddy, Lund: Studentlitteratur , 2010, 1, p. 139-154Chapter in book (Other academic)
  • 94.
    Dahlström, Ellen
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Swedén, Emelie
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    "Alltså den här gillningen eller kommentaren liksom, det ger en viss bekräftelse...": En kvalitativ studie om ungdomars meningsskapande på Instagram2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to increase the understanding for the meaning-making that comes to expression when adolescents uses the social network Instagram. Specific focus is directed on what defines meaning-making in relation to adolescents experiences of the images on body ideal and health that is portrayed on Instagram. To answer the purpose we have used a qualitative research method, inspired by a phenomenological approach. We have completed three group interviews with a total of 16 adolescents in the last year of high school and then analyzed the data with inspiration from a qualitative content analysis. The result shows that Instagram are used as a tool to maintain the social interaction, on and beside of the media. By being interesting and show your best side the users also seek confirmation, which they get from likes and comments. The results also shows that adolescents are aware that the image of body ideal and health that exists on Instagram only shows a part of the whole picture. To be healthy the adolescents express that it's important to love yourself and have a balance in life.

  • 95.
    Dimming, Lisa
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Matematikundervisningens hinder och möjligheter2011In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 67-83Chapter in book (Other academic)
  • 96. Drysdale, Maureen
    et al.
    Ward, Lisa J.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Zaitseva, Elena
    Sheri, Dressler
    Comparing the Attributes of Students in Cooperative Education or Work-Integrated Learning Programs in Four Countries2012Conference paper (Refereed)
    Abstract [en]

    New technologies, the internalization of markets, and higher numbers of university graduates have led to greater competition for employment and greater needs for higher-order employment skills, practical experience, and a strong sense of competence. An increasing number of students are turning to work-integrated programs of learning (WIL) –where they can gain the necessary skills to enhance their future employment and career prospects.

    The aim of this international project was to examine the relationship between work-integrated learning and the psychological variables believed to play a role for success in the transition to the labour market.

    Students from four countries (Canada, Sweden, England, and the USA) completed the same online questionnaire measuring self-concept, self-efficacy, hope (goal-setting, goal achievement), procrastination, motivation, study skills, and work ethic. Results indicated there were many attitudes and behaviours shared by WIL and non-WIL students in the four countries – however there were also significant differences that shed light on WIL outcomes and/or the type of students who select WIL, regardless of where they reside. WIL students appear to have a stronger math self-concept and problem-solving self-concept. Non WIL students appear to have more confidence to attain academic and career goals, but it decreases by the end of their studies. On the other hand, confidence increases substantially for WIL students. Gender effects and achievement differences between the two groups will also be discussed. In summary, Students in WIL programs –regardless of where they reside -appear more similar than different.

  • 97.
    Egonson, Marcus
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    How to Raise Willingness to Communicate in Heterogenous Students of English: A Case Study on WTC & Investment in a Swedish Upper Secondary Land Management School2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This degree thesis is a case study of classroom behavior by students at a land management upper secondary school located in a rural environment. One issue at this school is that a lot of students are not invested in English language learning, and because they are not invested, their willingness to communicate (WTC) suffers. They do not act upon opportunities to use English as a tool for communication. The result is a reluctance to use English, in the end affecting their language acquisition (i.e. learning English) and communication skills negatively. These students might not be able to partake in the opportunities that mastering English offers, since English is a global language used for communication between people, media and online social media.

    The purpose of this study is to observe the students' micro-level communication in the classroom (the actual communication) and isolate factors that facilitate enough engagement for the students to use English in the classroom. This will be done by analyzing the generated data through previous research of WTC and investment to see if the data falls in line with it. By triangulating field notes, video recordings and interviews with the students about their classroom behavior, my interpretation of the data shows that there are various factors that might help to raise WTC and engagement. The results do fall in line with previous research. There are also factors that might reduce WTC and engagement. From the conclusion, a number of pedagogical implementations are drawn. The most important one is that teachers could find it beneficial to view the individual learners themselves as the most important factor and to be aware of what engages them to voluntarily use English in the classroom. It is also beneficial to the students to view English as a tool for communication that grant access to English-speaking communities and possible futures.

  • 98.
    Einarsson, Amelie
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Haugen, Matilda
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    På spaning efter tillitsbaserad styrning: En kvalitativ studie om chefers erfarenheter av tillitsbaserad styrning och ledning i praktiken2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In mid-2016, the Government appointed the Trust delegation, with the aim of establishing a more trust-based management of municipalities and county councils. For the public sector, this means among other things, increased trust at all levels in the operations and increased capacity of action. The present qualitative study aims to examine how managers experiences trust-based management in organizations. To investigate this, six managers from a small municipality in western Sweden where interviewed about their experiences of leading with trust.

    The questions that are asked in the study are: How do managers express trust-based management? What practical methods do managers use to work in line with credible governance and management? Collected data from the interviews were analyzed with thematic analysis and presented in the result in two themes with related sub-themes. The study presents two themes, called Trust in interpersonal relations and The steering chain must breathe trust. The first theme consists of four sub-themes, I strongly believe in people's own abilities, Dialogue and communication solves a lot, It is about including employees and We must have people who dare to do things. The other theme consists of three subthemes, My mission is part of a entirety, It is not the council’s part to do decide how we deliver something specific and We are here for the citizens.

    The study stated that it requires a major effort to succeed in implementing and maintaining trust-based management. Structures and working methods are required to enable the work, as well as the right conditions. The managers need tools and methods, such as dialogue, time and coherence at different levels in the organization.

  • 99.
    Eklann, Anders
    et al.
    University West, Department of Economics and IT, Division of Business Administration.
    Kjellén, Bengt
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Lärande med hjälp av praktikfall2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lundh Snis, Ulrika, Nehls, Eddy, Lund: Studentlitteratur , 2010, 1, p. 125-138Chapter in book (Other academic)
  • 100.
    Elam, Katarina
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Widhe, Olle
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Läslust och litterär förståelse ur ett kroppsligt perspektiv2015In: Svensk forskning om läsning och läsundervisning / [ed] Tengberg, Michael & Olin-Scheller, Christina, Gleerups , 2015, p. 171-182Chapter in book (Other academic)
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