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| 42. |
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| 43. |
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| 44. |
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| 45. |
- Chaib, Christina
(författare)
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Ungdomsteater som estetisk läromiljö
- 2006
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Ingår i: Lärandets konst. - Lund : Studentlitteratur. - 9789144045559 ; , s. 171-190
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 46. |
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| 47. |
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| 48. |
- Fredriksson, Kristina
(författare)
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Drama som pedagogisk möjlighet : En intervjustudie med lärare i grundskolan
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to develop insights about what meaning teachers ascribe to their work with drama in education. Based on a socio-cultural perspective drama is seen as a tool for learning. Another point of departure is the Swedish National curriculum, which states that aesthetic learning processes should be an integrated part throughout compulsory education. The data for the study consists of interviews with eleven primary school teachers.The qualitative analysis shows a variation in how the teachers perceive drama. Drama can be used for example to illustrate different factual knowledge or to explore and create meaning in relation to a human dilemma or a complex subject matter. The working methods vary from focusing the artistic dimension of drama to giving the art form minor or no importance at all.The findings indicate, in line with previous studies, that drama is mainly used to work with the school's social goals, like creating a friendly atmosphere and prevent bullying. The findings also show that teachers find it difficult to integrate drama in their everyday teaching. One obstacle which is pointed out is the fact that in Swedish compulsory schools drama does not have its own curriculum and thus is not included in the schedule. Other explanations are that many teachers experience that they have insufficient drama skills and lack of time for drama work, depending on the school's focus on measurable knowledge and goals to be achieved.The conclusion is that drama can allow meetings where different stories can be viewed from several perspectives and be an opportunity for greater understanding and deeper knowledge. Drama can also be dismissed because it is not real and drama can be used in a fostering way, to direct students towards a desirable behavior. In other words, drama can be described as a multifaceted and powerful educational tool.
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| 49. |
- Linton, Ann-Charlotte
(författare)
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To include or not to include : Teachers’ social representations of inclusion of students with Asperger syndrome
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Evidence on inclusive classrooms shows that successful implementation of inclusion can lead to increased social involvement, personal well-being and higher levels of academic performance compared with segregated provision. Despite these potential benefits inclusion of students with Asperger syndrome (AS) in the mainstream classroom is problematic. Support from teachers is a key strategy for accommodating students with AS diagnosis in the mainstream classroom. Less well is understood how teachers create an inclusive environment for these learners. Teachers’ social representations (SR), have a bearing on how they interact and accommodate, therefore the first aim of this dissertation was to explore teachers’ SR of students with AS. The second aim was to highlight the role of contextual factors and prior experience in forming SR. The third aim was to study the link between teachers’ individual practice and broader institutional forces by comparing the SRs among principals, school health professionals and teachers. The forth aim was to study what teacher factors predict teachers’ positive attitudes towards inclusion of students with AS.The findings show that a medical approach seems to dominate especially earlier trained teachers’ SRs; however, there is a tendency to view the environment increasingly important. Our results suggest that experience with students with AS is related to teachers' SR of these students. In addition, our data indicate that there is a need to bridge the gap between the organizational level, the classroom level and the individual student level in order to reduce barriers for students with AS to fit into an inclusive environment. Finally, positive attitudes towards inclusion of students with AS were found to relate to teachers’ knowledge of teaching students with AS and their attitudes towards students with AS. To conclude teachers’ SRs are deeply seated and the first step is to bring them to the forefront so that teachers are aware of them. In addition, there is a need for team building in the school arena to achieve a common vision for an inclusive school.
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| 50. |
- Mattus, Maria, 1959-
(författare)
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De länkade orden : Den digitala arenans dynamik
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to explore freedom of speech and aspects of credibility related to the Internet. The phenomenon freedom of speech is seen and examined principally from a communicative perspective. Theoretically the thesis is based on three key concepts: Internet, freedom of speech, and credibility. Four studies are included; each of them focuses on the main problem from different angles using different methods.In the first study, two websites on the Internet, both having reference to the Holocaust, are examined. The aim is to identify some kind of hypertextual dialogue between Living history [Levande historia], representing a serious project about human respect and democracy, and True history [Sann historia], a plagiator expressing a revisionist opinion. The second study examines a media debate about freedom of speech and censorship related to the Internet found in newspaper articles published during 1997-1999, to see which issues these newspapers emphasise, and how the role of the Internet is described. The third study focuses on how university students writing essays assess the credibility of scientific information in web-based environments. In a questionnaire, the students estimate the importance they attach to 24 different elements. The fourth study seeks to increase the understanding of the function and dynamics of Wikipedia as a collaboratively shaped wiki-encyclopaedia. In e-mail interviews, active users are asked about their impressions and experiences.Based on the studies, some reflections on what could be considered as special with the freedom of speech on the Internet are presented. These reflections, in terms of seven aspects, are referred to as the hypertext structure, the collage effect, boundless identities, shift in responsibility, parallel worlds and hyper reality, the compensating effect, and the leaching effect. A concept, denominated the hypertextual dialogue, has emerged during the work on this thesis. This concept has a technical, an intertextual and a discursive level.The discussion deals with the news media’s approach towards the Internet, what their possible agenda could be, and the impact they have on people. Internet’s pluralism and its consequences are discussed. Wikipedia could serve as a model by showing how committed individuals interact to create a competitive product. When users interact with and within the hypertextual structure, the construction of meaning, as well as the responsibility for the consequences, would move from the texts’ original authors to the users. Perhaps the Internet requires the involvement of some kind of homo navigare who is able to function within, outside and between digital arenas.
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