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- Morawski, Jan
(author)
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Mellan frihet och kontroll : om läroplanskonstruktioner i svensk skola
- 2010
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Doctoral thesis (other academic/artistic)abstract
- The aim of this thesis is to explore how different competing discourses inthe historical context of the Swedish education development have qualifiedand disqualified different constructions of national curriculum. How andafter what kind of principles is the curriculum constructed? What qualifywho are going to be recognized as the author and addressee of the curriculum?These key questions of the study are discussed in the first part of thethesis. My point of departure is that the curriculum can be understood as arelation between freedom and control. In an educational system this relationshipreflects the problematic tension between the external demandsfrom an authoritative center and the local need to independently reflectover educational issues. How these concepts are defined by the prevailingsocial discourses affect specific relations and constructions of curricula as asteering tool and a producer of specific teacher identities. In this sense, Iclaim that curriculum is constructed in different ways depending on whichof the didactic questions are emphasized and answered and who is judgedas the legitimate author. Based on this, three models of curriculum constructionare formulated; the content based, the result based and the processbased. These models are subsequently used as an analytical tool to examinethe historical development of Swedish national curricula.The second part of the thesis investigates the Swedish education systemand the production of the national curriculum as a product of rival discourses.The historical investigation begins 1842 when the first state curriculumwas issued and the inquiry concludes in 2008. The findings indicatethat no one single construction has been totally dominant and thatthere has been an on-going discursive struggle between different alternativeand opinions about what teachers must do and be.
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- Strandberg, Thomas
(author)
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Adults with acquired traumatic brain injury : experiences of a changeover process and consequences in everyday life
- 2009
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In: Social work in health care. - London : Taylor & Francis. - 0098-1389 .- 1541-034X. ; 48:3, s. 276-297
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Journal article (peer-reviewed)abstract
- The purpose of this study is to illuminate the changeover process, support and consequences experienced by adults who acquired traumatic brain injury (TBI). Fifteen persons were in-depth interviewed using a semi-structured interview guide. Data were analysed by latent-content analysis and structured into six themes.Consequences were negative as well as positive. Significant others were important as a driving force for training and life-situation. The informants were initially satisfied with social supports but in the longer term became more critical regarding accessibility to such supports. The majority had difficulties in returning to working-life after injury. The outcomes seemed to be a prolonged process, probably never-ending, which gradually became integrated as a part of life.
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- Wedin, Åsa, 1955-
(author)
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Monologen som resurs för språkutveckling i klassrummet i förskola och skola
- 2009
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In: ASLAs skriftserie. - Stockholm : Stockholms universitet. - 1100-5629. ; 22, s. 57-69
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Journal article (other academic/artistic)abstract
- I denna artikel diskuteras elevers utveckling av textuell kompetens i förskola och skolans tidigare år som särskilt betydelsefull för den tidiga skriftspråksutvecklingen. Artikeln bygger på en etnografiskt inriktad studie i år f–6 med fokus på andraspråkselever. I artikeln betonas vikten av att elever erbjuds tillfälle att möta och själva uttrycka längre sammanhängande tankar i tal och skrift. Vidare argumenteras för att satsning på elevers utveckling av läs- och skrivförmåga i de tidigare åren inte är tillräcklig utan att även den allmänna språkutvecklingen måste prioriteras. Detta gäller i synnerhet de elever som inte möter skolans språk utanför skolan.
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- Strandberg, Thomas
(author)
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Adults with acquired traumatic brain injury : a theoretical analysis from a social recognition perspective
- 2009
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In: Social work in health care. - London : Taylor & Francis. - 0098-1389 .- 1541-034X. ; 48:2, s. 169-191
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Journal article (peer-reviewed)abstract
- The purpose of this study is to illuminate the changeover process experienced by people with traumatic brain injury (TBI) and increases the understanding of social recognition occurring after injury. Fifteen persons, ageds 28-56, with TBI have been in-depth interviewed. Data were first analysed by latent-content analysis using a hermeneutic approach, and later re-contextualised within a matrix constructed from theories of social recognition. Results were initially structured into six themes and then re-described in terms of recognition, i.e. the individual dimension, the legal dimension and the value dimension. The conclusions suggest that people with TBI experience both recognition and non-recognition during the recovery process and later in life, living in society with the sequel of TBI. Such experiences are described on all dimensions.
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