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Sökning: swepub > Konferensbidrag > Göteborgs universitet

  • Resultat 51-60 av 22089
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51.
  • Brown, Barry, et al. (författare)
  • Seeing Ethnographically: Teaching ethnography as part of CSCW
  • 2007
  • Ingår i: In L. J. Bannon, I. Wagner, C. Gutwin, R. H. R. Harper & K. Schmidt (Eds.), Proceedings of the 10th European Conference on Computer-Supported Cooperative Work. London: Springer. - London : Springer. ; , s. 411-430, s. 411-430
  • Konferensbidrag (refereegranskat)
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52.
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53.
  • Danielsson, Anna, 1978-, et al. (författare)
  • Studying Power and Knowledge in the Technology Classroom: Towards a Conceptual Framework
  • 2014
  • Ingår i: BERA Annual Conference 2014.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • This paper reports on an empirical exploration of the constitution of power and knowledge in science and technology (S&T) classrooms. A deepened examination of the teaching of S&T is partly motivated by high status of these subjects in society, how they are portrayed as crucial both for the individual, in order to function in an increasingly technologically advanced society, and for the society at large, while finding it increasingly difficult to attract interest among the youth. The aim of this paper is to develop and illustrate the use of a conceptual framework for exploring how power relations are constituted in the technology classroom – in terms of what Foucault (1982/2002) conceptualises as ‘actions upon actions’ (p. 340) – by the research questions: 1) How are teacher actions communicating how and what knowledge is privileged in the classroom? 2) How is this knowledge privileging establishing power relations, in terms of possibilities for student actions? The conceptual framework makes use of practical epistemological analysis (Wickman & Östman 2002) as an analytical tool for describing teacher actions that involves a privileging of a certain educational content. Furthermore, it also utilises an adaptation of Brousseau’s (1997) concept ‘didactical contract’ that includes a Foucauldian conceptualisation of power. The empirical design relies on a purposive sampling of classrooms, documenting classroom activities using video recordings. This paper will illustrate the use of the conceptual framework, by an analysis of a case of three lessons in one Swedish technology classroom in grade 8. The topic of these lessons concerns solid and stable constructions. The pupils work in smaller groups with construction of bridges, a very common activity when working with this topic in Swedish classrooms. The first stage of the analysis focuses the actions initiated by the teacher, through the identification of epistemological moves (Lidar et al. 2006), such as instructional or confirming moves. In a second stage, the analysis focuses on how these ‘moves’ are functional in constituting a ‘didactical contract’, that is ‘the (specific) set of behaviours of the teacher which are expected of the students and the set of behaviours of the student which are expected by the teacher’ (Brousseau & Warfield 1999, p. 47). In summary, we argue that the investigation of how power and knowledge interrelate in moment-to-moment interactions in the classroom may provide additional clues to how micro-inequalities, adding up to patterns of exclusion in S&T (Rosser 2012), occur in the classroom context.
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57.
  • Larsson, Per-Olof, 1948 (författare)
  • Arbete för personer med utvecklingsstörning
  • 2009
  • Ingår i: Forskningspresentation ”Unga med Funktionshinder” Arbetsförmedlingen, Socialtjänsten och Försäkringskassan i Göteborg Region Nordost 20 februari 2009 om "Arbetsgivarens motiv att anställa och arbetskamraternas motiv att integrera personer med intellektuellt funktionshinder på arbetsplatsen"..
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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58.
  • Lindberg, Staffan I, 1969 (författare)
  • V-Dem Goals, Data, and Examples of Analysis
  • 2013
  • Ingår i: Community of Democracies, Governing Council Meeting, Warsaw December 10.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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59.
  • Peacock, Elizabeth Ellen, 1951 (författare)
  • Nordplus Kumla Project: student evaluations
  • 2016
  • Ingår i: Public engagement in conservation as part of academic and professional growth in Nordic conservation education, Oslo, January 2016.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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60.
  • Burström, Åsa, et al. (författare)
  • Adolescents With Congenital Heart Disease and Their Parents: Needs Before Transfer to Adult Care
  • 2016
  • Ingår i: Journal of Cardiovascular Nursing, Vol. 31, No. 5, pp 399-404. - 0889-4655 .- 1550-5049.
  • Konferensbidrag (refereegranskat)abstract
    • BACKGROUND: Patients with congenital heart disease (CHD) are in need of lifelong healthcare. For adolescents with CHD, this transfer to adult-care clinic can be difficult. OBJECTIVE: The aim was to identify and describe the needs of adolescents with CHD and their parents during the transition before transfer to adult cardiologic healthcare. METHODS: This study has an exploratory design with a qualitative approach, where 13 adolescents with CHD and their parents (n = 12) were individually interviewed. The interviews were analyzed with content analysis. RESULTS: The analysis of the adolescents' interviews resulted in 3 categories: change of relationships, knowledge and information, and daily living. The theme that emerged depicting the meaning of the categories found was Safety and control, indicating needs of continuity, knowledge, and taking responsibility. Analysis of the parents' answers gave 2 categories: change of relationship and daily living. The theme that emerged was safety and trust, indicating needs of continuity and shifting responsibility. CONCLUSIONS: The transition must be carefully planned to ensure that adolescents can master new skills to manage the transfer to adult cardiologic healthcare. A structured program may facilitate and fulfill the needs of the adolescents and their parents, taking into consideration the aspects of trust, safety, and control. However, the content and performance of such a program must also be examined. We plan to undertake an extensive research project in the area, and this study will be a baseline for further research.
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