| 662761. |
- Hedman, Christina, 1966-
(författare)
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Flerspråkig elev – med dyslexi?
- 2012
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Ingår i: Flerspråkighet i skolan. - Stockholm : Natur och kultur. - 9789127421721 ; , s. 98-128
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 662762. |
- Hedman, Christoffer, et al.
(författare)
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Hjälpa eller stjälpa?
- 2019
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Ingår i: Didaktisk utvecklingsdialog. - Lund : Studentlitteratur AB. - 9789144125749 ; , s. 85-102
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 662763. |
- Hedman, Christina, 1964-
(författare)
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Insulin and IGF-I in type 1 diabetes
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Patients with type I diabetes have alterations in the GH/IGF system with reduced levels of circulating IGF-I, as well as other disturbances in the components of the IGF system.Alterations of both local and circulating IGF-I and its binding proteins (IGFBPs) have been associated with metabolic and vascular manifestations of diabetes and also with atherosclerosis. Short-acting insulin analogues have been developed in order to obtain more physiologic insulin profiles than with human regular insulin when injected subcutaneously.We examined the effects on the IGF system of good glycaemic control, of two diets with different amount of protein and of the short-acting insulin analogue lispro in continuous subcutaneous insulin infusion (CSII) (pump therapy). We also compared the free insulin profiles of the insulin analogues lispro and aspart. As a new tool we used the combination of two different insulin assays that detect human insulin only, or both human insulin and analogues.This thesis shows that the circulating IGF system exhibits several pronounced aberrations in patients with type I diabetes, even if glycaemic control is normal or near normal. These abnormalities are not, or are only weakly, related to glycaemic control estimated by HbA1c. In contrast, they are related to the presence of residual p-cell function, indicating that portal insulin delivery is required for a normal IGF system. Treatment with insulin analogue lispro, despite giving higher peripheral insulin peaks than human regular insulin, does not alter the levels of IGF-I and IGFBP-I in patients with good glycaemic control and longstanding, Cpeptide negative type 1 diabetes treated with CSII. Furthermore, IGFBP-I levels do not differ after a single s c injection of each of the insulin analogues aspart and lispro. A two-fold increase in protein intake, from 10E% to 20E%, in patients with longstanding type 1 diabetes does not affect the altered IGF system.The free insulin profiles of insulin analogues aspart and lispro resemble each other, but insulin lispro showed a slightly faster uptake, reached the maximum peak concentration earlier, and showed a more rapid decline than did insulin aspart. These differences are, however, small in comparison with the large differences in the insulin profiles between lispro and human regular insulin. The accumulated evidence suggests that possible differences between these insulin analogues are of little or no clinical importance.The combination of insulin assays that detect human insulin alone, or both human insulin and analogues provides a new tool for studying insulin pharmacokinetics. Using this technique, it is possible to separately assess the contribution of insulin analogues (lispro and aspart) and human insulin to the free insulin profiles.
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| 662764. |
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| 662765. |
- Hedman, Christina, et al.
(författare)
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Introductory classes for newcomer primary school students in Sweden : Pedagogical principles and emotional understanding
- 2021
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Ingår i: Multicultural Education Review. - 2005-615X .- 2377-0031. ; 13:1, s. 85-105
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Tidskriftsartikel (refereegranskat)abstract
- Through the study of pedagogic discourse and practice in introductory classes (ICs) aimed at new migrant students at a linguistically diverse primary school in Sweden, we discuss pedagogic principles and power dynamics, drawing on Bernstein’s conceptual frame. Our ethnographic data consist of teacher interviews and observational fieldnotes. A compound set of pedagogic principles was found, where the acknowledgement of the students’ prior languages differs from previous research. Furthermore, the teachers’ accommodations to the students’ needs through a collaborative practice of care formed an important part of the inner logic of discourse and practice. We find this multilingual and emotional support to be contingent upon the IC teachers’ multilingual competencies and long-term experience with ICs, multilingualism and migration, and support from school management. We welcome interrelated discussions of underpinning logics based on research within different educational contexts comprising migrant students.
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| 662766. |
- Hedman, Christina, et al.
(författare)
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Lika eller lika möjligheter? Diskurser om skolämnet svenska som andraspråk inom det akademiska fältet i Sverige
- 2018
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Ingår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. - : University of Oslo Library. - 1504-9922. ; 12:1
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we take the concept of equality as the basis to discern and discuss discourses in scholarly texts within the Swedish academic field on the school subject Swedish as a second language (SSL) after its introduction in 1995. The study analyzes the types of arguments, their theoretical and empirical under-pinnings, and the assumptions of equality reflected. Two colliding discourses are identified, of which the arguments of the SSL discourse, stemming from research on multilingualism and second language research, recognizes lan-guage educational needs in students’ learning in their second language as an expression of equality-as-equal-opportunity and resistance to “difference blind-ness”. In this line of argument, SSL is constructed as part of a pluralistic language policy comprising SSL and mother tongue education. However, the recognition of second language educational needs exists alongside criticism of the subject’s organization. The colliding discourse centers on inclusion, describes SSL as an expression of deficiency regarding the students, and considers the separation of students to be a key problem. As aspects of the inclusion discourse are also found in the SSL discourse, interdiscursive rela-tions are discerned. The emerging interpretations of deficiency and language reflect how discourses construct their object (Foucault, 1972), in this case contents and aims of SSL. The anticipating characteristics of the discourses indicate an involvement of actors with a high degree of agency, reflecting the relatively high impact of the academic field on the political field in terms of multilingual education policy. Research on the SSL educational practices, partly underpinning the discourses, is however strikingly limited.
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| 662767. |
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| 662768. |
- Hedman, Christina, 1966-
(författare)
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Läsutveckling hos flerspråkiga elever
- 2012
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Ingår i: Flerspråkighet i skolan. - Stockholm : Natur och kultur. - 9789127421721 ; , s. 78-97
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 662769. |
- Hedman, Christina, et al.
(författare)
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Modersmålsämnets legitimitet i ett förändrat politiskt landskap : En analys av svensk riksdagsdebatt under 2010-talet
- 2020
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Ingår i: Utbildning och Demokrati. - : Orebro University. - 1102-6472 .- 2001-7316. ; 29:3, s. 31-50
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Tidskriftsartikel (refereegranskat)abstract
- The legitimacy of the mother tongue subject in a changing political landscape: An analysis of Swedish parliamentary debate in thetwenty-tens.This paper highlights and discusses the arguments in favor of, or against Mother Tongue Instruction (MTI) in Swedish parliamentary debate between 2010 and 2020. New to this decade is the entrance of yet another nationalist and populist party with the abolishment of MTI on its political agenda. Building on a critical discourse analytical frame and argumentation analysis, we discuss this party’s rhetoric on MTI – based in an Othering discourse and the construction of MTI as a path to alienation – and the parliamentary counter-voices. The latter mainly concern the role of MTI for development of Swedish and learning in other school subjects, implying that MTI in its own right is subordinated. We argue that this counter-discourse represents a shift in how MTI is legitimized – and in fact plays into assimilationists’ hands – compared to the pluralistic ideology that initially made way for MTI. The importance of scrutinizing political rhetoric is stressed to anticipate political action.
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| 662770. |
- Hedman, Christina, 1966-, et al.
(författare)
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Multilingual study mentoring for critical multilingual language awareness among migrant adolescents : scenarios of possibility
- 2022
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Ingår i: Journal of Multilingual and Multicultural Development. - : Informa UK Limited. - 0143-4632 .- 1747-7557.
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Tidskriftsartikel (refereegranskat)abstract
- This paper builds on a collaborative pilot project on Critical Multilingual Language Awareness (CMLA) in a linguistically diverse Preparatory Class with migrant adolescents in Sweden. Importantly, the approach involved Multilingual Study Mentors (MSMs), whose role normally is to provide scaffolding in the strongest language of recently arrived students to facilitate learning in the language of instruction. Previous research has shown that MSMs are left at the margins of education. This paper explores some of the many audio-recorded conversations on multilingualism between the six MSMs and the students as scenarios of possibility (Heath, S. B. 2000. “Seeing Our Way into Learning.” Cambridge Journal of Education 30 (1): 121–132. doi:10.1080/03057640050005816), facilitated by the MSMs' widened epistemic authority and invested symbolic self (Kramsch, C. 2011. “The Symbolic Dimensions of the Intercultural.” Language Teaching 44 (3): 354–367. doi:10.1017/s0261444810000431). Through their careful positionings and personal involvement, students were encouraged to engage in various themes on multilingualism via co-learning processes and translingual practices, beyond the mere display of accurate and efficient communication in the majority language, hence, moving towards increased student participation. These findings demonstrate the potential MSMs – or possibly other community members – have to shape co-learning that is of importance to CMLA.
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