| 61. |
- Berg, Monika, 1979-, et al.
(författare)
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Trust and safety in the segregated city : contextualizing the relationship between institutional trust, crime-related insecurity and generalized trust
- 2016
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Ingår i: Scandinavian Political Studies. - : Wiley-Blackwell. - 0080-6757 .- 1467-9477. ; 39:4, s. 458-481
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Tidskriftsartikel (refereegranskat)abstract
- Trust is a crucial asset for any society, and the quest to generate and uphold trust is as crucial as ever. Several contemporary societal developments are proposed as being particularly challenging for upholding and restoring the levels of trust in society, including increasing ethnic diversity, rising inequality and the related geographical segregation. It has been convincingly argued that democratic institutions may generate trust by neutralizing some of these effects. This article explores how the mechanisms of trust differ in segregated, disadvantaged neighbourhoods as opposed to the surrounding general society. The empirical material consists of individual-level data from a segregated neighbourhood (Vivalla) in a medium-sized city in Sweden (Örebro), with a random sample from the population of the city (the Vivalla area excluded) as the comparison reference point, representing the general society. In the article we introduce perceived safety as an important mediator between trust in legal and government institutions and generalized trust, through which the differing mechanisms become evident. In the disadvantaged neighbourhood, we show that trust in government institutions has the function of primarily decreasing crime-related insecurity, which in its turn affects generalized trust. Thus, the relationship is indirect. In the city population, the effect instead goes directly from trust in government institutions to generalized trust. The results suggest that the potentials of different means to build and restore trust are dependent on local context.
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| 62. |
- Bergwall, Andreas, 1972-
(författare)
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Conceptualizing reasoning-and-proving opportunities in textbook expositions : Cases from secondary calculus
- 2017
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Ingår i: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017). - Dublin, Ireland : European Society for Research in Mathematics Education. - 9781873769737 ; , s. 91-98
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Konferensbidrag (refereegranskat)abstract
- Several recent textbook studies focus on opportunities to learn reasoning-and-proving. They typically investigate the extent to which justifications are general proofs and what opportunities exist for learning important elements of mathematical reasoning. In this paper, I discuss how a particular analytical framework for this might be refined. Based on an in-depth analysis of certain textbook passages in upper secondary calculus textbooks, I make an account for analytical issues encountered during this process and identify aspects of reasoning-and-proving in textbooks that might be missed unless the framework is refined. Among them there are characterizations of generality, use of different representations, logical and mathematical structure, and ordering of material and student activities. Finally, implications beyond textbook research are discussed.
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| 63. |
- Bergwall, Andreas, 1972-
(författare)
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On a generality framework for proving tasks
- 2015
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Ingår i: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - Prague : Charles University in Prague, Faculty of Education and ERME. - 9788072908448 ; , s. 86-92
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Konferensbidrag (refereegranskat)abstract
- In this paper I present an analytic framework for generality in textbook proving tasks that involve functions. The framework is discussed in relation to results obtained when analysing tasks in integral calculus. The results show that the frameworks’ categories are easily distinguishable if the functions are explicitly described. The results are also promising regarding the possibility to clarify differences between textbooks. The analysed sections exemplify that there is not necessarily a correlation between the number of general proving tasks and the opportunities for students to engage in reasoning about arbitrary functions. Limitations and possible refinements of the framework are also discussed.
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| 64. |
- Bergwall, Andreas, 1972-
(författare)
-
Proof-related reasoning in upper secondary mathematics textbooks : Characteristics, comparisons, and conceptualizations
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Proofs and proving are difficult to learn and difficult to teach. A common problem is that many students use specific examples as evidence for general statements. Difficulties with proofs are also part of the transition problems that exist between secondary and tertiary schooling in mathematics. As mathematics teaching often follows a textbook, the design of textbooks has been pointed out as one possible cause of the problems, and international textbook research suggests that proofs often have only a marginal place in textbooks.This thesis focuses on proofs and proving in upper secondary mathematics textbooks. It also addresses theoretical and methodological questions about what marks an opportunity to develop proving competence, and which properties of such opportunities are relevant to investigate and characterize. The thesis is based on data from four Swedish and Finnish textbook series for upper secondary school, and focuses on sections on logarithms, primitive functions, definite integrals, and combinatorics. It examines how addressed mathematical principles are justified, and whether the textbooks’ exercises offer opportunities to develop proof-related skills such as formulating and investigating hypotheses, developing and evaluating arguments, identifying and correcting errors, and finding counterexamples.The results show that just over half of the mathematical principles addressed in the analyzed textbook material are justified, and that only half of the justifications are general proofs. Few exercises are proof-related (10%), and those that include reasoning about general cases even fewer. General proofs are more common in the Finnish books, but proof-related tasks are more common and of a more varied nature in the Swedish ones. The most common form of proofs are direct derivations of calculation formulas, while reasoning about existence and uniqueness is unusual, as are contrapositive proofs and proofs by contradiction.Based on the results, explicit suggestions are offered as to what teaching can pay more attention to. For the analysis and design of proof-related activities, a framework consisting of four main categories is proposed: develop a statement, investigate a statement, develop an argument, and investigate an argument. Several properties that such activities may have, regardless of which category they belong to, are discussed. Finally, three areas for future research are suggested: how worked examples can support students’ learning of proof, how textbooks can be designed to stimulate formulation as well as the formal proving of hypotheses, and mapping of differences regarding proof between upper secondary and university textbooks.
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| 65. |
- Bergwall, Andreas, 1972-
(författare)
-
Proof-related reasoning in upper secondary school : characteristics of Swedish and Finnish textbooks
- 2021
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Ingår i: International Journal of Mathematical Education in Science and Technology. - : Taylor & Francis. - 0020-739X .- 1464-5211. ; 52:5, s. 731-751
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Tidskriftsartikel (refereegranskat)abstract
- Despite the central role of proofs in mathematics, research often shows that school textbooks offer limited support for the teaching and learning of proof-related reasoning. This study contributes to this field of research by studying Swedish and Finnish upper secondary textbooks on logarithms and combinatorics. Justifications in expository sections are analysed and students' tasks are categorized according to the type and nature of reasoning they require. The findings imply that opportunities to learn proof-related reasoning are few, and are more oriented towards deductive reasoning in Finnish textbooks and towards empirical reasoning and conjecturing in Swedish textbooks. The results are discussed in relation to similar studies from both Scandinavian and United States contexts, and address future research and development of the theoretical framing of proof-related reasoning.
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| 66. |
- Bergwall, Andreas, 1972-, et al.
(författare)
-
The State of Proof in Finnish and Swedish Mathematics Textbooks : Capturing Differences in Approaches to Upper-Secondary Integral Calculus
- 2017
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Ingår i: Mathematical Thinking and Learning. - : Taylor & Francis. - 1098-6065 .- 1532-7833. ; 19:1, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- Students’ difficulties with proof, scholars’ calls for proof to be a consistent part of K-12 mathematics, and the extensive use of textbooks in mathematics classrooms motivate investigations on how proof-related items are addressed in mathematics textbooks. We contribute to textbook research by focusing on opportunities to learn proof-related reasoning in integral calculus, a key subject in transitioning from secondary to tertiary education. We analyze expository sections and nearly 2000 students’ exercises in the four most frequently used Finnish and Swedish textbook series. Results indicate that Finnish textbooks offer more opportunities for learning proof than do Swedish textbooks. Proofs are also more visible in Finnish text-books than in Swedish materials, but the tasks in the latter reflect a higher variation in nature of proof-related reasoning. Our results are compared with methodologically similar U.S. studies. Consequences for learning and transition to university mathematics, as well as directions for future research, are discussed.
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| 67. |
- Bisholt, Birgitta, 1963-, et al.
(författare)
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Nursing students' assessment of the learning environment in different clinical settings
- 2014
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Ingår i: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 14:3, s. 304-310
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Tidskriftsartikel (refereegranskat)abstract
- INTRODUCTION: Nursing students perform their clinical practice in different types of clinical settings. The clinical learning environment is important for students to be able to achieve desired learning outcomes. Knowledge is lacking about the learning environment in different clinical settings.AIM: The aim was to compare the learning environment in different clinical settings from the perspective of the nursing students.DESIGN: A cross-sectional study with comparative design was conducted.METHOD: Data was collected from 185 nursing students at three universities by means of a questionnaire involving the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) evaluation scale. An open-ended question was added in order to ascertain reasons for dissatisfaction with the clinical placement.RESULTS: The nursing students' satisfaction with the placement did not differ between clinical settings. However, those with clinical placement in hospital departments agreed more strongly that sufficient meaningful learning situations occurred and that learning situations were multi-dimensional. Some students reported that the character of the clinical setting made it difficult to achieve the learning objectives.CONCLUSION: In the planning of the clinical placement, attention must be paid to whether the setting offers the student a meaningful learning situation where the appropriate learning outcome may be achieved.
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| 68. |
- Björck-Åkesson, Eva, 1952-, et al.
(författare)
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The International Classification of Functioning, Disability and Health and the version for children and youth as a tool in child habilitation/early childhood intervention - feasibility and usefulness as a common language and frame of reference for practice
- 2010
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Ingår i: Disability and Rehabilitation. - London : Taylor & Francis. - 0963-8288 .- 1464-5165. ; 32:S1, s. S125-S138
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Tidskriftsartikel (refereegranskat)abstract
- Early childhood intervention and habilitation services for children with disabilities operate on an interdisciplinary basis. It requires a common language between professionals, and a shared framework for intervention goals and intervention implementation. The International Classification of Functioning, Disability and Health (ICF) and the version for children and youth (ICF-CY) may serve as this common framework and language. This overview of studies implemented by our research group is based on three research questions: Do the ICF-CY conceptual model have a valid content and is it logically coherent when investigated empirically? Is the ICF-CY classification useful for documenting child characteristics in services? What difficulties and benefits are related to using ICF-CY model as a basis for intervention when it is implemented in services? A series of studies, undertaken by the CHILD researchers are analysed. The analysis is based on data sets from published studies or master theses. Results and conclusion show that the ICF-CY has a useful content and is logically coherent on model level. Professionals find it useful for documenting children's body functions and activities. Guidelines for separating activity and participation are needed. ICF-CY is a complex classification, implementing it in services is a long-term project.
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| 69. |
- Blomberg, Helena
(författare)
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Mobbning, intriger, offerskap : att tala om sig själv som mobbad i arbetslivet
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is a study of bullying narratives, mainly co-produced in a process of ongoing interaction. The focus is on how narrators rhetorically organize their storytelling and identity work by using discursive resources. The empirical material consists of 12 interviews with, and 12 written stories by people who have been exposed to workplace bullying plus information from three websites about bullying, and previous research. The overarching aim of the study is to identify how a bullying discourse is produced, reproduced, challenged and negotiated in bullied persons’ narratives. Specific aims are to determine how bullying is portrayed publicly, how narrators with experience of being bullied build their stories, how the narratives stand in relation to victimization, what makes it possible to talk about vulnerability and what are its limits, and finally to develop a narrative approach.Theoretically and methodologically, the study has its basis in narrative analysis, discursive psychology, conversation analysis, and metaphor analysis. The study shows how the narrators categorize themselves as active, competent, and consensus seeking. They resist being victimized, but by their use of the interpretative repertoire and a standard story of bullying, they nevertheless become indirectly victimized. What’s at stake, in the narratives, is the question of guilt, which they rhetorically evade by the use of different metaphors. These metaphors depict bullying as a mystery, a lifelong source of suffering, a transformation, a learning experience, a battle, a contagious virus, and a trap. The narrators are constrained by the narrative conditions, the interpretative repertoire, standard story, and narrative form and content – a story of good and evil when creating their own story. The narrative conditions at the same time set the limit for expressing oneself in the identity work. This also means we are part of the production and reproduction of the bullying discourse when I, as a researcher, and the narrators use the repertoire and the standard story in mutual understanding.
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| 70. |
- Blomberg, Karin, 1970-, et al.
(författare)
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Swedish nursing students' experience of stress during clinical practice in relation to clinical setting characteristics and the organisation of the clinical education
- 2014
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Ingår i: Journal of Clinical Nursing. - : Wiley-Blackwell Publishing Ltd.. - 0962-1067 .- 1365-2702. ; 23:15-16, s. 2264-2271
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Tidskriftsartikel (refereegranskat)abstract
- AIMS AND OBJECTIVES: To describe nursing students' experience of stress during clinical practice and evaluate the risk of stress in relation to the clinical setting characteristics and the organisation of the clinical education. BACKGROUND: Stress during clinical practice is well documented, but there is a lack of knowledge concerning whether the clinical setting characteristics and the organisation of the education make a difference. DESIGN: A cross-sectional study with evaluative design. METHODS: Data were collected by means of a numerical rating scale for the assessment of stress and questions about the clinical setting characteristics and the organisation of the education. One hundred and eighty-four students who had completed their final year on the nursing programme at three universities in Sweden were included. RESULTS: Nearly half of the students (43%) experienced high level of stress during clinical practice. Measured by decision in the tree analysis, the absolute risk of stress was 57% in students with placements in hospital departments, as compared to 13% in students with placements in other clinical settings. The risk of stress increased to 71% if the students with placement in a hospital took the national clinical final examination. Performance of practice in a hospital department overcrowded with patients was also associated with increased risk of stress. The organisation of supervision and number of students at the clinical placement had an effect on the experience of stress, but did not prove to be risk factors in the analysis. CONCLUSIONS: The risk of stress in nursing students during their clinical practice differs depending on clinical setting characteristics. The taking of the national clinical final examination could be a source of stress, but this requires further investigation. RELEVANCE TO CLINICAL PRACTICE: It is important that supervisors are aware that students in hospital departments overcrowded with patients are at risk of stress and may have increased need of support.
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