| 41. |
- Augustsson, Dennis
(författare)
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Collaborative Media in Educational Settings : Teaching as a Design Profession
- 2018
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Ingår i: The International Journal of Design Education. - : Common Ground Publishing. - 2325-128X .- 2325-1298. ; 13:2, s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on a participatory design project conducted with K-12 schools in the US and Sweden to create an international collaboration on Marine Biology using video production as a tool for learning and representation. The aim of the project was to explore teachers' challenges and strategies due to digitalization and new curricular demands through a lens of sociocultural perspectives. Cultural Historical Activity Theory (CHAT) was used to understand and support participating teachers' development as well as the design process. Using the CHAT model as a design tool enabled teachers to grasp a complex learning environment and frame contradictions and tensions in the activity. Challenges in terms of curricular demands and media literacy could be identified and addressed as part of interacting activity systems, and the process enabled expansion of knowledge and ideas for both design and future work practice.
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| 42. |
- Bergmark, Ulrika, et al.
(författare)
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Aktionsforskning i undervisningen : från idé till handling
- 2021. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Aktionsforskningens styrka ligger i att den för samman forskning med undervisning och lärares erfarenheter. I den här boken beskrivs aktionsforskningsprocesen från idé till konkret handling. Teman som berörs är:uppstart och planering av processenmetoder för dokumentation och analysolika samtalsmodellerhur barn och elever kan vara delaktiga i aktionsforskningsprocessenhandledning, dess olika faser samt handledarrollenteoretiska perspektiv på kunskap, lärande och undervisningbetyedelsen av förväntningar som bidrar till reflektion, dialog och lärande. Aktionsforskning i undervisningen: från idé till handling vänder sig till lärare och rektorer inom alla skolans stadier, från förskola till vuxenutbilddning. Boken fungerar som vägledning för verksamma i förskolor och skolor som på egen hand vill initiera och genomföra en aktionsforskningsprocess i undervisningen, men den kan även användas i samverkansprojekt mellan universitet och skolverksamhet.
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| 43. |
- Berkhuizen, Carina
(författare)
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Barns samspel bortom förskolans väggar : Om yngre barns samspel och platsskapande på förskolegården och i en mobil förskola
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The general aim of this thesis is to explore the relations between children’s interaction and places within preschool activities. How children’s interaction opportunities are conditioned by the physical and social environment in the preschool yard (study I), as well as place-making processes in various contexts in mobile preschool activities (studies II and III), are examined within the framework of this purpose. As these three sub-studies have different research focuses, they use different theoretical perspectives. In study I, special attention is given to how the physical environment and teachers emerge in the contexts of children’s (aged 1–3 years) interaction in the preschool yard. Study II focuses on how children (aged 3–4 years) use the spatiality of a mobile preschool to create places in a recurring fantasy play. In study III, the focus is directed on both children’s place-making within fantasy play and how children and teachers create “place” together in a mobile preschool. Destination choices can be part of place-making processes of a mobile preschool; therefore, which aspects considered as important, in choosing a destination, are investigated. The first study starts from sociocultural perspectives on children’s interaction (e.g. Vygotsky, 1930/ 1995). Taking an abductive approach, the concept of artifacts (Wartofsky, 1979) and concepts from an environmental psychological perspective (see Gump, 1969; Westlander, 1999; Wicker, 1985, 1987) are added to explore how the social and physical environments relate to opportunities for different interactions. The results show how children reveal "interaction junctions" and "interaction swathes" in their activities within the preschool yard. In order to investigate place-making within a mobile preschool, the second and third studies combine a relational perspective on spatiality (Massey, 2005) with a sociology of childhood perspective that emphasizes children’s agency and collective activities, such as fantasy play (e.g. Corsaro, 2015). The results show how children create their own “play-places” in their place-making and how teachers choose destinations. Through its chosen perspectives and focus on younger preschoolers, this thesis provides further knowledge on how opportunities for interaction can arise in the preschool yard. Furthermore, this thesis reveals a new kind of spatiality within the preschool – that is, a mobile preschool – by using a relational perspective on place-making. Thus, this thesis contributes additional knowledge in the interdisciplinary field of Childhood Studies regarding children’s (possible) interaction in diverse places.
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| 44. |
- Ekstrand, Britten
(författare)
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Databaser som verktyg för kvalitet i utbildningsvetenskaplig forskning
- 2009
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Ingår i: InfoTrend. - 1653-0225. ; 64:2-3, s. 50-63
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Information and knowledge about science communication through educational journals and search engines are needed to reach higher quality in educational science. In this study two different databases, one representing open access and one not, indexing peer reviewed articles are scrutinized according to publishers, volumes, frequency of numbers per year, access and language? The result contributes to the information literacy field and science reflexivity. In a prolonged sense it is a contribution to quality in science. Questions are raised about educational journals as arenas for research communications, construction of the educational field, dominating discourses, responsibility of the intellectuals, power and democracy.
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| 45. |
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| 46. |
- Falk, Erik, 1973-
(författare)
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Utmaningen med utmaningsdriven utbildning
- 2019
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Ingår i: Högre Utbildning. - Lund : Cappelen Damm Akademisk. - 2000-7558.
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Tidskriftsartikel (refereegranskat)abstract
- Utbildningsprogram, kurser eller kursmoment där studenter arbetar med utmaningar, ofta formulerade av samarbetsparter utanför akademin – vilka ibland benämns ”challenge-based learning” – kan bidra till relevans och verklighetsanknytning i undervisning samt främja generella förmågor som samarbete, kommunikationsförmåga och kritiskt och analytiskt tänkande. Men utbildningsformen skapar också en rad problem kring undervisningsadministration, examinationsformer och organisation eftersom den bryter mot etablerade arbetssätt och traditioner inom universitetsväsendet. Den här texten beskriver och reflekterar över praktiska och pedagogiska erfarenheter från Södertörns högskola i arbetet med att etablera en lärosätesgemensam utmaningsbaserad kurs tillsammans med Karolinska Institutet och med samverkansparterna Huddinge och Botkyrka kommuner.
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| 47. |
- Fjällhed, Anders, 1960-
(författare)
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Flyktingskapets situation och möjlighet : Colombianska flyktingbarn i Venezuela och Sverige
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is about the situation and possibilities in a refugee situation. The aim is to deepen the understanding of the situation for Colombian refugee children and how they are able to handle the adjustments related to a refugee situation, both in a neighbouring country like Venezuela and in a foreign country like Sweden. First, quantitative data were collected and analyzed in order to obtain a general picture of the situation for the refugee children. Further, grounded theory was used to analyze some of the interviews, which resulted in a generated theory. During the process of developing the theory, a case study was carried out with a Colombian refugee family in Sweden. The interviewed persons are fifty Colombian refugee children (boys, girls, and teenagers) who lived in the border states of Venezuela, and a Colombian refugee family (the parents and their two children) who now live in Sweden. The generated theory deals with how the refugee children are able to relate to and manage the new refugee situation. The core concept is possibility-finding: the developed ability to find possibilities in the refugee situation. It is a way of thinking as well as practical action. The latter is evident in the way the refugee children see the possibilities and deal with the challenges and problems they are facing. By the solutions they find and the results that are developing into growth. All of this influences and helps to build up their personal stability. The foundations that emerge, and which support or strain possibility-finding, are peace, culture, language, and networks like familyship and friendship. There is an emphasis on the importance of peace and dreams in order to handle times of huge challenges.
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| 48. |
- Francia, Guadalupe, 1961-
(författare)
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Policy som text och som praktik : en analys av likvärdighetsbegreppet i 1990-talets utbildningsreform för det obligatoriska skolväsendet
- 1999
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study is to investigate the relation between policy as text and policy as practice, with a focus on Swedish educational reform in the 1990s in regard to comprehensive schooling.School reform in the 1990s has resulted in major changes in Swedish compulsory education. The reform has encompassed a new form of steering system, a new financing system, a new curriculum, new syllabi, a new national employment policy for teachers, a new grading system, and increased privatization of schools.All of these changes are analyzed in the study with reference to equivalence in the discourses on the national, municipal and school levels. The analysis of the concept of equivalence is linked to the following specific meanings of the concept: equality of opportunity; equality in regard to resources; equality in regard to achievement; and free choice.The empirical data for this thesis has the following components:An inter-textual text analysis of the central national steering documents;Four case studies that deal with the implementation of the reform at the municipal and school levels. These case studies include a text analysis of the municipalities' and the schools' plans, individual and group interviews with school staff at the municipal and school levels, as well as classroom observations conducted in six schools;A questionnaire which deals with the right to choose a school in another municipality, distributed to all of the municipalities in two counties; andAn analysis of the first twenty-two independent Islamic schools established in Sweden during the period 1993 and 1998.The results of the aforementioned studies are the following:Educational policy documents function in practice as inter-textual interventions;In practice free interpretation and opposition occur;Reform is a complex interaction between texts and the practitioners (municipal employees, school personnel);Reform is not an occurrence, but rather a process;Reform is a compromise;Reform has an inter-textual character;The concept of equivalence has diverse meanings:The occurrence of diverse and conflicting discourses, in regard to equivalence and within the framework for the same reform, gives rise to conflicts in practice;Goal steering has the potential to promote equivalence in regard to achievement equality as prescribed in the curriculum, which requires that all pupils are expected to achieve the obligatory goals;The shortcomings of the reform in regard to the evaluation phase limit the implementation of the requirements for equivalence as achievement equality in accordance with the curriculum; andNegative expectations in relation to certain groups of pupils limit the extent to which the requirements of achievement equality can be implemented in accordance with the curriculum
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| 49. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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Learning to Read Using Computers : A Longitudinal Study from Grade 1 to Grade 3 in Four Swedish schools
- 2019
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Ingår i: Nordic Journal of Literacy Research. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2464-1596. ; 5:3, s. 24-48
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Tidskriftsartikel (refereegranskat)abstract
- The article is based on a longitudinal study in a municipality that decided to organise a project including the use of computers and extra remedial education in initial reading and writing instruction from the first to the third grade. The study may be regarded as quasi-experimental with 110 students in two project schools and 59 students in two control schools. To explore the extent to which the use of computers in reading instruction made a difference, we followed students in the four schools from Grade 1 to Grade 3. The students’ language skills were tested regularly with different test instruments. In addition to the tests, the students answered a questionnaire, and teachers and principals were interviewed. It was not possible to conclude that the teaching methods in the control schools yielded better reading and writing development than the project schools or vice versa. The results were ambiguous, the control schools performed slightly better in one test in grade 3 and the project schools on another test, when accounting for linguistic awareness in grade 1 and other factors.
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| 50. |
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