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41.
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42.
  • Johansson, Eva M., 1956- (författare)
  • Det motsägelsefulla bedömningsuppdraget. En etnografisk studie om bedömning i förskolekontext
  • 2016
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • This study examines the assessment practices and discourses in Swedish preschool in times of changing principles for state control and steering. These practices and discourses are analyzed in relation to theories about state control, and about cultural and social reproduction in education. The study was conducted with an ethnographic approach in two preschools located in areas that differ in terms of socio-economic status and ethnic diversity. The results show that pre-school teachers express ambivalence towards assessment as an aspect of their work. An increased focus on children's learning and on mastery of specific assessment formats and discourses are on the one hand constructed as signs of being professional – and thus function to increase their professional status. On the other hand, by their association with school, the same features seem to conflict with the values and discourses that constitute preschool teachers' professional identity. In their talk about assessments, the preschool teachers tend to focus on how assessments should be expressed (form) rather than what they are targeting (content). Furthermore, the assessments tend to concern social and behavioral aspects rather than the children's learning. As much as promoting institutional development and children's learning, the assessment practice can thus be seen as a sort of assessment game. Finally, the results suggest that the norms and focus of assessments to some extent both indicate and reinforce the institutional culture of different preschools, thereby exposing children to different socializing messages. This is problematized in regard to the role of education to promote justice and equality.
43.
  • Johansson, Monica (författare)
  • Anpassning och motstånd : En etnografisk studie av gymnasieelevers institutionella identitetsskapande
  • 2009
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • Nearly all pupils in Sweden continue their studies at upper secondary school. A central point of departure in this thesis is therefore to examine how the upper secondary school deals with its now both complex and difficult to interpret task of ”one school for all” and to describe and analyse the creation of identity for pupils within this institution. How the creation of identity occurs in different programmes during the pupils’ period of education is specifically studied with a theoretical starting point in Anthony Gidden’s structuration theory complemented with theories that concern pupil adaption and resistance.The study was conducted at a municipal upper secondary school and used critical ethnographic research and document analysis. The programmes that were included in the study are the individual programme, the health care programme and the technical programme. Five pupil groups were followed for three school years.The results show that the differentiation of pupils within the education system is strengthened in the everyday activities of the upper secondary school. At a general school level, an explicit pupil identity is sought after, but in the different programmes different possibilities for the pupils to achieve this are discerned. The pupils are faced with different demands and expectations depending on which upper secondary school programme they are studying at. This applies to both their performances and the social relations of the positioning processes involved in being a pupil. The creation of pupils' identities is formed and developed in different ways and can also be related to the prevalence of special support, as well as to gender, social background and ethnicity.During their education most pupils strive towards adapting to the pupil identity that the school, at a general level, seeks. But they do so with varying degrees of resistance. In the thesis, the results are discussed in relation to the increased marketisation of the education system where individual performance, control and the evaluation of pupils are becoming more and more central. There is a need to critically examine these questions since they have such significant consequences for the future of young people.
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44.
  • Jonasson, Kalle, 1976- (författare)
  • Sport Has Never Been Modern
  • 2013
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • Sport has often been understood as a set of formalised physical contests, and moreover as something inherently modern. New conceptions of the term implicates that sport ought to comprise all physical activity. However, the studies and approaches that describe the range and tension between those positions are lacking. The thesis addresses this lacuna and suggests that the aforementioned conceptions could be inquired as the narrow (physical contest) and the broad (physical activity) understanding of sport. The work presented in this thesis sets out to outline a theoretical and methodological framework that could comprise the different conceptions of sport. This framework is laid out with inspiration from Bruno Latour’s symmetrical anthropology. The empirical material was collected from an array of sources with a broad range of ethnographical methods. Four sporting practices (break time football, parkour, eSport, and company table tennis) that embody the tension between the broad and the narrow are inquired into in the articles. The comprehensive framework that the thesis seeks to outline takes form in shape of the different concepts (“dromography,” “minor sport,” and “the art of tracing”) constructed within the articles. It is concluded that the broad understanding of sport threatens to hollow the term. However, the narrow understanding of sport tends to downplay the material dimension of modernity. It is argued that the connection between the material and the social dimension of sport, with regards to categories such as age and gender, mustn’t be neglected in the study of sport. Furthermore, it is argued that the competitive element of modern sport is related to modern science in an unexpected way that adds new understanding to the ontology of modernity in general.
45.
  • Jonsson, Agneta, 1958- (författare)
  • Att skapa läroplan för de yngsta barnen i förskolan barns perspektiv och nuets didaktik
  • 2013
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • This thesis takes as one point of departure the concept of the expanded curriculum where curricula encompass both the formal steering documents, as well as that which goes on within the framework of preschool education and through the actors in preschools. The overarching purpose is therefore to generate knowledge about what conditions for learning the work of teachers make possible when curricula are created in preschool settings for children aged between 1 and 3. The purpose is also to contribute with knowledge about what these created curricula would mean for children’s agency, and the importance they can have for children’s opportunities for learning and development. The three empirical studies consist of digitally recorded interviews with teachers and video observations with a focus on teachers’ communication with children in preschool. The discussion in the overarching text is constructed around three aspects that emerge in the overall results of the studies. First, the studies reveal how teachers’ work can be likened to a limiting curriculum which, on the one hand, is entirely child-centered, with the children as seen actors, but, on the other, can be interpreted as entirely teacher-centered. Secondly, there is the discussion about the affirmative curriculum, where children are presented as affirmed actors. In other words, content becomes those things that children are interested in, and their modes of expression are seen, affirmed and often repeated. Finally there is the discussion about the possibilities and dilemmas related to an expanding curriculum where children are regarded and treated as real actors in the sense that their intentions and expressions are taken seriously as relevant challenges. The current curriculum text for Swedish preschool can, in this sense, be seen as an obstacle in that its formulations are extremely broad-based, as discussed related to the results of this thesis.
46.
  • Karlsson, Rauni (författare)
  • Demokratiska värden i förskolebarns vardag
  • 2009
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • The theme of this thesis is democratic values in pre-school and how these are revealed in the children’s relations in that setting. It describes what the children take responsibility for and how they do it; how they demonstrate care in the sense of consideration, and what they show respect for and how they show it. The study was carried out within the framework of the state pre-school as portrayed in two pre-school departments in a municipality in western Sweden. The daily activity was followed in two pre-school groups comprising children aged 3-6 years, among which field studies were carried out over a total of 36 weeks. Observations focusing on the children’s behaviour and their communication both with each other and the teachers, made with the help of an open research protocol, audio-recordings and diary notes, resulted in descriptive field records, which were analysed in four stages. The understanding of domain theory was used as a conceptual tool for comprehending and explaining how values, value judgement and consensus may be distinguished and sorted. The analytical procedure has been influenced both by a perspective of positioning and power relations and interpretation based on value theory. The analysis has resulted in three thematic values, among which Responsibility is shown in the way the children behave in words and actions, meaning that the children do not speak about taking responsibility but, a fact that is central to this study, initiate responsibility. They show in different ways that they take responsibility for everyday matters both on their own behalf and on behalf of others. Care refers to the perception of others’ needs in an empathic way, and that the children demonstrate by their actions an empathic understanding of someone else. This means that care is a value that the children use in order to support each other within their cultural community as separate from adults’ perspective. In this way, their caring acts sometimes appear to be in opposition to the perspective that the teachers’ positions express. Respect is shown to be a value that means that the children, when encountering another, abstain from what they are doing or change their current position for that other person’s benefit. In certain situations, the children abstain from their self-chosen position in favour of a social convention or an opinion that is asserted, which means that respect is embedded in a complex way. Gender differences have been identified as an all-pervading theme in the empirical material. An important part of the children’s experiences takes place in the group divisions between girls and boys, which is why these affect the affinity that they develop. In the everyday structure, girls and boys participate as social actors with expectations and norms formed with the support of the gender differences that are made. Both girls and boys stress the importance of their fellowship, while at the same time a pattern can be discerned that ascribes girls and boys different degrees of agency.
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47.
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48.
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49.
  • Langelotz, Lill (författare)
  • Vad gör en skicklig lärare? en studie om kollegial handledning som utvecklingspraktik
  • 2014
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • This thesis takes its departure from the on-going debate about teachers´(collective) ‘continuing professional development’ (CPD). Teachers’ CPD through an imposed nine-step model of peer group mentoring (PGM) is focused on. The study draws on data from a two and a half yearlong interactive project that took place in a teacher team in a Swedish school. The general aim of the thesis is to study a practice of professional development in a teacher team involving peer group mentoring and to find out how and what kind of teachers’ expertise that is constructed. Furthermore, the aim is to examine how the PGM-practice was constrained and enabled and what kind of CPD was made possible. The theoretical and methodological framework is mainly based on practice theory. Practices and practitioners are seen as mutually interrelated. Practice architectures (Kemmis & Grootenboer, 2008) are used to uncover the relations between the PGM-practice and its historical, material-economic, social-political and cultural-discursive conditions. Furthermore, Foucault’s notion of power was adopted as an analytical tool to examine how power came into play during the mentoring sessions and how the teachers’ discursively constructed a ‘good teacher’ and teachers’ expertise. The methodological approach is action research. A main finding of the thesis is that professional and personnel development may be imposed through peer group mentoring. Furthermore, democratic processes increased during the PGMmeetings and seemed to have an impact on classroom practice and the practice of parent-teacher meetings. The results show how the PGM–practice and its outcomes are deeply interconnected to global and local historical, material-economic, social-political and cultural-discursive arrangements which constrained and enabled it. When economic cut downs (i.e. materialeconomic arrangements) began to take effect in the local school, along with a neo-liberal discourse (i.e. cultural-discursive arrangements), democratic processes were challenged and threatened. The focus in the PGM discussions shifted from the teachers’ perceived need for pedagogical knowledge development to talk about students as costs. The constrained nine-step model disciplined some individuals more than others. The teachers disciplined each other through e.g. confessions, corrections and differentiations. Inconsistent discourses about good teaching and teachers’ know-how were constructed and the teachers positioned themselves and each other as ‘good’ or ‘bad’ teachers. The interactive research approach partly enabled the PGM-practice but at the same time effected the teachers’ positioning of each other. The interactive research approach disciplined both the teachers and the researcher. Anyhow, power relations became fluent and mutual among the participants. A collegial approach and the ability to carry out reflexive cooperation were both fostered by the model and articulated in the PGM-practice as important teacher skills.
50.
  • Larsson, Staffan, 1947-, et al. (författare)
  • Arbetsupplevelse och utbildningssyn hos icke facklärda
  • 1986
  • Bok (övrigt vetenskapligt)abstract
    • En redovisning av studier av hur kortutbildade förhåller sig till utbildning. Detta ses som en dialektik mellan arbetssituation, upplevelse av arbetets mening och arbetarnas syn på utbildning.
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