| 101. |
- Wetso, Gun-Marie, 1955-
(författare)
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Lekprocessen - specialpedagogisk intervention i (för)skola : När aktivt handlande stimulerar lärande, social integration och reducerar utslagning
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis expounds special educational development work in (pre-)schools 1994-99 (analysed 2002-06). The work is based on action research. 40 children were identified to be in need of support as they did not get involved in the school’s daily activities. This thesis follows up what happens when work is initiated for changing this predicament. Four activities were introduced: (1) education about play, communication, learning; (2) supervision of teachers; (3) play process; and (4) conversations with parents. Triangulation has been used to collect and analyse the data. Leontiev’s activity theory has been used to highlight how behavioural patterns changed and developed among the children and adults. Theories about learning elucidate the interaction processes and phenomena in the material. The formative work process is described in follow-up conversations with work teams and parents.The relationship individual-activity-environment showed that the children either exploited or did not fully make use of the resources (pedagogical support, interchange with others and use of materials) in “the pedagogical room”. The teachers were in need of training and supervision. The actions of the teacher served to guide the child. A moment’s pedagogy in the encounter determined how to entice the child to take part in interaction and interchange. Eye-ear contact, support through materials stimulated the child to assimilate concepts and language. Varied use of symbolic gestures created a play environment, bringing to life themes where roles were explored. A triad of cooperation between the adults had a positive influence on the child. The pedagogical and home environment overlapped. Behavioural patterns and established structures could be changed. The parents adopted the play process and contributed with materials to support the child’s learning. The children showed willingness to participate in daily activities and interchanges with others. Negative communication patterns were reduced.
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| 102. |
- Åhs, Olle, 1945-2008
(författare)
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Towards social well-being in schools : an implementation study of Involvement Education
- 2002
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The first purpose of this thesis concerning the implementation of Involvement Education (IE) was to highlight the experiences of the most important actors in the school (teachers, pupils and administration) when implementing the method in ordinary classes /leisure-time centers in a Swedish compulsory school, grades 1-6.IE is presented as a theory and a method, with the purpose of fostering sound self-esteem in human beings, stimulate a friendly social climate, training of positive traits or “virtues” and teaching positive ways of handling conflict. Its main strategy consists of group talks with the participants sitting in a close circle. There are different kinds of talks each with a different structure of leadership. Of great importance is the attitude of the adult and his/her ability to lead the talks. Theoretically IE is based upon ideas from William Glasser, Alfred Adler and Aron Antonovsky.The second purpose was to study how the implementation process per se was experienced and how the process developed over time. Did the use of IE continue and develop without support from ”outside”?The approach chosen is the phenomenon-oriented case study. The study was done during a period of three years involving students, staff and administration. Quantitative as well as qualitative methods have been used.The findings indicate that IE was experienced as being in line with the curricula of the school and of the recreation center concerning students’ socio-emotional development. The findings also indicate that the teachers experienced that IE was a method that could positively stimulate the social competence of the students, unity in the class, develop the ability to handle conflicts and develop attention of good qualities.The students liked the talks and experienced that the participants listened to them when they spoke. Several students said that they had been better to solve conflicts. These findings were analyzed from a theoretical point of view that stressed the necessity of satisfying certain basic psychological needs in order to develop social skills.Concerning the second purpose the findings indicate that the method was successfully implemented in the school. In the leisure-time centers, however, the method was not implemented. One reason was that the pedagogy in leisure-time centers traditionally has not stressed the worth of structured activities.In the concluding chapter some implications of the study for further research are discussed as well as IE in regard to some fundamental issues concerning didactics and schooling. Among these are: what can be learned from a study like this? – IE and the situation in today’s schools in Sweden and consequences for teacher training.
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| 103. |
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| 104. |
- Karlsson, Ove, 1944-
(författare)
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Att utvärdera - mot vad? : Om kriterieproblemet vid intressentutvärdering
- 1995
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of this thesis is to make a critical analysis of the criteria problem inherent in stakeholder evaluation, especially the problem of how to select different criteria in a situation of rapid political change and conflict among different stakeholder groups in the programme context. The aim is also to make a critical examination of the possibilities for a fair and just evaluation of official educational and social programmes.The study is composed of four sections. In the first section the research problem and the aims of the study are introduced. Then the theoretical basis of the study and the connection with the theories of evaluation are discussed. The second section of the thesis contains a deeper analysis of political changes in society and an examination of the circumstances and development lines of the evaluation and the stakeholder evaluation.In the third section the case study and an analysis of different judgement criteria and conflicts of the interest groups are presented. The fourth section contains a discussion of strategies for handling the problems emerging in the shape of general criteria, e.g. social justice, or of contextual equity criteria. Possibilities for a powerffee dialogue between the interest groups, in order to agree upon certain common criteria, are examined in a critical way. How different judgements can be structured together by consensus is analysed from a cognitive and an action-oriented perspective. At the end, some reflections are done about the stakeholder evaluation, its political dimensions and the connections between evaluation theory and political philosopy and political theory.The thesis shows that evaluation of official programmes places the evaluation in the centre of a political context with different stakeholder groups and conflicts. The thesis makes clear that a more explicit perspective of political theory could be a constructive way forward for the further development of evaluation theory.
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