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Handbok i kvalitativ analys
- 2009. - 1
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja.Författarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av. Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.
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| 2. |
- Thornberg, Robert, 1968-
(författare)
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Det sociala livet i skolan : Socialpsykologi för lärare
- 2006. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Både elever och lärare är intensivt involverade i sociala interaktioner och gruppsammanhang. Den här boken ger lärare underlag och redskap för att hantera grupper och belyser lärares värdepedagogiska praktik, dvs. arbetet med värden och normer och den påverkan de har på eleverna i detta avseende. Läs mer Boken behandlar områden som, Att förstå och hantera grupper, Läraren som auktoritet, Grupptryck, När beslutsfattanden i grupp går fel, Identitet och grupptillhörighet, Konflikter, Mobbning. Alla mycket centrala i lärarutbildning och- praktik.
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| 3. |
- Thornberg, Robert, 1968-
(författare)
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Det sociale liv i skolen : socialpsykologi for lærare
- 2008
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- ”Det sociale liv i skolen” henvender sig primært til lærer- og pædagogstuderende og giver en indføring i socialpsykologien generelt og relaterer teoretisk og forskningsmæssig viden om gruppeprocesser med konkrete eksempler fra skolens hverdag, bl.a. om mobning, gruppepres, konflikter og dannelse af social identitet hos børn og unge.Bogen rummer kapitler om bl.a. mobning, sociale mekanisker i og mellem grupper, gruppepres, konflikter og dannelse af socialt identitet samt lærerens rolle som leder og opdrager.Jeg finder derfor bogen meget interessant for sundhedsplejersker, der arbejder med skolebørn, særligt fordi den påminder os om vigtigheden af vi som voksne forstår værdien af den sociale indflydelse, gruppetilhørsforhold og gruppeprocessers betydning for skolebarnets trivsel.
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| 4. |
- Thornberg, Robert, 1968-
(författare)
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The lack of professional knowledge in values education
- 2008
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Ingår i: Teaching and Teacher Education. - : Elsevier BV. - 0742-051X .- 1879-2480. ; 24:7, s. 1791-1798
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to investigate teachers' perceptions of their practice of values education, and to explore their degree of professionalism in this matter. Qualitative interviews with 13 teachers have been conducted and analysed by a comparative analysis. According to their view, values education is (a) most often reactive and unplanned, (b) embedded in everyday school life with a focus on students' everyday behaviour in school, and (c) partly or mostly unconsciously performed. Furthermore, professional knowledge appears to be missing in the domain of values education among these teachers. © 2008 Elsevier Ltd. All rights reserved.
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| 6. |
- Johansson, Björn, Docent, 1970-, et al.
(författare)
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Introduction from the editors
- 2021
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Ingår i: Always take action. - Stockholm : Friends, World Anti-Bullying Forum. - 9789151946146 ; , s. 13-29
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Bokkapitel (refereegranskat)
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| 7. |
- Lindqvist, Henrik, 1978-, et al.
(författare)
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Work-based learning partnerships: mentor-teachers’ perceptions of student teachers’ challenges
- 2023
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Ingår i: Educational research (Windsor. Print). - : Informa UK Limited. - 0013-1881 .- 1469-5847. ; 65:3, s. 392-407
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Tidskriftsartikel (refereegranskat)abstract
- Background: For prospective teachers, the school-based learning component of their teacher education programme is a crucial, and often demanding, part of becoming a teacher. During this time, mentor-teachers work in close collaboration with student teachers, who are often teaching in an actual school setting for the first time. As the relationship between mentor-teacher and student teacher is pivotal to the quality of work-based learning and to supporting the professional development of prospective teachers, more needs to be understood about this complex dynamic. Purpose: Our study aimed to contribute to this area by investigating, from the viewpoint of mentor-teachers, how student teachers respond to the demands of work-based learning. It had a particular focus on mentor-teachers’ perceptions of student teachers’ emotional challenges associated with teaching and engagement. Methods: Data consisted of interviews with 22 experienced mentor -teachers from five different municipalities. Data were analysed qualitatively, using tools aligned with a constructivist grounded theory approach. Findings: Describing teaching as a complex practice, the mentor-teachers regarded proactive engagement in developing professionalism, and ability to make appropriately differentiated adjustments to their teaching as important criteria in their evaluation of student teacher progression. The mentor-teachers described student teachers’ emotional challenges in relation to these and discussed support strategies. Conclusions: The findings of the study highlight the complex dynamic of work-based learning and the key role that mentor-teachers can play in supporting the development of prospective teachers entering the profession, including the navigation of emotionally challenging situations.
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| 8. |
- Strindberg, Joakim, 1985-, et al.
(författare)
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Coolness and social vulnerability : Swedish pupils’ reflections on participant roles in school bullying
- 2020
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Ingår i: Research Papers in Education. - : Taylor & Francis Group. - 0267-1522 .- 1470-1146. ; 35:5, s. 603-622
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study was to examine Swedish school pupils’ perspectives on why some pupils engage in bullying, support bullying or avoid standing up for the one(s) being bullied, despite a shared understanding that bullying is wrong. Through the use of focus group interviews combined with two bullying vignettes, a total of 74 pupils from grades 5 and 6 (i.e. 11–12 years of age) from two public primary schools in socioeconomically diverse areas were asked for their perspectives on various participant roles in bullying. In interpreting the vignette scenario, the participants emphasised the importance of perceived coolness, as well as the risk of being bullied. In seeking to avoid becoming a ‘victim’ of bullying, the situational roles of ‘bully’, ‘assistant’, ‘reinforcer’ and ‘outsider’ were understood as potential means for promoting, maintaining or protecting one’s own social position. The findings of the study challenge previous understandings of bullying as an act of harmful or aggressive intentionality and rather highlight the relational and situational aspects of bullying.
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| 9. |
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| 10. |
- Strindberg, Joakim, 1985-, et al.
(författare)
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The fear of being singled out : pupils’ reflections on school bullying and victimisation
- 2019
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Konferensbidrag (refereegranskat)abstract
- The aim of this study was to examine Swedish school pupils’ understanding of being positioned as a bullying victim in relation to participant roles that do not actively support the victim (i.e., bully, assistant, reinforcer and outsider roles). A social psychological and sociological theoretical framework was adopted. Data was collected through the use of focus group interviews, wherein pupils were asked for their perspectives on various participant roles depicted in a bullying vignette. A total of 74 pupils from 7 school classes in grades 5 and 6 participated. Data were analysed using Constructivist Grounded Theory methods. In their explanations about the actions of pupils in bullying situations, the interviewees pointed to the fear that pupils may feel in relation to the perceived risk of ending up in the victim position. Once positioned as the ‘victim’ it becomes difficult to change that position and the associated perceptions of others, highlighting a particularly vulnerable situation, entailing the risk of further bullying and stigmatization. The fear of being singled out was the main concern, suggested as the driving force behind why pupils bully, join in bullying, laugh at the situation or choose to remain passive. The main conclusions of the study highlight the importance of difference, social stigmatization and anxiety about social exclusion as intertwined, social processes in bullying. The findings challenge previous understandings of bullying as an act of harmful or aggressive intentionality, and instead highlight the relational and situational aspects of bullying.
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