| 1. |
- Lilja Andersson, Petra, et al.
(författare)
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Nursing students' experiences of assessment by the Swedish National Clinical Final Examination
- 2013
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Ingår i: Nurse Education Today. - : CHURCHILL LIVINGSTONE. - 0260-6917 .- 1532-2793. ; 33:5, s. 536-540
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish National Clinical Final Examination (NCFE) was established in 2007 in order to examine nursing students' clinical competence upon completing their Bachelor's degree in nursing. The NCFE constitutes an innovative method of examination, divided into two parts: a written and bedside test. The aim of this study was to evaluate nursing students' experiences of being assessed by means of the NCFE, in order to obtain information that could be used to improve the examination. A survey was conducted using a questionnaire with open-ended questions concerning the written and the bedside part of the NCFE. The answers from 577 third-year nursing students were analysed using content analysis. The nursing students regarded the NCFE as promoting further learning and as an important means of quality assurance. Its comprehensive nature was perceived to tie the education together and contributed to the students' awareness of their own clinical competence. The strengths of the NCFE especially highlighted were its high degree of objectivity and the fact that it took place in a natural setting. However, the students felt that the NCFE did not cover the entire nursing programme and that it caused stress. It thus appears to be important to reconsider the written theoretical part of the examination and to standardise the bedside part. (C) 2011 Elsevier Ltd. All rights reserved.
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| 2. |
- Sernhede, Ove, 1951, et al.
(författare)
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Mellan resignation och framtidstro : livsvillkor och lärande hos förortens unga
- 2024
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Mellan resignation & framtidstro är en motberättelse mot den stereotypa bilden av ortens unga och mot de politiskt uppmålade visionerna om en mer jämlik stad genom omvandlingar av det urbana rummet och kortsiktiga insatser i skolor. Boken är ett kollektivt resultat av tre forskningsprojekt som alla kretsar kring begränsningar och möjligheter i unga människors livsvillkor och lärande i några av Göteborgs mest stigmatiserade stadsdelar.
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| 3. |
- Öman, Anne, 1965, et al.
(författare)
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Design and redesign of a multimodal classroom task : implications for teaching and learning
- 2015
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Ingår i: Journal of Information Technology Education. - Santa Rosa, CA : Informing Science Institute. - 1547-9714 .- 1539-3585. ; 14:1, s. 139-159
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Tidskriftsartikel (refereegranskat)abstract
- Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertising films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orchestration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software.
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| 4. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Teaching one thing at a time or several things together? : Teachers changing their way of handling the object of learning by being engaged in a theory-based professional learning community in mathematics and science
- 2016
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Ingår i: Teachers and Teaching. - Abingdon : Routledge. - 1354-0602 .- 1470-1278. ; 22:6
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Tidskriftsartikel (refereegranskat)abstract
- Twelve lower secondary schoolteachers in mathematics and science were asked to teach a topic of their choice during a lesson that was video-recorded. We were able to analyse 10 of the cases and we found that all of them were similar in one respect: concepts and principles were introduced one at a time, each one followed by examples of the concept or principle in question, apparently to highlight its essential meaning. All the teachers participated in three modified lesson studies with three cycles in four different groups during three semesters. The modified lesson studies were built on a theoretical idea supported by a large number of recent studies. The theory states that new meanings (of concepts and principles, for instance) are learned through engaging with instances of contrasting concepts and principles. The core idea is that new meanings derive from differences, not from sameness. After the three modified lesson studies, the teachers were asked to once again teach the same topic as in the recorded lessons before the lesson studies. The new lessons were also recorded and the analysis showed that there was one thing in common in all cases: all of the 10 teachers dealt with the relevant concepts and principles in relation to each other (i.e. simultaneously) and not one at a time. By thus bringing out the differences between them, their meaning was made possible to grasp for the students. The study lends support to the conjecture that the modified lesson study is a powerful tool for enabling teachers to structure the content of their teaching in accordance with a principle that is more powerful in making learning possible, even if this contradicts their taken-for-granted practice.
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| 5. |
- Öman, Anne, et al.
(författare)
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Similar products different processes : Exploring the orchestration of digital resources in a primary school project
- 2014
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Ingår i: Computers and education. - Oxford : Elsevier BV. - 0360-1315 .- 1873-782X. ; 81, s. 247-258
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Tidskriftsartikel (refereegranskat)abstract
- Today, teachers and pupils are interacting with digital devices during different types of activities in theclassroom context. During such activities, dialogic interaction has a particular value as a pedagogicalpractice that helps to develop pupils' understanding. This study has explored the question: In what waysdo digital resources support dialogic and synergistic interaction?In order to explore primary schoolpupils' interaction within group activity and how they make use of the features of the laptops, theempirical material was collected through video recordings and further analysed with the interactivityanalysis framework (IAF) developed by Beauchamp and Kennewell (2010). The findings show thatalthough the products produced by the different groups of pupils were similar in a technological way (i.e.the pupils used the same modes of expression), the patterns of interaction during the group processesvaried. Two out of six groups used the digital resource as an 'object of interaction', where the tool had amore passive role during the group collaboration. The other four groups used the ICT resource as a 'toolfor interaction', where the resource became more of an interaction partner during the meaning-makingprocesses, which opened up opportunities for learning. The findings also indicate that the interplay inthese four groups between the group members and the laptop features seems to have developed thepupils' understanding of ICT resources as well as their understanding of the subject content during thegroup work. Synergistic interaction with ICT was rather rare but was observed in one of the groups
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| 6. |
- Barow, Thomas, 1969, et al.
(författare)
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Junge Menschen mit geistiger Behinderung in Schweden und deren Übergang in die Arbeitswelt: Forschungsstand und Perspektiven
- 2016
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Ingår i: Hedderich, I. & Zahnd, R. (red.). Teilhabe und Vielfalt: Herausforderungen einer Weltgesellschaft. - Bad Heilbrunn : Verlag Julius Klinkhardt. - 9783781520592 ; , s. 337-343
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Bokkapitel (refereegranskat)abstract
- Der Übergang von der Schule in die Arbeitswelt bedeutet eine Weichenstellung im Lebenslauf, nicht zuletzt mit Blick auf die Situation von Menschen mit geistiger Behinderung. Gerade für diese Personengruppe und im Kontext hoher Jugendarbeitslosigkeit bestätigen jüngste Forschungen in Schweden die Schwierigkeiten, im Erwerbsleben Fuß zu fassen. Der Beitrag präsentiert den schwedischen Forschungsstand und die sich daraus ergebenden Perspektiven.
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| 7. |
- Ideland, Malin, et al.
(författare)
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Culturally equipped for socio-scientific issues? : a comparative study on how teachers and students in mono- and multiethnic schools handle work with complex issues
- 2011
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Ingår i: International Journal of Science Education. - Abingdon : Taylor & Francis. - 0950-0693 .- 1464-5289. ; 33:13, s. 1835-1859
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Tidskriftsartikel (refereegranskat)abstract
- Socio-scientific issues (SSI) are not only said to increase students' interest in science, but they also strengthen the generic skills of teamwork, problem-solving, and media literacy. At the same time, these skills are prerequisites for successful work with SSI. The aim of the study is to analyze what happens when SSI are implemented in science classrooms with various degrees of ethnic diversity and socio-cultural status. We are also interested in knowing how teachers structure the SSI work from discourses on what suits different students. Quantitative and qualitative methods are combined, for example, questionnaires and ethnographic fieldwork, presented through partial least squares analysis and thick descriptions. We can notice discursive differences between 'Us' and 'The Other' and between mono- and multiethnic schools. In an earlier research, images of differences between the different student groups emerged, and we can find these in the results from the questionnaires. In an observation study, another pattern appeared that indicated similarities rather than differences between mono- and multiethnic classrooms. The students are first of all inside the discourse of 'the successful student.' Noteworthy is that the teachers' roles correspond better with the discourse than with how students actually act. The study also shows that SSI articulate a collision between different discourses on education: a discourse on differences between students in multi- and monoethnic classrooms; a discourse on how to become a successful student; and a discourse on the school's mission to educate participating citizens. It is suggested that schools should relate to, expose, and articulate discursive clashes that emerge when introducing new work forms.
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| 8. |
- Nilsson, Pernilla, 1969-, et al.
(författare)
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Capturing and Developing Early Childhood Teachers’ Science Pedagogical Content Knowledge Through CoRes
- 2017
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Ingår i: Journal of Science Teacher Education. - Abingdon : Routledge. - 1046-560X .- 1573-1847. ; 28:5, s. 406-424
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Tidskriftsartikel (refereegranskat)abstract
- During the past decade, early childhood teachers have been faced with new needs to develop their content knowledge and pedagogi- cal content knowledge (PCK) for different science subject areas. In order to meet these challenges there is a strong need for professional learning programmes for early childhood teachers that focus on the development of knowledge, and skills to work with science activities in their own context. In this article, 46 early childhood teachers participated in a professional development programme aimed at helping teachers capture and further develop their content knowl- edge and PCK for teaching science through the use of content representations (CoRes). A CoRe is a holistic reflective tool for making explicit the different dimensions of, and links between, knowledge of content, teaching, and learning about a particular topic. The aim of the project was to investigate in what ways the use of the CoRe helped the teachers in planning and reflecting on their science teaching and in developing their PCK. Thus, the project was based on opportunities for teachers to develop and reframe their knowl- edge of science teaching in ways that stimulated children's curiosity for scientific phenomena. The result indicates that with its content- specific focus, the CoRe helped the teachers to highlight the science content in their activities, not only the general pedagogical knowl- edge. The use of the CoRes also helped the preschool teachers to establish the fundamental ideas of the topic they were teaching and to develop confidence in what they were teaching, why, and how. © 2017 Association for Science Teacher Education
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| 9. |
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| 10. |
- Politis, Diamanto, et al.
(författare)
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Exploring the resource logic of student entrepreneurs
- 2012
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Ingår i: International Small Business Journal. - : Sage Publications. - 0266-2426 .- 1741-2870. ; 30:6, s. 659-683
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Tidskriftsartikel (refereegranskat)abstract
- This study responds to the call in recent research for comparative studies examining whether student entrepreneurs are different to other kinds of entrepreneurs. Based on institutional theory, the specific question we ask in this study is whether student entrepreneurs who start up their firms in close relation to the university have a different resource logic compared to entrepreneurs who start their firms outside the university context. We define resource logic as the individual's set of ideas for how to secure and use resources, and we link this concept to theories of effectual reasoning and bootstrapping to develop our argument. Moreover, we identify two different viewpoints about the effects of the university milieu on the resource logic of student entrepreneurs and we develop hypotheses to test the different viewpoints. The findings give overall support for the view that student entrepreneurs have developed a resource logic that favours both effectual reasoning and the use of bootstrapping methods.
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