| 1. |
- Lilja Andersson, Petra, et al.
(författare)
-
Nursing students' experiences of assessment by the Swedish National Clinical Final Examination
- 2013
-
Ingår i: Nurse Education Today. - : CHURCHILL LIVINGSTONE. - 0260-6917 .- 1532-2793. ; 33:5, s. 536-540
-
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.
|
|
| 2. |
- Nordén, Birgitta, Dr. 1952-, et al.
(författare)
-
Redesign of an Outdoor Space in a Swedish Preschool : Opportunities and Constraints for Sustainability Education
- 2020
-
Ingår i: International Journal of Early Childhood. - : Springer. - 0020-7187 .- 1878-4658. ; 52, s. 319-335
-
Tidskriftsartikel (refereegranskat)abstract
- Abstract: Children’s early engagement in design of outdoor spaces can form the basis of laterattitudes and responsible action for sustainability. The present study is part of a participatoryaction research project in an urban multi-ethnic preschool in Sweden,involving children, parents, preschool staff and management with a focus on improvingthe preschool playground. The methodology involved children taking pictures ofthe outdoor space, informal participant observation by one researcher and conversationswith children and teachers. Analyses completed of selected fieldwork excerptsfocus on learning opportunities for children and adults, children’s participation,cooperation and leadership for sustainability. Deeper awareness and confidence, andpractical pedagogies for staff in preschools are required for effective sustainabilityeducation. A joint frame of reference on pedagogical practices and processes forreflection is needed within and across early childhood institutions. More continuoustraining of staff and preschool leadership would be of benefit. However, such commitmentis ultimately a matter of policy to invest in giving preschools the means todevelop and realise ambitions for environmental and sustainability education. Résumé: L’engagement précoce des enfants dans la conception des espaces extérieurs peutconstituer une base d’attitudes ultérieures et d’action responsable en faveur de ladurabilité. La présente étude fait partie d’un projet de recherche-action participa-* Birgitta Nordénbirgitta.norden@mau.se1 Department of Science, Mathematics and Society, Faculty of Education and Society, MalmöUniversity, Nordenskiöldsgatan 10, 211 19 Malmö, Sweden2 Centre for Middle Eastern Studies and Centre for Environmental and Climate Research, LundUniversity, Lund, Sweden3 Department of Languages, Faculty of Arts and Humanities, Linnaeus University, Kalmar,SwedenB. Nordén, H. Avery1 3tive (RAP) dans un établissement préscolaire multiethnique urbain en Suède, oùles enfants, les parents, le personnel et la direction sont impliqués dans un objectifd’amélioration du terrain de jeux de leur maternelle. La méthodologie utilisée faitappel à des prises de photos de l’espace extérieur par les enfants, une observationinformelle des participants par une personne de la recherche et une discussion avecles enfants et les enseignants. Les analyses réalisées sur des extraits sélectionnés detravaux de terrain sont centrées sur: les occasions d’apprentissage pour les enfants etles adultes, la participation des enfants, et la coopération et le leadership des adultesenvers la durabilité à l’intérieur des institutions et entre celles-ci. Une éducation efficaceà la durabilité exige une sensibilisation et une confiance plus profondes, ainsique des pratiques pédagogiques chez le personnel des établissements préscolaires.Un cadre de référence commun sur les pratiques pédagogiques et les processus deréflexion est nécessaire à l’intérieur et entre les établissements de la petite enfance.Il serait bénéfique d’assurer davantage de formation professionnelle continue chez lepersonnel, y compris pour la direction d’établissements préscolaires. Toutefois, detels engagements relèvent en fin de compte des politiques d’investissement pour donneraux établissements préscolaires les moyens d’établir et de réaliser leurs ambitionsen matière d’éducation à l’environnement et au développement durable.
|
|
| 3. |
- Finnveden, Göran, et al.
(författare)
-
Evaluation of integration of sustainable development in higher education in Sweden
- 2020
-
Ingår i: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Limited. - 1467-6370 .- 1758-6739. ; 21:4, s. 685-698
-
Tidskriftsartikel (refereegranskat)abstract
- Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes. Findings Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement. Originality/value This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
|
|
| 4. |
- Brunnberg, Elinor, 1948-, et al.
(författare)
-
Self-rated mental health, school adjustment, and substance use in hard-of-hearing adolescents
- 2008
-
Ingår i: Journal of Deaf Studies and Deaf Education. - : Oxford University Press (OUP). - 1081-4159 .- 1465-7325. ; 13:3, s. 324-335
-
Tidskriftsartikel (refereegranskat)abstract
- This survey, "Life and Health—Young People 2005," included all 15/16-year-old adolescents in mainstream schools in the county of Örebro, Sweden. Just students with a slight/mild or moderate hearing loss were included. There were 56 (1.9%) "hard-of-hearing (HH) students with multiple disabilities," 93 (3.1%) students who were "just HH," 282 (9.7%) students with some "other disability than HH," and 2,488 (85.2%) students with "no disability." "HH with multiple disabilities" reported considerably higher scores for mental symptoms, substance use, and school problems than the "no disability" group. Those with "just HH" and those with "other disability than HH" had more mental symptoms and school problems than the "no disability" group but no significant differences in substance use. In conclusion, the combination of a hearing loss and some other disability strongly increases the risk for mental symptoms, school problems, and substance use. This group, thus, is an important target for preventive measures.
|
|
| 5. |
- Blennow, Katarina, et al.
(författare)
-
Students’ narrative action in social science teaching in Swedish upper secondary school : Limitations and openings
- 2023
-
Ingår i: Acta Didactica Norden. - Oslo. - 2535-8219. ; 17:2, s. 1-24
-
Tidskriftsartikel (refereegranskat)abstract
- In this article, we undertake a narrative analysis of social science teaching in Swedish upper secondary school as a case study. In doing so, we want to stress the need to pay attention to the contextual and situated limits and openings of the conceivable repertoire of legitimate stories of social science in the Swedish context and its related research. The students’ attempts at sense making and action in encounters with the subject matter content, approached in terms of emplotments, render visible to what extent and in what ways the students insert cultural narratives into the subject matter teaching repertoire through their own subject storytelling. Furthermore, it indicates the limits and openings of social science teaching as predetermined “truth telling”, that is, as already-established socio-political knowledge repertoires.In focusing on students’ unique, situated and collective interweaving of their “own” experiences with established cultural and political knowledge repertoires, we wish to make a case for the potential to renew society and students’ ways of acting and being in this storytelling. If meagre attention is provided to this interweaving, we argue that there is a danger that the renewal of society and of social science education will get lost, or at least disturbed, in an undesirable way.
|
|
| 6. |
- Ödalen, Jörgen, 1975-, et al.
(författare)
-
Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities
- 2019
-
Ingår i: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 38:2, s. 339-353
-
Tidskriftsartikel (refereegranskat)abstract
- Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden’s six largest universities, who participated in pedagogical training courses. Our study reveals that the participants’ self-reported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact.
|
|
| 7. |
- Dymitrow, Mirek, et al.
(författare)
-
Geography’s three problems seen through the prism of one educational challenge
- 2022
-
Ingår i: Multiple Nordic Geographies. - Joensuu, Finland : University of Eastern Finland. - 9789526145853 ; , s. 134-134
-
Konferensbidrag (refereegranskat)abstract
- As the modern society becomes larger and increasingly diverse, its problems become more elusive and solutions far-fetched. This puts pressure on relevant education. Geographical knowledge, whose raison d’être has always been to deal with complexity, should therefore be in high demand, but isn’t. In this presentation we want to investigate why this is the case, by outlining three major problems geography education faces today and what potential solutions there might be. #1) Geography as a societal need: Geography’s traditional status as a synthesizing science is not well translated to the “sustainability mindset” that currently saturates educational curricula. This leads to decreasing numbers of geography students who seek out explicitly “sustainability-oriented” courses, which are often taught by teachers without a solid synthesizing background. Simultaneously, geography’s potential is reduced at pre-university levels where it is still associated with a stereotype (mostly cartography and ‘pub quiz’ knowledge). #2) Geography as an identity: Being “a specialist on being a generalist” is a frustrating motto for many geography students, who are inculcated that expertise is usually vertical. Inability to capitalize on horizontal expertise causes a personal crisis that impedes learning and embracing geography as a professional identity. #3 Geography as a competence: Being a holistic “for real” cannot be reduced to knowing a multitude of facts but requires foremost an understanding of how differences in opinion (underlying diametrically different sustainability strategies and solutions) arise. This requires a broad epistemological base. However, philosophy of science is not taught at pre-graduate level, while new students are becoming increasingly opinionated on contested topics. Departing from teaching experience at 4 Nordic universities, we suggest adding a “sensitizing phase” to the most critical stages of geography’s first-year education. A sensitizing phase is a targeted and deepened/extended course introduction, designed to a) focus on the strengths of geography and its boundaries to other realms of knowledge; b) providing continuous moral support to students to instill geography’s identity; c) teaching techniques how to handle complexity (knowledge reduction, extrapolation, epistemological breadth). We conclude that this approach allays confusion, primes the students towards the relevance of geography knowledge, and inculcates them into a spirit of life-long learning.
|
|
| 8. |
- Tullgren, Charlotte
(författare)
-
Den välreglerade friheten: att konstruera det lekande barnet
- 2004
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of the thesis is to shed light on pre-school as an arena for governmentality, where play is a tool for governing the child. The study focuses what in play-situations may become an object of governance and what techniques the teachers use to govern the children when they play. The theoretical framework is the work of Foucault and his perspective on power and knowledge. The empirical study took place in pre-schools with altogether four groups of children. Data consist of play-situations with 1-6 year old children, with a focus on children between 4 and 6 years of age. The play situations were observed and recorded with a video camera. The results of the study make visible how governing is active in play, and some of the technologies necessary for the governing are pointed out. The object of governance can be described through three themes: that children play, what children play and how children play. In each of these themes the children are being steered away from something considered not to be desirable towards something else, seen as desirable. To perform the regulatory work teachers use different techniques such as supervision, normalisation and pastoral techniques that create kindness and well-being among those governed. In conclusion it is argued that play, generally considered as a possibility for children freely to express themselves, should rather be understood as a well regulated activity in order to construct a future child with certain future competencies.
|
|
| 9. |
- Petersson-Bloom, Linda, et al.
(författare)
-
The Use of Professional Development to Enhance Education of Students with Autism : A Systematic Review
- 2023
-
Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 13:9, s. 1-13
-
Forskningsöversikt (refereegranskat)abstract
- The study objective in this article was to present the state-of-the-art on teachers’ professional development to enhance educational quality for students with autism spectrum disorders (ASD) in primary and secondary education. A systematic review was conducted, following the PRISMA guidelines. Quantitative, qualitative, and mixed-methods studies were eligible for inclusion. Fifteen studies were identified and summarized. To identify the eligibility criteria, we applied the SPIDER framework. Quality appraisal was applied using the MMAT. A thematic summary and narrative synthesis of the included studies was conducted to establish a comprehensive understanding of what makes a difference in preparation for teachers of autistic students. Two key factors were found regarding the design of professional development for teachers to enhance their skills to teach autistic students. Firstly, teachers’ developed autism-specific knowledge, and secondly, the need for practice-based training with a focus on the challenges teachers meet at their own schools. Multiple ways of addressing teachers’ need for professional development regarding autistic students may further contribute to inclusive values and actions.
|
|
| 10. |
- Plantin Ewe, Linda, et al.
(författare)
-
Teachers’ relational competence : perceptions of teachers and students with and without ADHD and ASD
- 2023
-
Ingår i: Emotional and Behavioural Difficulties. - : Taylor and Francis Ltd.. - 1363-2752 .- 1741-2692. ; 28:2-3, s. 198-215
-
Tidskriftsartikel (refereegranskat)abstract
- This study examined whether teachers’ professional development of their relational competence with students with attention deficit hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD) modifies teachers’ and students’ perceptions of their teacher-student relationships (TSR). Participants comprised teachers (n = 33) and students (n = 232) from two elementary schools: one intervention school (InS) and one control school (CoS). InS teachers reported significant TSR improvements, regardless of student group or gender (p =.03). Among InS students, significant results were driven by female neurodiverse (ND) students and neurotypical (NT) male students (p =.03). Nevertheless, positive effects were solely observed among ND female students, while NT male students, conversely, reported decreased TSR during follow-up tests. No significant effects were found at the CoS irrespective of teacher or student ratings. The findings suggest that enhancing teachers’ understanding of relational competence concerning ND students will not only improve their own perceptions of their TSR but also those of ND female students. Nonetheless, directing teachers’ focus towards one student group (ND students) risks diminishing teachers’ attention towards other student groups, potentially explaining the poorer follow-up results among NT boys. The finding warrants further investigation, as it indicates a challenge for teachers to establish sufficient relational engagement with all students.
|
|
