| 61. |
- Gerrbo, Ingemar
(författare)
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Idén om en skola för alla och specialpedagogisk organisering i praktiken
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Based on the assumption that inclusive schools, sometimes put in terms of ‘schools for all’ – i.e. the quest to create and maintain everyone’s learning, participation and social development in school – is a somewhat challenging task to accomplish, this thesis turned to study the work done and efforts made in this field in some mainstream Swedish school settings. In this endeavor, situations involving students at risk of school failure formed a specific focus. The aim of the study was to identify and analyse what, in school, calls for special education and, what is of particular importance in this thesis, the special education measures taken by the teachers to handle such issues; i.e. how special education is being done. Data mainly consisting of special education narratives by classroom teachers and special educators were collected during visits to a total of five mainstream schools units – all inspired and guided by the idea of inclusive schools. In the analysis of the data, narrative tools alongside process theoretical concepts such as sensemaking, mindfulness and tool dropping were used. Since social rather than pure knowledge-related school difficulties appeared to be the main concern for the school units involved, teachers spend a lot of time trying to solve misunderstandings and social tension among their students. Unless dealt with, such situations seemed to jeopardize most of what is supposed to take place in classroom. Creating and maintaining really close mutual relations between the teachers concerned and every specific child involved in any situational school difficulty, appeared to be of utmost importance. By using the tools of dialogue and personal involvement, attentive teachers struggled to make sense of the situations and, above all, tried to comprehend the specific student’s point of view. In addition to this close teaching style, measures in terms of gap reducing, gap bridging and actions taken to widen and develop mutual understanding and acceptance amongst children were employed. Furthermore, teachers tried to prevent social school failures by repeatedly discussing human rights and values in class and, not least, by embracing the uniqueness of every child. Most of the respondents, strongly supported by their principals, viewed such work as a key issue in pursuit of inclusive schools.
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| 62. |
- Gisslevik, Emmalee, 1984
(författare)
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Education for sustainable food consumption in home and consumer studies : Lärande för hållbar matkonsumtion i hem- och konsumentkunskap
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Education as a means to enable sustainable food consumption has gained increasing recognition as a vital means to decrease current burdens upon both natural resources and human health. In response, the Swedish compulsory school subject of home and consumer studies, which positions education about food as core content, has been revised to incorporate in its national syllabus a perspective of sustainable development since 2011. However, because sustainable development remains an ambiguous, contested concept with a range of definitions and interpretations, it is necessary to gain better understanding of what incorporating its perspective can entail in home and consumer studies, particularly regarding the core food-related content knowledge that it teaches. Building upon four papers, this thesis reports research guided by an interpretive and exploratory approach that involved analysing data from syllabuses, observations, recordings of in-class lessons and interviews with practising teachers. The results reveal two ways of understanding what incorporating a perspective of sustainable development can entail in home and consumer studies in Sweden. The first understanding proposes an enriched and unified practice in which the curriculum prioritises embodied forms of knowledge about healthy, ethical and resource-efficient food consumption by allowing a multi-relational, systems thinking approach while focusing a homemade meal practice. By contrast, the second understanding proposes a practice riddled with inconsistencies and contradictions in providing teaching and learning opportunities to attain the intended goals. This ultimately results in fragmented learning opportunities focused more on informed reasoning than on informed actions. Taken together, both understandings pose theoretical, conceptual and practical implications, both for home and consumer studies in particular and in education for sustainable food consumption in general.
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| 63. |
- Godhe, Anna-Lena
(författare)
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Creating and Assessing Multimodal Texts. Negations at the Boundary
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Digital technologies are becoming increasingly common in educational settings. The availability of such tools facilitates the creation of multimodal texts in which several kinds of expression are combined. In this thesis, the activities of creating and assessing multimodal texts in the subject of Swedish at upper secondary school level are analysed in order to illuminate how these activities relate to established practices of creating and assessing texts in educational settings. When the tools that the students work with, as well as the outcome of their activities are altered, the meaning of these altered activities in the educational setting needs to be negotiated. Encounters between new ways of working and educational environments require modification and appropriation of both the technologiesand the educational settings. Literacy and assessment are central concepts in this thesis. Spoken and written words have been central in conventional perceptions of the concept of literacy. However, as the communicational landscape has changed, there is a need to broaden this concept. Likewise, the necessity to broaden the concept of assessment has been discussed. When literacy and assessment are regarded as situated, the settings in which they occur have to be considered, because the concepts both affect and are affected by the environment. The aim of this thesis is to illuminate the relationship between technology, literacy and the educational setting by exploring the activities of creating and assessing multimodal texts. The empirical foundation of the thesis comprises four articles, in which the empirical material has been analysed to answer questions of how the multimodal texts are created and assessed. The empirical material has been collected in an iterative research process in which classroom interactions and interviews with students have been video and audio recorded. The theoretical framework of Cultural Historical Activity Theory (CHAT) has been utilized in the analysis, focusing on how the components of activity systems affect and constitute each other. Tensions and contradictions in and between the different components, as well as between different activity systems, may lead to transformations. By studying these tensions and contradictions, insights can be gained into what enables and constrains transformations. The analyses show that it is mainly the spoken word that is negotiated and assessed in the multimodal texts. This mirrors conventional conceptions of the kinds of expressions that are regarded as valuable in language education. In the subject of Swedish, there is a hierarchy in the subject culture where the spoken and written words are regarded as primary in meaning making. Other kinds of expressions are largely overlooked when the multimodal texts are assessed. Thereby, the multimodal texts may reinforce the primacy of the written and spoken language in educational settings, instead of contributing to the evaluation and incorporation of different ways of expressing meaning in language classrooms.
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| 64. |
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| 65. |
- Hansson, Åse, 1952
(författare)
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Ansvar för matematiklärande. Effekter av undervisningsansvar i det flerspråkiga klassrummet
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the thesis is to contribute to knowledge about crucial conditions for students' mathematics learning, and more specifically what role mathematics teaching plays in that process. Also taken into account is the effect of group composition in terms of family background or language skills, and also the relation between group composition and teaching design. The study is based on the assumption that it is essential for students’ performances if the teacher in the multilingual classroom takes responsibility for key dimensions of mathematics teaching. The study is a secondary analysis of TIMSS data, produces by IEA, from 2003 focusing on mathematics for Swedish students in 8th grade. Based on theories of learning and teaching have important dimensions of mathematics teaching for which the teacher should take responsibility been identified. It has then been investigated how these dimensions of responsibility for students’ mathematics learning are related to achievement, and also how they are related to different group-compositions. Unlike traditional models of mathematics teaching, the model developed in this study simultaneously highlights three dimensions of teacher responsibility. The first dimension concerns teacher's responsibility to actively and openly support students in their mathematics learning by for example highlighting and explaining the mathematics content, questioning and conversing with students and organizing instruction so as to create conditions for interaction and various social activities. The second dimension concerns teacher's responsibility for handing over responsibility to the students for their own construction of knowledge by for example encouraging them to their own reflections and reasoning about mathematical problems. Finally, the third dimension concerns teacher’s responsibility for highlighting the content relevant to the grade as object of teaching. The results show that when teachers through actively teaching and guidance take responsibility for students' mathematics learning it will affect the performances positively. The results also indicate that this is of particularly importance for students with weak skills in the language of instruction. However, the results show that mathematics education in Sweden is characterized by pedagogical segregation. In groups where many students are likely to have needs for support, teachers take a less responsibility for students’ learning than is done in other groups. The thesis discusses that pedagogical segregation and the responsibility that in Sweden for a long time has been put on the students themselves for their mathematics learning may have contributed to the negative knowledge development in mathematics
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| 66. |
- Hasselskog, Peter, 1960
(författare)
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Slöjdlärares förhållningssätt i undervisningen
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingsarbetets syfte är att synliggöra slöjdlärares skilda förhållningssätt i undervisningen. Hur lärare genomför sin undervisning och agerar i förhållande till sina elever påverkar vad eleverna ges möjlighet att lära. Olikheter mellan lärare relaterar också till att slöjdundervisningen skall vara likvärdig. Forskningen inom det slöjdpedagogiska/didaktiska fältet är sparsam. Kännedom om hur slöjdundervisning utöver den man själv har erfarenhet av är begränsad. Slöjdundervisning har studerats med hjälpa av lärare och elevers beskrivningar genom dagböcker. Dessutom har den muntliga kommunikationen mellan lärare och elever analyserats med hjälp av mp3-inspelningar. Resultatet beskrivs dels i form av fyra konstruerade idealtyper: Serviceman, Instruktör, Handledare och Pedagog. Dels i form av tre huvudsakliga förhållnings¬sätt hos slöjdlärarna: Lärare som lägger fokus på instruktion för nästa steg i elevernas arbete, lärare med fokus på att skapa förståelse hos eleverna, och lärare som i första hand stöttar eleverna genom att hjälpa till med det eleverna ber om. I arbetet diskuteras hur de identifierade förhållningssätten påverkar förutsättningarna för elevernas lärande. Detta beskrivs bland annat i form av olika fokus på eller förutsättningar att lära om, i, med och genom slöjdundervisningen. Den studerade undervisningen utmärks av att vara individualiserad, elevernas inflytande och engagemang är generellt stort. I förhållande till likvärdighet möjliggörs därigenom en anpassning till olika elevers förutsättningar. Däremot ges elevernas egna initiativ och ansvarstagande varierande utrymme beroende på lärarens förhållningssätt. Studien väcker också frågor om hur slöjdlärarna uppmärksammar eleverna på vad som lärs, hur det lärs och hur det relaterar till målen för slöjdundervisningen.
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| 67. |
- Hedström, Pernilla
(författare)
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Hälsocoach i skolan - En utvärderande fallstudie av en hälsofrämjande intervention
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Today young school children in Sweden spend less time taking part in physical activities, compared to what they did 15-20 years ago. Physical activity is a major health component, which can make children maintain or increase their health. Earlier research has shown that a minimum of 60-90 minutes a day of physical activity is needed for young children to develop good health. The purpose of this study is to explore a longitudinal (two years) health coach intervention, focusing on the effects and experiences of expanded physical activities in an elementary school, managed by a health coach. The research team planned the health coach intervention based on the theoretical model; Youth Physical Activity Promotion Model (YPAPM). In the study, quantitative and qualitative data have been collected over a period of two years. Analysis has shown that the health promotion activities attracted even those children who usually do not like the PE classes. These children like playful activities where they can feel athletic competent and involved. The Health Coach project did not significantly improve the students' healthy lifestyles, at least not in the short term, even if the children had gained new insights about how to promote their own health. This study has shown that a health coach in school could be needed, but this position needs to be full-time, because it requires more efforts to increase children's physical activity. It is also important that the health coach has the right qualification and receive support from the head master and from the class teachers.
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| 68. |
- Hellman, Anette, 1963
(författare)
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Kan Batman vara rosa? Förhandlingar om pojkighet och normalitet på en förskola
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Abstract Title: Have you Ever Seen a Pink Batman? Negotiating Boyishness and Normality at a Preschool. Language: Swedish with a summary in English Keywords: Performativity, gender, masculinity, normality, pre- school, children, negotiation ISBN: 978-91-7346-689-9 Gender research has long argued that gender is constructed through social processes. This study explores how this is done among children at pre-school. To achieve this objective the study focuses how norms related to boyishness was negotiated among children in their everyday activities. The theoretical framework rests on concepts from post structural feminist theory, queer theory and critical masculinity research. The material is produced through ethnographic method and two years of field work. At preschool girls and boys acted in a wide variety of different ways not distinctly connected to their gendered identities. One main finding in the study is that out of this maze of practices certain acts are made visible and categorized as typical boyish or girlish. Included in these processes of categorization are assumptions about certain behavior as more correct and natural for different sexes, resulting in discursive positions such as “typical” boys, for example. However, this position is ascribed low status both among teachers and other children. The most attractive position is described as the ”competent child”. When norms about gender differences are made relevant these are foremost manifested in negotiations about specific markers and signifiers, such as voices, movements, specific haircuts, colors and toys. The negotiations did usually not concern if a boy or girl could be part of a play but if the appropriate signifiers were used. The issue was not if a girl could take the position of Batman but whether he could wear pink or not. In that way one can say that construing gender preceded actual experiences of sexually defined bodies. In the study it is concluded that the importance of belonging to a specific gender or sex is accentuated in specific spaces, but less relevant in other. The difference between the spaces lies in how they are opened or closed to a normative gaze. This gendered gaze is manifested not only by actually being seen by teachers and children but also in architecture. To evade this normative gaze children created “secret” spaces either by building small shelters or negotiating specific rooms of friendship. A further conclusion is that when age is emphasized norms about gender are equally stressed. The notion of “being a baby” consisted a very strong marker to police the border between being a sexual subject or not. The study brings out the crucial importance age have also for small children in processes of negotiating and naturalizing two different sexes and the importance of being gendered to be understood and normal.
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| 69. |
- Hellman, Annika
(författare)
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Visuella möjlighetsrum. Gymnasieelevers subjektsskapande i bild och medieundervisning
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- De demokratiska aspekterna av utbildning får allt mindre plats i skolan. En neoliberal logik som försvårar för kreativa processer att ta plats i skolan har genom ett ensidigt fokus på effektivitet och målstyrning kommit att dominera utbildningssystemet. I denna avhandling riktas intresset mot gymnasieelevers perspektiv på bild och medieundervisning. Det gäller såväl synliggörandet av elevers röster, som bild och medieämnens demokratiserande potentialer. Genom elevers videodagböcker och en visuell etnografisk klassrumstudie syftar avhandlingen till att undersöka elevers subjektsskapande i bild och medieundervisning på gymnasiet. Teoretiskt tar avhandlingen utgångspunkt i både poststrukturalistiska och posthumanistiska teorier. Kombinationen av dessa teorier synliggör elevers subjektsskapande som diskursiv och könad subjektivering, samt som tillblivelser i föränderliga assemblage med materialitet. Studien visar att undervisning med bild och media har en unik demokratisk och pedagogisk potential. Genom estetiska praktiker kan elever uttrycka motstånd, åsikter och kritik, samtidigt som deras upplevelser, erfarenheter och kunskaper synliggörs. Samtidigt visar studien elevers motstånd mot undervisningen, och en begränsad tillgång till maskulina subjektspositioner i bildpedagogisk praktik. Elevpositioner produceras och reproduceras i gymnasieskolan, samtidigt som elevpositioner kan differentieras och utmanas genom elevers arbete med bild och media. Elevers visuella gestaltningar innebär ett materialiserat skillnadsskapande som är tätt sammanflätat med differentiering av tänkande, omvärldsuppfattningar och självet. Vidare innebär elevers visuella gestaltande ett kreativt skillnadsskapande och idémässiga potentialer som berör det som kan komma att aktualiseras och materialiseras i framtiden.
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| 70. |
- Holmberg, Christopher, 1984
(författare)
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Food, body weight, and health among adolescents in the digital age: An explorative study from a health promotion perspective
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis was to explore adolescents’ relationship with food, body weight, and health communication in online digital media, as well as how adolescents experience participating in a health promotion intervention regarding food and physical activity habits. Health promotion as a research area served three purposes: to inform the research questions, to direct the data collection, and to identify implications from the research findings. The four included studies explored how adolescents portray food in a widely used image-sharing application, why and how adolescents in treatment for obesity engaged with online health-related information, and how these adolescents experienced presenting themselves on social media. The fourth study explored adolescents’ experiences of participating in a health promoting intervention, focusing on their experiences of using a social media group within the intervention. Overall, the findings suggest that food is a significant means of adolescents’ online self-presentation practices. Food imagery was most often communicated in a positive way, associated with commercial elements, and often depicting high-calorie foods. Adolescents with obesity experienced this user-generated food content as challenging for their weight management. These findings also question the separation between media and information content as stated in the original definition of eHealth literacy. The findings also emphasize a need to explore the adolescents’ own experiences of acceptability of using social media in health promotion practices, with regards to the type of social media and in what context it was or could be used.
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