| 1. |
- Carlsson, Britta
(författare)
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Depicting experiences
- 2001
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 45:2, s. 125-143
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Tidskriftsartikel (refereegranskat)abstract
- This paper argues that photography is a helpful tool in understanding the ways people experience the world. Five arguments are presented in order to support this statement, each built on the methodological idea that respondents are asked to take, or produce, their own pictures related to a particular phenomenon under investigation. The arguments are: new unconventional methods enhance educational inquiry; photos can serve as communication bridges between strangers; photography makes it easier to represent a situation; photos can be regarded as complex expressions of the photographer's relation to the world; finally, photos enhance the expressing of feelings. These arguments are further discussed in the context of outcomes of a study, which used photography to probe ecological understanding. It is concluded that a deliberate use of the methodology will enhance not only the way photos might be used in research but also enrich educational research aiming at capturing the way people experience and relate to the world surrounding them.
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| 2. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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“Betwixt and Between” : Leisure-time Teachers and the Construction of Professional Identities
- 2019
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 63:6, s. 884-898
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Tidskriftsartikel (refereegranskat)abstract
- In 2014, a newly formed group of teachers graduated from Swedish universities. In addition to their qualification as leisure-time pedagogues, their degree includes teaching practical/aesthetical subjects in compulsory school. This group of teachers thus has to relate to dual professional identities and to maintain a balance between the socially oriented leisure-time centres and a goal- and results-driven school. In this article we describe their first two years after graduation, trying to get hold of their negotiation of professional identities and orientation in the professional landscape. Results shows that the graduates try to balance own ideals and hybrid professional intentions against traditional professional identities and labour market conditions and that position in a liminal phase might be crucial for the outcome.
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| 3. |
- Agevall, Lena, et al.
(författare)
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The new generation of auditors meeting praxis : dual learning's role in audit students' professional development
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 62:2, s. 307-324
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores whether and in what way “dual learning” can develop understanding of the relationship between structure/judgement and explores audit student’s perceptions of the audit profession. The Work Integrated Learning (WIL) module, serving as a tool of enabling dual learning, represents the context for this exploration. The study is based on a focus group and individual interviews conducted with students performing their WIL. Our data and its analysis indicates that when in a WIL context, students develop awareness of the use of standards and checklists on the one hand, and the importance of discretional judgement on the other. Based on these results, we theorise as to how dual learning manifests itself in students’ experiences and understanding of the relationship between structure and judgement.
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| 4. |
- Ahl, Linda Marie, 1970-, et al.
(författare)
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Bill's Rationales for Learning Mathematics in Prison
- 2021
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 65:4, s. 633-645
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a case study of a student's rationales for learning mathematics. We operationalize Stieg Mellin-Olsen's educational concept of rationales for learning and apply the concept on data consisting of three semi-structured interviews with a student in the Swedish prison education program. Our analysis shows that the student's rationales vary in character over time as a reaction to his educational contexts. We conclude that Mellin-Olsen's construct of rationales is useful for understanding students' changing motivation in relation to the teaching and to the practice of mathematics the teaching entails. Teachers may use the concepts from our analysis as cognitive tools, related to students' rationales for learning. By identifying students' different rationales, opportunities arise for an individualized instructional design.
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| 5. |
- Alatalo, Tarja, 1961-
(författare)
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Professional content knowledge of grades one – three teachers in Sweden for reading and writing instruction : language structures, code concepts, and spelling rules
- 2016
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis Group. - 0031-3831 .- 1470-1170. ; 60:5, s. 477-499
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Tidskriftsartikel (refereegranskat)abstract
- In this study, Swedish teachers of grades 1-3, with various teacher-training backgrounds, were tested to determine if they have the requisite awareness of language elements and the way these elements are represented in writing. The results were poor, yet the indication was that teachers with a good educational background in literacy and a good deal of teaching experience know significantly more than teachers whose teacher training included fewer or no courses in literacy instruction and who had less experience. The results indicate that it may be difficult for many teachers in the sample to provide adequate instruction in basic reading and writing. However, the study did not investigate how knowledge is used in practice, on which further research is needed. The importance of professional content knowledge is discussed.
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| 6. |
- Alatalo, Tarja, 1961-, et al.
(författare)
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Read-Aloud and Writing Practices in Nordic Preschools
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 68:3, s. 588-603
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated preschool teachers’ read-aloud and writing practices using a questionnaire about how activities were planned and organized, and what their purpose was. The sample consisted of 222 participants from Finland, Norway, and Sweden. Data was analyzed using a mixed methods approach. The results indicate that early literacy practices were not planned systematically. Most of the preschool teachers (77%) reported having storybook read-alouds at least three times per week. A large minority (45.5%) reported never or seldom using writing activities, and rarely in play. The main aims of read-alouds were to promote learning and development, create a sense of community, and regulate group activities. The main aims of writing practices were to learn about letters, understand the function of print, and arouse interest in writing. We discuss the implications of these findings in relation to a need for a didactic approach, where play is the core of early literacy practices.
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| 7. |
- Alexandersson, Mikael, et al.
(författare)
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The tyranny of the temporal dimension : learning about fundamental values through the Internet
- 2006
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 50:4, s. 411-427
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Tidskriftsartikel (refereegranskat)abstract
- In this article we report on one of four schools involved in a research project aiming to develop knowledge about the way in which teaching knowledge is conveyed with the help of information and communication technology. A particular interest was issues of fundamental values. Two classes in Grade 9 of Swedish compulsory school were studied, by observations and interviews, when seeking information about international conflicts on the Internet. The results show that most students searched for and collected information with a focus on mainly one dimension: the temporal dimension of the conflict in question. How this focus on chronologically ordered historical events affected the students' ability to develop the capacity for individual standpoints on questions concerning ethics, morals, equality, and democracy by way of studying conflicts is discussed.
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| 8. |
- Andersson, C., et al.
(författare)
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Technical efficiency and productivity for higher education institutions in Sweden
- 2017
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 61:2, s. 205-223
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates technical efficiency and productivity for Swedish higher education institutions (HEIs). One identified problem in previous research concerns adjusting efficiency scores for input quality. This problem is avoided using grades from upper-secondary schools. A second problem concerns heterogeneity with respect to subjects and institutions between HEIs. Using the Swedish national resource allocation system, students are weighted according to subject. For research production, a bibliometric index that allows for differences in publication tradition is used. A third problem when using the data envelopment analysis approach is the lack of statistical inference. Bootstrapping is used to approach this problem. The results indicate an average inefficiency of 12% and a productivity increase of around 1.7% per year.
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| 9. |
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| 10. |
- Andersson, Ingrid, et al.
(författare)
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Conditions for Boundary Crossing : Social Practices of Newly Qualified Swedish Teachers
- 2008
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 52:6, s. 643-660
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to gain knowledge about conditions for boundary crossing between academic and vocational practices and to identify dimensions of social practice within workplaces. The data consist of 28 questionnaires and 14 in-depth interviews with newly qualified secondary school teachers in their first year of teaching. We use the lens of sociocultural theory to analyse qualitatively what we can learn from newcomers talk about their experiences and whether theories provided during their teacher education helped them to meet challenges in their new workplaces. Theoretically, notions of participation in social practices in terms of social space are in focus. In the findings, such space is identified as social adjustment, social distance, social inclusion and social expansion. Drawing on these concepts, we suggest that professional development depends strongly on the way new teachers boundary crossing is supported by collaboration and to what extent they belong to professional dialogues in settings with inclusive and expansive relationships.
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