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Sökning: L773:1653 1868

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  • Ackesjö, Helena, 1973-, et al. (författare)
  • "Att jag kallar mig själv för lärare i fritidshem uppfattar jag skapar en viss provokation" Om de nya grundlärarna med inriktning mot arbete i fritidshem
  • 2016
  • Ingår i: Educare - Vetenskapliga skrifter. - 1653-1868. ; :1, s. 86-109
  • Tidskriftsartikel (refereegranskat)abstract
    • In 2014 the first cohort of (a newly designed group of teachers) ”primary teachers with a specialization in extended school education” graduated from Swedish universities. In addition to the traditional formal qualifications as leisure pedagogues their degree also includes the competency to teach practical/aesthetical subjects in compulsory school up to year six. The newly designed teachers thus have to relate to dual professional identities and try to maintain balance between their work in the traditional socially oriented recreation centers against their teaching in a goal- and results-driven school. In this article we study a group of 40 new teachers before and after graduation, trying to get hold of how they perceive and negotiate their professional identities and how they orient themselves in the professional landscape. The results show that the graduates try to balance their own ideals and professional intentions against traditional professional identities and labor market conditions.
  • Ackesjö, Helena, 1973-, et al. (författare)
  • Erkännandets dynamik Förskoleklasslärarestolkningar av ny läroplanstext
  • 2018
  • Ingår i: Educare - Vetenskapliga skrifter. - Malmö, Sweden : Malmö Högskola * Fakulteten för Lärande och Samhälle. - 1653-1868. ; 1:1, s. 7-25
  • Tidskriftsartikel (refereegranskat)abstract
    • wedish preschool class got its first specific curriculum in <:;>. ecause of this, the preschool class can be said to face change where existing practice meets new policy. This study aims to analy+e how teachers in preschool classes do policy during this time of change by studying how teachers in preschool class relate the new curriculum to existing practice. ew institutionalism, theory of professionalism and policy enactment theory are used to understand this. The data used are conversations with teachers at three different schools. The re-­‐sults show that parallel processes of recontextuali+ation are initiated when new curriculum is confronted with the teachers6 interpretations of their as-­‐signment, i.e. a simultaneous process of adaptation and change of existing pedagogical practice take place. Teachers interpret the new curriculum and relate to it as a whole. They express a recognition in terms of a societal trust in the teaching they conduct. ven though the teachers express that the new curriculum gives them trust, professional exclusivity and legitimacy, they also inte rpret it as a recognition of things they want to change in the educational practice. It is through this recognition that the teachers interpret and do policy. The article discusses a shift of the position of the preschool class in the educa-­‐tion system.
  • Adelmann, Kent (författare)
  • Lyssnandets århundrade? Att lyssna på den talande boken
  • 2011
  • Ingår i: Educare. - Lärarutbildningen, Malmö högskola. - 1653-1868. ; :1, s. 43-64
  • Tidskriftsartikel (refereegranskat)abstract
    • The purpose of this study is to contribute to the knowledge about the importance of listening in modern sound technology and the importance of tradition in reception analysis of literary conversations. The object of inquiry is The poetics of the talking book, a dissertation about how different groups of listeners understand the reception of audio books in literary conversations. The problem explored is: What is the significance of listening in this dissertation? This text analysis has two points of departure. The first point of departure concerns the language used in the dissertation. Results from the study show that the language used is mainly influenced by literary reception and reader response theory, and is therefore misleading to the reader when it comes to listening reception of the talking book. The second point of departure concerns the analytical conceptions used in the dissertation. Results from the study show that the conceptions used comes solely from literary reception and reader response theory, which means that the authors twelve references from listening reception and listening theory are never used in the analysis. The conclusion is that the dissertation seems to be a contradictory representation of a modern expression of audio books, listening research and sound technology and, at the same time, a traditional expression of the western tradition, dominating discourse and literature reception.
  • Anderson, Lotta, et al. (författare)
  • Med fokus på samspel : Att använda video i specialpedagogisk forskning
  • 2009
  • Ingår i: Educare. - Lärarutbildningen, Malmö högskola. - 1653-1868. - 897-91-7104-114-2 ; :4, s. 81-103
  • Tidskriftsartikel (refereegranskat)abstract
    • The field of special education is characterized by substantial complexity in learning as well as in interaction and communication. Video-observations are especially suitable for studies of interactions and especially interaction with students in communicative complex situations. Video analysis also makes it possible to uncover the "hidden agenda" and the subtle signals that shape relationships, emotional climate and learning in the classroom. In the article focus is on the potential video-observations offers in studies of students in special needs in general and students with disabilities as deafness and hearing loss in particular. Advantages and limitations of video technology are discussed as well as ethics in relation to special educational contexts. Different principles of transcription and analysis, when sign language and manual signs are used in communication, are described. Examples from our research are given as analysis of communication between mother and child, between teacher and student and between students. The discussion focuses on issues that video-recording may highlight, in ways another medium could not, knowledge to be acquired from the analysis and conclusions that can be drawn from the referred examples.
  • Asplund Carlsson, Maj, 1948-, et al. (författare)
  • Bedömnings-, dokumentationspraktiker och pedagogiska identiteter
  • 2015
  • Ingår i: EDUCARE. - 1653-1868. ; 2015:2, s. 206-233
  • Tidskriftsartikel (refereegranskat)abstract
    • When competition and an increasing level of marketisation characterises school life, the number of evaluations and the level of control has grown out of proportion. Through comparisons, assessments and ranking systems, also called ‘the terrors of performativity’ according to Ball (2003) commercial agents have gained influence over practices of assessment and documentation within the education system. Increased demands on pupils’ and parents’ participation and a belief that written documentation will lead to better results has caused an extensive use of different web based tools like Unikum. With the point of departure in a collected material of more than a hundred Individual Educations Plans (IEP) where commercial web based tools have been used, we make an analysis with Basil Bernstein’s (1996, 2000) concepts Pedagogic Identity, and Instructional and Regulative discourse in relation to expectations and constructions manifest in the plans. The results show that all four identities are expressed in the plans however, with an emphasis on a neo-liberal identity. We discuss the results in relation to the instructional and regulative discourses. The conclusion is that the tools both shape and determine possible identities and possible discourses in the web based interaction between children, parents and teachers.
  • Asplund Carlsson, Maj, 1948-, et al. (författare)
  • "När han är arg är han turkisk". Identitetsskapande i Lin Hallbergs kompisbokstrilogi
  • 2008
  • Ingår i: EDUCARE. - 1653-1868. ; 4:1, s. 7-25
  • Tidskriftsartikel (refereegranskat)abstract
    • With a background in current theories of identification and identifying processes, our aim is to study how ideologies of identity interpellate children in narrative texts such as Lin Hallberg’s trilogy of Kompisboken, Bästisboken and Svikarboken. We study how the texts offer, mirror and perform various identities in their characterization of children and adults in a multicultural context. The issue is how the different characters are created through chains of articulation, of equivalence and difference, of properties, actions and performances. The four main child characters are construed around two dyads – male and female, native and foreign – and as well as the minor characters – parents and teachers – they display subject positions which are restricted and basically locked in a normative matrix. Thus, these texts do not afford children alternative identity constructions or resistance to stereotypical identities of gender or ethnicity.
  • Avery, Helen (författare)
  • Lärares språkbruk i tvåspråkiga klassrum
  • 2011
  • Ingår i: Educare - Vetenskapliga Skrifter. - Lärarutbildningen, Malmö högskola. - 1653-1868. ; :3, s. 145-175
  • Tidskriftsartikel (refereegranskat)abstract
    • The article presents results of a study made in the context of introducing bilingual instruction in Swedish and Arabic. Classroom interaction was videotaped in grades one to four at two urban schools. Based on the video material, an inventory was made of how Arabic was used by the bilingual teachers, and how it related to the corresponding Swedish content. Simplified language use, code-switching and relations between use of Arabic and Swedish were analysed with respect to potential impact on learning affordances. Results indicate that, despite the introduction of bilingual instruction, Swedish still appeared as the dominant school language. Subject matter was frequently introduced in Swedish and then translated into Arabic. Considering that the schoolchildren were bilingual, many of the translations became repetitive rather than explanatory. Arabic syntax in teacher presentations was simplified. Frequent code-switching within utterances further contributed to simplifying both syntax and content. In other instances, however, open questions and relating written forms to their own expressions developed the pupils’ skills in Arabic. Involving the pupils’ personal experience increased engagement and motivation.
  • Axelsson, Thom (författare)
  • Att konstruera begåvning - debatten om IQ
  • 2012
  • Ingår i: Educare. - Lärande och Samhälle, Malmö högskola. - 1653-1868. - 978-91-7104-437-2 ; :1, s. 7-28
  • Tidskriftsartikel (refereegranskat)abstract
    • Throughout the 20th century, the nature of intelligence has been a hot topic and an intensely debated issue. It is the measuring and testing of intelligence, in particular, that has aroused the strongest reactions from defenders and protesters alike. The discussion on intelligence tests have frequently revolved around questions such as whether these tests will lead to an increased social mobility and liberation or, on the contrary, to exclusion and discrimination of certain groups. The focus of the present article, however, is not the consequences of intelligence testing but rather the debate concerning the testing within the research community. This debate is approached from three different perspectives: a historical perspective, a psychological perspective, and a perspective allowed for by discourse analysis. Having done this, I discuss one other tentative way of dealing with intelligence testing that does not necessarily have to involve narratives of liberation or of oppression. This is done with the help of Michel Foucault’s concept ‘governmentality’.
  • Bach, Frank, 1958-, et al. (författare)
  • De nationella proven i NO åk 6 - Skillnader i resultat mellan olika grupper
  • 2015
  • Ingår i: Educare. - 1653-1868. ; 2015:2, s. 48-70
  • Tidskriftsartikel (refereegranskat)abstract
    • In the spring of 2013 national tests in biology, physics and chemistry in grade 6 were implemented for the first time in Sweden. Data collected in connection to the tests are used to analyse student performance at different levels. This paper reports on differences in performance in biology, physics and chemistry between teaching groups, as well as differences in results related to gender and Swedish / Swedish as a second language. Comparisons are also made with results from TIMSS 2011, which tested the same group of students. Analyses were carried out with the aim to discuss equity in science education in Swedish schools. Overall, the results indicate that differences in student performance related to teaching group have increased since 2011 and that differences depending on the linguistic background are considerable. Additionally, girls perform better than boys in all science subjects. All these differences are large enough to be paid attention to on political levels and by principals and teachers. Both overall structural changes and changes in teaching and learning activities in schools are needed to increase equity in science education.
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