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- Grunditz, Sofia, 1973-
(författare)
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Små barns sociala liv på vilan : Om deltagande och ordningsskapande i förskolan
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis examines how very young children (1-3 years) organize participation during naptime, a recurrent activity of everyday life in preschools. Focus is on how these children practice their social and cultural understandings of the local order and thus establish various local orders as part of how they shape their peer cultures and the routines of the naptime. An ethnomethodological and conversation analytic (EM/CA) perspective is used to explore the organisation of the local orders oriented to by the children in their participation during naptime. A special interest is directed at how small children use embodied actions and various semiotic resources as they actively take part in this preschool routine.The data, collected during fieldwork with participant observations, consist of video recordings and field notes. The recordings are analysed using EM/CA methods, including detailed attention to embodied features of interaction along with spatial and material arrangements. Transcriptions of interaction comprise representations of both verbal and visual aspects, e.g. gestures, gaze and movement through the room.The study shows that naptime involves more than sleep. It is demonstrated how very young children, through interaction with each other and the pedagogues, are active agents in sustaining, creating, re-creating and challenging the local orders of naptime. Through embodied actions and the use of various semiotic resources, the children are able to create time and space for their own peer cultures within this institutional routine. Overall, the study sheds light on the sophisticated ways in which very young children use their knowledge of cultural and institutional routines – the spatial organisation of sleep mattresses, artefacts (e.g. blankets, pacifiers and soft toys) and the sequential structures of the naptime – to constitute spaces for play and joyful interaction with peers and pedagogues. In spite of their sometimes limited vocal language, these very young children are able to use a variety of semiotic resources to constitute their own social life within naptime, often through secondary adjustments to institutional and adult structured order.
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- Hallesson, Yvonne
(författare)
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Högpresterande gymnasieelevers läskompetenser
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Recent international surveys reveal a decline in reading performance among Swedish students during the past decade. In the light of these results, this thesis describes the reading literacy of a class of high-performing students in the Swedish upper secondary school, in order to discern characteristics of successful readers. More specifically, the aim is to describe these students’ reading literacy in terms of their reading habits, approaches to texts, reading strategies, as well as reading positions.The study is framed within a socio-cultural perspective and is based on qualitative methods such as case studies, classroom observations and a group discussion, in combination with a partly quantitative survey. A methodological contribution to the research field is the attempt to develop a method for analyzing students’ reading positions, mainly based on the concept of text movability, as used by af Geijerstam, Liberg et al. The results reveal a deep reading position towards non-fiction texts among a majority of these high-performing students. In comparison with students who adopt a surface-oriented position, these students tend to show greater textual awareness and interactive text movability, and seem to use a wider repertoire of reading strategies in order to attain reading success.This study identifies the most prominent features of high-performing students as their textual awareness, i.e. an ability to comment on content, form, function and potential readers of texts, genre awareness, i.e. an ability to identify various text genres, and metacognitive awareness, i.e. knowing what strategies to use and when to use them. These features can be related to the students’ descriptions of their reading habits which imply that they read a great variety of texts, including both fiction and non-fiction. Most of these students report that they read daily and of their own accord. Having broad textual experience helps when it comes to reading texts in specialized domains that require inferencing and/or field knowledge. There also appears to be a match between the literacy supported in school and the literacy sustained in the students’ home environment.The pedagogical implications are the need for continuous work with students’ reading development and reading strategies, making students aware of different text genres and their specific features, and the importance for students to be challenged in their reading, but naturally in combination with appropriate scaffolding methods.
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- Tväråna, Malin, 1974-
(författare)
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Rikare resonemang om rättvisa : Vad kan kvalificera deltagande i samhällskunskapspraktiken?
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The study explores the meaning of knowing how to reason about justice in civics in upper secondary school. This is examined through the analysis of students’ conceptions of justice, and of their conceptions of civic reasoning about justice. It is also examined through the analysis of civic education practise. In the study, teaching was designed using Variation Theory and the theory of intersubjectivity in Activity Theory, and examined and evaluated in three Learning Studies. The empirical material consists of filmed and transcribed research lessons and interviews, as well as of written pre- and post-tests. The material was first analysed using phenomenography, and then analysed using content-oriented conversation analysis. Students’ conceptions of justice were found to move between the conception of justice as (A) a universal value, (B) a personal value or (C) a value of principle. Students’ conceptions of civic reasoning about justice were found to move between three conceptions: (a) reporting about justice, (b) analysing causes of different perspectives on justice or (c) critical reasoning about principles of justice. The critical aspects of knowing how to reason about justice in civics that students needed to discern were the relativity of justice, the basis for arguments for principles of justice and the analysing as well as the criticizing aspects of reasoning. The subject-knowledge that the teachers expressed in their teaching was one condition of the practise of civics that was found to be of importance for the students’ learning. Others were the assumed purpose of the practise of civics and a genuine need for the intended knowledge in the practice. Communicative actions that seem to facilitate these conditions are real learning tasks and a subject-specific language and variation of critical aspects as mediating tools. The findings are discussed in relation to theories of justice in political science and to the practise of civics education.
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- Uppström, Elin, 1981-
(författare)
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The Promise of Public Value Co-Creation in Open Government : Designing IT Services for Open Government and Public Value Co-Creation
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The engagement of citizens in governmental actives is the future of publicsector reforms. The private sector has already started to leverage onlinetechnology to innovate and to reinvent businesses. The move towards servicesexchange instead of goods exchange is making producers, providersand users cooperate to recognize and exploit value co-creation opportunities.The degree to which collective intelligence is leveraged could be correlatedto the value an initiative generates in the public sector. Thereby open governmentimplies a focus on value co-creation in the public sector. This thesisargues that an important purpose of opening up governments towards citizensand private business is to leverage the potential of value co-creation in asimilar fashion to that already being explored in the private sector. To explorethis phenomenon this thesis addresses the following research question:How can local government use IT services to become more open and leveragethe potential of public value co-creation?Utilizing a design science approach with interpretive philosophical assumptions,the thesis contributes to knowledge on open government and value cocreationby designing artifacts that support open government in the form ofe- and m-services. It also investigates inhibitors of public value co-creationthat may arise from the design of the artifacts.
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