| 1. |
- Bergkvist, Bo, et al.
(författare)
-
Pools and fluxes of carbon in three Norway spruce ecosystems along a climatic gradient in Sweden
- 2008
-
Ingår i: Biogeochemistry. - : Springer Science and Business Media LLC. - 0168-2563 .- 1573-515X. ; 89:1, s. 7-25
-
Tidskriftsartikel (refereegranskat)abstract
- This paper presents an integrated analysis of organic carbon (C) pools in soils and vegetation, within-ecosystem fluxes and net ecosystem exchange (NEE) in three 40-year old Norway spruce stands along a north-south climatic gradient in Sweden, measured 2001-2004. A process-orientated ecosystem model (CoupModel), previously parameterised on a regional dataset, was used for the analysis. Pools of soil organic carbon (SOC) and tree growth rates were highest at the southernmost site (1.6 and 2.0-fold, respectively). Tree litter production (litterfall and root litter) was also highest in the south, with about half coming from fine roots (< 1 mm) at all sites. However, when the litter input from the forest floor vegetation was included, the difference in total litter input rate between the sites almost disappeared (190-233 g C m(-2) year(-1)). We propose that a higher N deposition and N availability in the south result in a slower turnover of soil organic matter than in the north. This effect seems to overshadow the effect of temperature. At the southern site, 19% of the total litter input to the O horizon was leached to the mineral soil as dissolved organic carbon, while at the two northern sites the corresponding figure was approx. 9%. The CoupModel accurately described general C cycling behaviour in these ecosystems, reproducing the differences between north and south. The simulated changes in SOC pools during the measurement period were small, ranging from -8 g C m(-2) year(-1) in the north to +9 g C m(-2) year(-1) in the south. In contrast, NEE and tree growth measurements at the northernmost site suggest that the soil lost about 90 g C m(-2) year(-1).
|
|
| 2. |
- Björklund, Elisabeth, 1945-
(författare)
-
Att erövra litteracitet : Små barns kommunikativa möten med berättande, bilder, text och tecken i förskolan
- 2008
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is based on an ethnographic field study among a group of monolingual children from one and a half to three years old at a pre-school in a Swedish village. The primary aim of the study has been to gain knowledge about how young children conquer and express literacy in their everyday lives. One assumption was that children are active and competent in their search for meaning when dealing with texts, signs and images. A second aim has been to investigate whether children’s literacy could have an impact on the social and cultural context of pre-school.Research questions addressed in the study focus on children’s participation in literacy events and their actions in literacy practice. An additional question was whether children were contributing to literacy practice when interacting with other children in the group.The theoretical framework draws upon socio-cultural theory. The empirical material consists of video recordings and the focus of observation has been on children’s actions related to literacy, expressed as early literacy, including reading and writing as well as telling and retelling narratives, singing and other verbal and non verbal communication. In children’s literacy events and literacy practice the specific context was of central interest. All the material collected has been transcribed and transferred into text and constitutes the basis for analyzing what children are performing in actual events and practices. The guiding principle for description was at first to give a close reproduction of children’s verbal utterances and their acting linked to the concept of early literacy. Secondly, the aim was to describe and analyze whether the utterances and actions could be linked to the specific social and cultural context.The analysed material demonstrates how children participate and interact with each other while engaged in literacy and the material also displays the content of their communication. Two different kinds of literacy appear: one is narrative tellings and the other is reading and drawing/writing. A deeper analysis shows that children are building knowledge of telling and also creating a specific manifesto of literacy. The children also underline what they are doing through verbal expressions where they defined themselves as both readers and writers.The result gives a contribution to new knowledge and an understanding of early literacy among very young children as something they have created in pre-school as a social and cultural environment. Literacy in the studied group of children uncovers many more expressions, including several actions with regard to written material, than we usally relate to the youngest children in pre-school.
|
|
| 3. |
- Gullberg, Annica, et al.
(författare)
-
Prospective teachers’ initial conceptions about pupils’ understanding of science and mathematics
- 2008
-
Ingår i: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928. ; 31:3, s. 257-278
-
Tidskriftsartikel (refereegranskat)abstract
- Earlier reports have shown that prospective teachers' conceptions about teaching science to a high degree are resistant and do not change substantially during the teacher-training programme. In our investigation we elucidate the prospective teachers' initial conceptions about pupils' understanding of science and mathematics. We applied 'The Lesson Preparation Method' and used a phenomenographic approach in order to reveal the range of conceptions that the prospective teachers hold. A third of the prospective teachers did not consider pupils' conceptions when planning lessons. The rest of the 32 participants expressed awareness; some of the prospective teachers even referred to subject-specific teaching experience. Also regarding the prospective teachers' conceptions about pupils' knowledge and beliefs, as well as about pupils' difficulties, there was a significant diversity. By raising these issues about pedagogical content knowledge the prospective teachers' conceptions can be extended and developed during the education.
|
|
| 4. |
|
|
| 5. |
- Swärd, Ann-Katrin, 1950-
(författare)
-
Att säkerställa skriftspråklighet genom medveten arrangering : Wittingmetodens tillämpning i några olika lärandemiljöer
- 2008
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The proposed Grounded Theory has been derived from how experienced teachers and their pupils, in four different teaching contexts, have used ’The Witting method’ to maximize literacy development among their pupils. The theory has been grounded through repeated comparisons and analysis of the empirical data. The specific aim of the thesis is to conceptualize and generate a theory about what four teachers and their pupils (n=40, over the period of the research), in different contexts, and over a number of years, actually do when working with The Witting method. A wider goal is to apply the implications of the derived grounded theory to general and special education theory in helping to alleviate reading and writing difficulties and prevent pupils from failing. The results show that the teachers have systematically strived to ensure each pupil’s reading and writing development and they do this through what is labeled ‘didactic arranging’. They also show an ability to adapt to situations, materials and spaces without losing their long-term aims. They are in charge of three competencies: ’me’, ’you’, and ’we’ - expressing this competence in documentation, by reflection and always in close collaboration with pupils and their families. The observed use of The Witting method would seem to enable a diagnostic mode of teaching as it contains tools that allow a teacher to follow each pupil’s reading and writing development. Teachers, pupils and the didactic procedures are shown to be in constant interaction. It was also found to be important that teachers believe that every pupil can learn. These teachers’ collective motto could be summed up as follows: never stop giving support and never stop assessing progress.
|
|
| 6. |
- Westling, Karolina, 1971, et al.
(författare)
-
Fyra blöjbarn ser på tv - en deskriptiv analys
- 2008
-
Ingår i: Blöjbarnsteve. Om hur barn under 3 år upplever tv och leker med fjärrtroll. - Uppsala : Filmförlaget. ; , s. s.73-145
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
