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- Elgemark, Anna, 1974-, et al.
(författare)
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’Läsning för lust och lärande’ – ULF i Vara kommun, Nästegårdsskolan, Kvänum, F-9
- 2023
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Ingår i: Abstracts för Decemberkonferensen. - Trollhättan : Högskolan Väst. ; , s. 1-1
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Tillsammans med utvecklingsledare, rektorer och lärare har vi under hösten sökt finna formerna för ett ULF-projekt med start 2024. Syftet är att få elever att läsa mer i (och utanför) skolan och därigenom nå ökad läsförståelse. Resultat i bl a NP Svenska (Vara kommun) visar ett lägre resultat än riksgenomsnittet och enligt rektor sätts insatser in i slutet av år 9 för att få elever godkända i läs- och begreppstunga ämnen.Initialt arbetar vi med en grupp lärare för att öka lärares kunskap om läsning. Denna kunskap ska sedan delas med övriga lärare och översättas till klassrumspraktik.Mål för projektet:öka kunskapen om läsning generellt och specifikt, i alla ämnen och årskurser, i och utanför skolanskapa förutsättningar för ett kollektivt lärande, ett lärande där kollegor inte bara lär av varandra utan söker skapa gemensam förståelse och slutsatsskapa tydlighet/struktur i hur, när och var skolan arbetar med läsning.
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| 2. |
- Hovey, Daniel, et al.
(författare)
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Antisocial behavior and polymorphisms in the oxytocin receptor gene: findings in two independent samples.
- 2016
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Ingår i: Molecular psychiatry. - Stockholm : Springer Science and Business Media LLC. - 1476-5578 .- 1359-4184. ; 16
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Tidskriftsartikel (refereegranskat)abstract
- The quantitative genetic contribution to antisocial behavior is well established, but few, if any, genetic variants are established as risk factors. Emerging evidence suggests that the neuropeptide oxytocin (OXT) may modulate interpersonal aggression. We here investigated whether single-nucleotide polymorphisms (SNPs) in the OXT receptor gene (OXTR) are associated with the expression of antisocial behavior. A discovery sample, including both sexes, was drawn from the Child and Adolescent Twin Study in Sweden (CATSS; n=2372), and a sample from the Twin Study of Child and Adolescent Development (TCHAD; n=1232) was used for replication. Eight SNPs in OXTR, selected on previous associations with social and antisocial behavior, were genotyped in the participants of CATSS. Significant polymorphisms were subsequently genotyped in TCHAD for replication. Participants completed self-assessment questionnaires-Life History of Aggression (LHA; available only in CATSS), and Self-Reported Delinquency (SRD; available in both samples)-designed to capture antisocial behavior as continuous traits. In the discovery sample, the rs7632287 AA genotype was associated with higher frequency of antisocial behavior in boys, and this was then replicated in the second sample. In particular, overt aggression (directly targeting another individual) was strongly associated with this genotype in boys (P=6.2 × 10(-7) in the discovery sample). Meta-analysis of the results for antisocial behavior from both samples yielded P=2.5 × 10(-5). Furthermore, an association between rs4564970 and LHA (P=0.00013) survived correction in the discovery sample, but there was no association with the SRD in the replication sample. We conclude that the rs7632287 and rs4564970 polymorphisms in OXTR may independently influence antisocial behavior in adolescent boys. Further replication of our results will be crucial to understanding how aberrant social behavior arises, and would support the OXT receptor as one potential target in the treatment of aggressive antisocial behavior.Molecular Psychiatry advance online publication, 22 September 2015; doi:10.1038/mp.2015.144.
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| 3. |
- Jonsson, Anna-Carin, 1964-, et al.
(författare)
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Teachers’ implicit theories of intelligence : influences from different disciplines and scientific theories
- 2012
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Ingår i: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928. ; 35:4, s. 387-400
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Tidskriftsartikel (refereegranskat)abstract
- A sample of 226 Swedish high school teachers from various knowledge domains completed self-report measures of intelligence regarding implicit theories and scientific theories of intelligence. A mixed ANOVA showed that teachers from language, social science and practical disciplines had a significant preference for an incremental theory of intelligence compared to an entity theory of intelligence whilst the teachers in mathematics did not. One of the conclusions was that entity theories of intelligence may be more pronounced among teachers in mathematics. Second there is a significant relation between naïve beliefs in intelligence as fixed and inborn, entity theories, and the scientific g-factor theory. Last, it was the oldest and most experienced and youngest and least experienced teachers who preferred an entity theory of intelligence the most
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