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| 2. |
- Alerby, Eva, et al.
(författare)
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'Dammed taxi cab' : how silent communication in questionnaires can be understood and used to give voice to children's experiences
- 2011
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Ingår i: International Journal of Research and Method in Education. - 1743-727X .- 1743-7288. ; 34:2, s. 117-130
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Tidskriftsartikel (refereegranskat)abstract
- 'Dammed taxi cab' - a 12-year-old boy wrote these words in the margins of a questionnaire, and within this paper they will serve as a point of departure for the discussion of the use of questionnaires as a way to voice children's experiences. The overall aim of this paper is to enable understanding of and discuss the use of questionnaires as a way to voice children's experiences. An analysis in accordance with a life-world approach has provided the lens through which to explore messages that can occur in questionnaires. The key research questions that will be explored in an attempt to answer the overall aim are: (i) how can unanswered questions and notes in the margins of a questionnaire be understood? and (ii) why is a questionnaire not always completed, according to the intention of its creators? To develop an understanding of this we analysed a number of questionnaires with unanswered questions and notes in the margins using a life-world approach. During the analysis two themes emerged: silent messages and messages being silenced. Finally, we discuss the legitimacy of questionnaires in childhood research and possible implications for practice when using this method to give voice to children's experiences.
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| 3. |
- Backman, Ylva, et al.
(författare)
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Improving the School Environment from a Student Perspective : Tensions and opportunities
- 2012
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Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 3:1, s. 19-35
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Tidskriftsartikel (refereegranskat)abstract
- Managerial documents for the national school system in Sweden have emphasised taking students’ voices as a starting point in forming education, and several previous studies have indicated the benefits of giving students opportunities to participate in school. This study aimed to explore students’ reflections on what they would do if they were to decide how to make school the best place for learning. A total of 200 students aged 11 to 15 years from four schools (rural and urban) in two municipalities in the northern part of Sweden participated. The empirical data consisted of the students’ written reflections. The findings fall within four themes: (i) influencing educational settings; (ii) striving for reciprocity; (iii) managing time struggles; and (iv) satisfying well-being needs. Tensions between the students’ previous experiences and future visions appeared. The findings can offer direction regarding aspects of the learning environment in school that could be improved.
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| 4. |
- Backman, Ylva, et al.
(författare)
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Learning within and beyond the classroom : compulsory school students voicing their positive experiences of school
- 2012
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 56:5, s. 555-570
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to describe, reflect upon, and create a deeper understanding of aspects relevant for promoting a positive school environment from a student perspective. The data was analyzed by using an inductive phenomenological method and based on written responses from 200 Swedish students from grades 5–9. The results indicated that the students found aspects within, as well as beyond, the classroom relevant for a positive school environment. For instance, outings were considered relevant for building and maintaining friendships and for learning processes. Moreover, the students discussed formal and informal conditions and considered social as well as structural circumstances important for having a good time in school. The relation between learning and well-being was also emphasized by the students.
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| 5. |
- Bergmark, Ulrika, et al.
(författare)
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Appreciative student voice model : reflecting on an appreciative inquiry research method for facilitating student voice processes
- 2018
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Ingår i: Reflective Practice. - : Taylor & Francis. - 1462-3943 .- 1470-1103. ; 19:5, s. 623-637
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to describe and discuss Appreciative Inquiry (AI) as a research method to facilitate student voice in school research. The paper sets out a model for conducting AI in schools. The research questions identified are: What are the researcher’s reflections when using Appreciative Inquiry in school research? What challenges and opportunities can be found when using Appreciative Inquiry in research processes with students? An application of the model will be presented and problematised. The conclusions indicate the importance of inviting students to participate in the process of defining research topics, and of using multimodal methods for facilitating students’ exploration of school experiences. It is also vital that adults support students in imagining and articulating visions on how to improve the school, as well as plans designing for enacting visions. Finally, a ‘whole school approach’ is emphasised for contributing to sustainable appreciative student voice work in schools.
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| 6. |
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| 7. |
- Bergmark, Ulrika, et al.
(författare)
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Let’s have a “school-rules-attitude”
- 2015
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Ingår i: Empowering School eHealth Model in the Barents Region. - Rovaniemi : Lapland University of Applied Sciences. - 9789523160736 - 9789523160743 ; , s. 309-311
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Bokkapitel (refereegranskat)abstract
- Below is a conversation based on development and research work in the international project ArctiChildren InNet. These are some reflections from two of the researchers in the “Swedish Team”.
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| 8. |
- Bergmark, Ulrika, et al.
(författare)
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Listen to me when I have something to say : students paricipation in research for sustainable school improvement
- 2009
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Ingår i: Improving Schools. - : SAGE Publications. - 1365-4802 .- 1475-7583. ; 12:3, s. 249-260
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on student participation in the research process as a contribution to school improvement. The specific aim of this article was to explore students' participation in different phases of a research process and discuss how their participation can contribute to school improvement. Based on a life-world phenomenological ontology, we used two research and development projects - Full of Value and Arctic Children - to shed light on participation in research. When doing research together with students, we have been inspired by Participatory Appreciative Action Research (PAAR). The methods used in the projects were open writing, group reflection, drawings, and exhibition discussions. This research showed that students were able to explore and express their lived experiences of behaviour and well-being in school, and how this was linked to positive change. We found students trustworthy, capable, and competent, enriching the process of school improvement.
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| 9. |
- Bergmark, Ulrika, et al.
(författare)
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Student visual narratives giving voice to positive learning experiences : a contribution to educational change
- 2012
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Ingår i: Academic Leadership. - 1533-7812. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to explore students’ positive experiences of their learning through the use of visual narratives, observation, and field notes in two secondary school classes in Sweden. Four themes were found: (1) knowing the needs of mind and body, (2) embracing each other in mutual support, (3) learning in a facilitating environment, and (4) using a variety of learning modalities. Students wished to have a voice in setting the curriculum, favored a variety of assignments, and sought to expand their learning environment beyond the classroom. Finally, challenges for teachers and school leaders are discussed.
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| 10. |
- Bergmark, Ulrika, et al.
(författare)
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Students’ Experiences of Meaningful Situations in School
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 62:4, s. 538-554
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Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on school situations students experienced as meaningful and how these experiences can guide educational improvement. Participants included 15 students in grade 3 from a Swedish school. In this qualitative study, the data consisted of drawings, multimodal productions, interviews, and field notes. The analysis resulted in four themes: Having the opportunity to learn in different spaces; Being free and able to participate; Experiencing caring and sharing, and Recognizing one’s own growth and achievement. The findings suggest that situations students find meaningful involve aspects of both learning and wellbeing. The practical implication for these results is that student-generated qualitative data can help indicate needs for educational improvement.
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