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1.
  • Jablonska, Beata, et al. (författare)
  • A national cohort study of parental socioeconomic status and non-fatal suicidal behaviour-the mediating role of school performance
  • 2012
  • Ingår i: BMC Public Health. - 1471-2458 .- 1471-2458. ; 12
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: A link between low parental socioeconomic status and mental health problems in offspring is well established in previous research. The mechanisms that explain this link are largely unknown. The present study investigated whether school performance was a mediating and/or moderating factor in the path between parental socioeconomic status and the risk of hospital admission for non-fatal suicidal behaviour.Methods: A national cohort of 447 929 children born during 1973-1977 was followed prospectively in the National Patient Discharge Register from the end of their ninth and final year of compulsory school until 2001. Multivariate Cox proportional hazards and linear regression analyses were performed to test whether the association between parental socioeconomic status and non-fatal suicidal behaviour was mediated or moderated by school performance.Results: The results of a series of multiple regression analyses, adjusted for demographic variables, revealed that school performance was as an important mediator in the relationship between parental socioeconomic status and risk of non-fatal suicidal behaviour, accounting for 60% of the variance. The hypothesized moderation of parental socioeconomic status--non-fatal suicidal behaviour relationship by school performance was not supported.Conclusions: School performance is an important mediator through which parental socioeconomic status translates into a risk for non-fatal suicidal behaviour. Prevention efforts aimed to reduce socioeconomic inequalities in non-fatal suicidal behaviour among young people will need to consider socioeconomic inequalities in school performance.
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2.
  • Jablonska, Beata, et al. (författare)
  • School effects on risk of non-fatal suicidal behaviour : a national multilevel cohort study
  • 2014
  • Ingår i: Social Psychiatry and Psychiatric Epidemiology. - 0933-7954 .- 1433-9285. ; 49:4, s. 609-618
  • Tidskriftsartikel (refereegranskat)abstract
    • ObjectiveResearch has demonstrated school effects on health, over and above the effects of students’ individual characteristics. This approach has however been uncommon in mental health research. The aim of the study was to assess whether there are any school-contextual effects related to socioeconomic characteristics and academic performance, on the risk of hospitalization from non-fatal suicidal behaviour (NFSB).MethodsA Swedish national cohort of 447,929 subjects was followed prospectively in the National Patient Discharge Register from the completion of compulsory school in 1989–93 (≈16 years) until 2001. Multilevel logistic regression was used to assess the association between school-level characteristics and NFSB.ResultsA small but significant share of variation in NFSB was accounted for by the school context (variance partition coefficient <1 %, median odds ratio = 1.26). The risk of NFSB was positively associated with the school’s proportion of students from low socioeconomic status (SES), single parent household, and the school’s average academic performance. School effects varied, in part, by school location.ConclusionNFSB seems to be explained mainly by individual-level characteristics. Nevertheless, a concentration of children from disadvantaged backgrounds in schools appears to negatively affect mental health, regardless of whether or not they are exposed to such problems themselves. Thus, school SES should be considered when planning prevention of mental health problems in children and adolescents.
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3.
  • Jablonska, Beata, et al. (författare)
  • School performance and hospital admissions due to self-inflicted injury : a Swedish national cohort study.
  • 2009
  • Ingår i: International Journal of Epidemiology. - 0300-5771 .- 1464-3685. ; 38:5, s. 1334-1341
  • Tidskriftsartikel (refereegranskat)abstract
    • BACKGROUND: Self-inflicted injury in youth has increased in many Western countries during recent decades. Education is the most influential societal determinant of living conditions in young people after early childhood. This study tested the hypothesis that school performance predicts self-inflicted injury. METHODS: A national cohort of 447 929 children born during 1973-77 was followed prospectively in the National Patient Discharge Register from the end of their ninth and last year of compulsory school until 2001. Multivariate Cox analyses of proportional hazards were used to test hypotheses regarding grades in ninth grade as predictors of hospital admission due to self-inflicted injury. RESULTS: The risk of hospital admission because of self-inflicted injury increased steeply in a step-wise manner with decreasing grade point average. Hazard ratios were 6.2 (95% confidence interval 5.5-7.0) in those with the lowest level of grade point average compared with the highest. The risks were similar for women and men. Adjustment for potential socio-economic confounders in a multivariate proportional hazards regression analysis attenuated this strong gradient only marginally. CONCLUSION: School performance is a strong factor for predicting future mental ill-health as expressed by self-inflicted injury.
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4.
  • Lindberg, Viveca, 1954-, et al. (författare)
  • Characteristics of dental note taking : a material based themed analysis of Swedish dental students
  • 2020
  • Ingår i: BMC Medical Education. - : BioMed Central. - 1472-6920 .- 1472-6920. ; 20
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: The transition from upper secondary to higher education and from higher education to professional practice requires that students adapt to new literacy practices, academic and professional. However, there is a gap of knowledge regarding literacy practices in dental education. Therefore, the aim of this study was to identify what characterizes dental students’ notetaking and secondarily to determine what dental students express regarding their notetaking.Methods: To analyze students’ perspectives about the purposes of notetaking and to examine their written notes in depth, three volunteer students, out of the 24 students that voluntarily and anonymously handed in their notes, were interviewed. The three undergraduate dental students that participated in this material-based, semi-structured interview study, framed within a New Literacy Studies approach, were on their third year (6th semester). The focus of these material-based interviews was on each student’s notes. Questions prepared for semi-structured interviews were open-ended and allowed for individual follow-up questions related to the interviewee’s answer. To analyze the outcome of the interviews a thematic analysis was used.Results: From the material-based interviews eight themes that relate to what, how and for what purpose students write were discerned. These eight themes include professional vocabulary, core content as well as clinical examples that belong to what students read and write; multimodal accentuation as well as synthesis that belong to how students read and write; and mnemonic strategies, academic purposes, and professional purposes that belong to for what purpose students read and write.Conclusions: Findings from the interviews indicate that the digital development, offering a variety of available tools, has expanded the notion of notetaking. This study identified that dental students’ notetaking has changed during their education from initially being synchronous, to also include multimodal and asynchronous writing, making notetaking more of a writing practice. Further, students’ writing practices seem to be motivated by their knowledge formation in relation to a subject matter, but also in relation to their experiences during clinical training. Although, our hypothesis was that the main purpose of notetaking and writing was to pass their course examinations, this study showed that students that were half-way through their dental education, are aware that literacy practices are for learning for their future profession, and not only for passing their exams.
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5.
  • Lindberg, Viveca, et al. (författare)
  • Literacy as part of professional knowing in a Swedish dental education
  • 2021
  • Ingår i: BMC Medical Education. - : BioMed Central. - 1472-6920 .- 1472-6920. ; 21:1
  • Tidskriftsartikel (refereegranskat)abstract
    • BACKGROUND: Academic reading and writing are seen as self-evident literacy competences in most contemporary higher educations, however, whether students also are introduced to professional literacy of relevance for dentistry during their education is a question. The purpose of this study is to analyze one of the Swedish dental programmes, with respect to its design, in relation to possible content of relevance for academic and professional literacy. Secondarily, to identify and analyze Swedish dental students' writing in an academic setting, i.e. what these students are expected to read and write, and how they write.METHODS: Data, for this ethnographically inspired case-study, was produced by observations and audio-recordings of lectures, copies of teachers' handouts and of volunteering students' notes, and a multiple-choice-test. Data-analysis was made in five steps, starting with macro-level data, i.e. curriculum and syllabuses, followed by the syllabuses for the two observed modules, the teacher-provided material, analysis of the students' notes, while in the fifth and final step, the results from the previous steps were compared, to find patterns of what students were expected to read and write, and what in the teacher-provided multimodal material that was emphasized in teachers' talk.RESULTS: This study showed that students were engaged in several types of literacy events, such as reading, finding and watching videos on their learning platform, writing, and following instructions. The study also showed that there is a recurrent academic content comprised of anatomy, physiology and pathology, while the professional content comprised of patient communication and anamnesis. Further, an integrated content was found and was initiated in teacher-constructed PowerPoints and by student-questions. Note-taking patterns varied between individual students, but the general pattern for this group of students were the use of complementary notes. This type of note-taking was used to make available further descriptions of the teacher-constructed text in PowerPoints, but also an independent text describing pictures shown on teachers' PowerPoints or the blackboard.CONCLUSION: Findings from the present study reveal that students either copy text from teachers' PowerPoint-slides, re-formulate text from teachers' PowerPoint-slides, or write complementing text to teachers' PowerPoint-slides. Further, the students individually choses type of note-taking based on situation. The study also revealed that the academic literacy - in the two modules during the fifth and sixth semesters of a dental education analyzed - mainly has a professional basis for reading, writing, and communication purposes. The study also showed that academic and professional literacy are closely connected through recurrent integration.
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6.
  • Thelaus, Johanna, et al. (författare)
  • Network Experiences from a Cross-Sector Biosafety Level-3 Laboratory Collaboration : A Swedish Forum for Biopreparedness Diagnostics
  • 2017
  • Ingår i: Health Security. - : Mary Ann Liebert. - 2326-5094 .- 2326-5108. ; 15:4, s. 384-391
  • Tidskriftsartikel (refereegranskat)abstract
    • The Swedish Forum for Biopreparedness Diagnostics (FBD) is a network that fosters collaboration among the 4 agencies with responsibility for the laboratory diagnostics of high-consequence pathogens, covering animal health and feed safety, food safety, public health and biodefense, and security. The aim of the network is to strengthen capabilities and capacities for diagnostics at the national biosafety level-3 (BSL-3) laboratories to improve Sweden's biopreparedness, in line with recommendations from the EU and WHO. Since forming in 2007, the FBD network has contributed to the harmonization of diagnostic methods, equipment, quality assurance protocols, and biosafety practices among the national BSL-3 laboratories. Lessons learned from the network include: (1) conducting joint projects with activities such as method development and validation, ring trials, exercises, and audits has helped to build trust and improve communication among participating agencies; (2) rotating the presidency of the network steering committee has fostered trust and commitment from all agencies involved; and (3) planning for the implementation of project outcomes is important to maintain gained competencies in the agencies over time. Contacts have now been established with national agencies of the other Nordic countries, with an aim to expanding the collaboration, broadening the network, finding synergies in new areas, strengthening the ability to share resources, and consolidating long-term financing in the context of harmonized European biopreparedness.
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7.
  • Att utveckla forskningsbaserad undervisning : analyser, utmaningar och exempel
  • 2019
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt)abstract
    • Boken handlar om forskning med och av lärare för hållbar utveckling av undervisning. Kapitlen bidrar med att lyfta fram didaktiska utmaningar och lösningar för att utveckla vetenskapliga förhållningssätt för undervisningsutvecklande forskning baserade på exempel och analyser som representerar olika skolämnen, skolformer och lärarutbildningen. Boken skiljer sig från övriga inom området genom bredden i hur detta kan göras och i relation till att flera nivåer i utbildningssystemet och ämnen är representerade.Tretton av bokens sjutton kapitel är skrivna av forskare (nuvarande eller pensionerade) från SU och de representerar fem institutioner: IPD, HSD, MND, Matematiska och SpecPed. Övriga kapitel representerar ett urval av de nätverk som byggts kring den här typen av forskningsintressen över tid.
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8.
  • B. Boistrup, Lisa, et al. (författare)
  • Challenging theory versus practice : Connections between mathematics and vocational education
  • 2019
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • In this paper we discuss connections between two teaching contents in Swedish upper secondary school programs in vocational education; mathematics and vocational content. Simultaneously, we challenge a dichotomous understanding of theory and practice, while paying an interest in connections between the two. We have adopted the framework of praxeology by Chevallard. Through analysis of empirical examples, we illuminate how, for example, theoretical aspects may derive from both mathematics and vocational content, challenging mathematics as mainly theoretical and vocations as only practical.
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9.
  • Backman-Bister, Anna, 1976-, et al. (författare)
  • Musikundervisning i grundsärskolan : en pilotstudie för att kartlägga behovet av praxisutvecklande forskning
  • 2020
  • Ingår i: Book of abstracts. ; , s. 77-78
  • Konferensbidrag (refereegranskat)abstract
    • I vårt bidrag presenterar vi ett pilotprojekt som vi genomfört med tre musiklärare i grundsärskolan inför en forskningsansökan. Projektet syftade till att undersöka förutsättningarna för ett praktikutveckande forskningsprojekt och vägleda inriktning och design av projektet. Innan pilotprojektet inleddes genomförde vi en kartläggning av tidigare forskning. Litteratursökningen gjordes dels via en internationell forskningsdatabas, dels via manuella sökningar i ett urval vetenskapliga tidskrifter inom det musikpedagogiska och det specialpedagogiska forskningsfältet. Av totalt 118 artiklar som inkluderades i ett första steg fann vi att musikämnet och musikundervisningen har hamnat i bakgrunden i tidigare forskning om musik och elever med intellektuell funktionsnedsättning. En första kategorisering av studierna visar att de har följande fokus: 1. Musik som stöd för något annat och 2. Musikterapi i syfte att utveckla kommunikativt beteende. För kategori 1 identifierade vi vidare fyra underkategorier. Ingen av artiklarna hade ett ämnesdidaktiskt fokus. De som undervisar i musik i grundsärskolan är ofta antingen musiklärare utan utbildning för grundsärskolan eller speciallärare/specialpedagoger utan utbildning i musik. Dessutom förekommer det lärare som varken är utbildade för särskolan eller för musik. Under läsåret 2019/20 uppgick andelen musiklärare med lärarlegitimation och behörighet i musik till 9,3% (https://siris.skolverket.se). Av internationell forskning framgår att lärarnas kompetens för musikundervisning för elever med IF är snarlik (Darrow 2017). Det saknas en nationell utvärdering av musikämnet i grundsärskolan – en demokratibrist jämfört med grundskolan. Att få uttrycka sig på flera olika sätt, även med olika estetiska uttrycksformer, kan idag ses som en demokratisk rättighet, Ferm Almqvist (2016) och Saether (2008) betonar behovet av en inkluderande musikundervisning där eleverna möter musikvärlden och kan erövra ett kulturellt medborgarskap (jfr FNs konventioner om barns rättigheter och konvention om rättigheter för personer med funktionsnedsättning). Carlson (2013) använder uttrycket musical becoming för att betona möjligheten att få uttrycka sig musikaliskt, särskilt för personer med komplicerad språklig kommunikation, och för att påvisa att det kan ta form på olika sätt – som musikkonsument, eller som (med)skapare av musik. Pilotstudie: Med ovan nämnda utgångspunkter kontaktades några musiklärare i grundsärskolan om medverkan i en pilotstudie inför en projektansökan. Tre musiklärare i olika delar av Sverige tackade ja. Pilotstudien planerades bestå av två delar: observation av 1-2 lektioner med efterföljande intervju. Under vt 2020 genomfördes en observation och intervju IRL medan två intervjuer genomfördes via Zoom. Resultat från pilotstudien och kartläggningen är följande: 1. Gemensamma förutsättningar för musikundervisningen var att lärarna saknade ett kollegialt sammanhang där de specifikt kunde diskutera grundsärskolans musikundervisning. 2. organisationen av undervisningen, liksom 3. lokalerna där musikundervisningen genomfördes, utgick från grundskolans snarare än grundsärskolans elever. Vi frågade även om lärarnas innehållsliga fokus utifrån de fyra teman som anges i det centrala innehållet i kursplanen, Lsär11 (Skolverket 2018). 4. Gemensamt för lärarna var att temat musicerande återkom som huvudfokus i samtliga intervjuer medan temat ämnesspecifika begrepp gavs en underordnad plats. Vår slutsats är att projektet bör inledas med en kartläggning av lärarnas nuvarande musikundervisningspraktiker som ingång till en Change Laboratory, modell för formativ studie (Virkkunen & Newnham 2013). Data analyseras tillsammans med lärarna för att ligga till underlag för design av iterativt prövande utifrån det lärarna ser som viktigt att förändra för att åstadkomma en musikundervisning som ger förutsättningar för kulturellt medborgarskap och musical becoming. 
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10.
  • Berglund, Ingrid, 1954-, et al. (författare)
  • Assessment of vocational knowing : experiences from the Swedish pilot project with upper secondary apprenticeship 2008-2011
  • 2012
  • Ingår i: Bulletin of Institute of Vocational and Technical Education. - 1348-4893. ; :9, s. 24-34
  • Tidskriftsartikel (refereegranskat)abstract
    • In 2008, a pilot project with apprenticeship as an alternative pathway of upper secondary vocational education (USVE) started in Sweden. This paper is based on a follow-up study 2009-2011, funded by the Swedish National Agency for Education (SNAE) focusing on pedagogical aspects of apprenticeship. We interpreted ‘pedagogical aspects’ as concerning teachers’ curriculum work, i.e. the organisation and design of apprenticeship in relation to following aspects: division of labour between school and work; the content; the roles of teacher and supervisor; and follow-up and assessment of students’ development regarding vocational knowing in relation to the Swedish national curriculum for each of the programmes. In this article, we present results related to assessment in upper secondary VET apprenticeship. The issue for this article is to illuminate conditions for assessment in USVE-apprenticeship, the foci of assessment and the tools used for assessment.According to regulations of apprenticeship, trilateral assessment sessions (teacher-supervisor-apprentice) are to be held regularly for follow-up and, at the end of a course, marking students knowing. As a representative for the education authority, the teacher is responsible for marking, but the supervisor is to provide the teacher with the information needed for follow-up and marking. The assumption is that during these sessions, there will be a dialogue between supervisor, apprentice, and teacher that will contribute to both follow-up and marking.The results presented in this paper build on interviews with teachers, apprentices and supervisors, as well as some audio-recorded trilateral sessions for assessment. Our preliminary results show that these trilateral sessions are one of the critical situations in USVE-apprenticeship. A main result is that assessment was either focused on social and behavioural aspects or on vocational knowing. Which one that dominated was related to firstly, the qualifications of the teacher; secondly, to the division of labour on the workplace; and thirdly, to the local history of USVE-apprenticeship. These results and the consequences of them will be further developed in our article.
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