| 1. |
- From, Jörgen, 1966-, et al.
(författare)
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Fjärrundervisning - en central del i skolans digitalisering
- 2020
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Ingår i: Pedagogisk forskning i Sverige. - : Linnaeus University. - 1401-6788 .- 2001-3345. ; 25:2-3, s. 69-91
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Tidskriftsartikel (refereegranskat)abstract
- I denna artikel analyseras fjärrundervisning i relation till skolans digitalisering, med Nivåer av Lärande som teoretiskt ramverk. Detta görs med utgångspunkt i de försök till digitalisering som sedan 1980-talet pågått i svensk grund- och gymnasieskola, och den brist på pedagogiska objekt i termer av skolans undervisningsuppdrag som kännetecknar dessa försök. Ytterligare en del i föreliggande studie utgör en historisk beskrivning av fjärrundervisningens framväxt i svensk skola, där fjärrundervisning varit ett sätt att hantera skolans behov. Sedan redovisas ett empiriskt case om lärares erfarenheter från, och perspektiv på, egen fjärrundervisning i svensk skola. Detta tydliggör att lärarna använder digital teknik i ett målinriktat pedagogiskt syfte, vilket i detta sammanhang innebär att digital teknik är verktyg för att bedriva fjärrundervisning. Slutligen förs en diskussion kring vad som kännetecknar det pedagogiska objekt och den pedagogiska process som utvecklas och realiseras på olika nivåer i skolorganisationen i samspelet mellan fjärrundervisning och skolans digitalisering. Den slutsats som dras är att skolans digitalisering snarare är en fråga om pedagogik än om teknik.
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| 2. |
- Lindberg, Ola J., 1966-, et al.
(författare)
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Researching school practices with a complementary and symmetrical approach : the case of remote teaching in the rural north of Sweden
- 2020
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Ingår i: Education in the North. - : School of Education at the University of Aberdeen. - 0424-5512 .- 2398-0184. ; 27:2, s. 235-241
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Tidskriftsartikel (refereegranskat)abstract
- This feature describes an ongoing research project on remote teaching in the rural north of Sweden. Remote teaching is a form of teaching in which the teacher and students are separated in space but not in time, and students are accompanied by a designated supervisor at their location. The project is conducted within the framework of the national initiative Development, Learning, Research (DLR) to try out sustainable collaboration models between academia and school practice. At Umeå University, this relation has been described as complementary and symmetrical: complementary in the sense that each part brings unique competencies into the work, and symmetrical in the sense that each part is valued as equal in the work, which allows for a dimension of development work into the research approach. The feature elaborates on opportunities and challenges in conducting complementary and symmetrical research, seeking to promote knowledge built on collaboration between academia and school practice.
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| 3. |
- Björk-Åman, Camilla, et al.
(författare)
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Nordic research on special needs education in upper secondary vocational education and training: A review
- 2021
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Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 11:1, s. 97-123
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to describe and analyse the state of the art of research on special needs education (SNE) in the context of the Nordic countries’ vocational education and training (VET) systems during the period January 2010 to September 2018. Twenty studies remained after the search procedure and thematic analysis, 15 of which deal with the practice level and five with the organisation level. No studies were identified as belonging to the policy level. The following themes were found at the practice level: teachers’ work and role, teaching and learning, student transition and student dropout. Themes identified at the organisation level were changes to vocational policy documents and educational practices, and school organisation and its implementation. Finland dominates in terms of number of studies. Furthermore, the review shows that there were few studies in the area of SNE in VET. The results show that further studies are needed to acquire more knowledge about SNE in vocational education.
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| 4. |
- Holmgren, Robert, 1958-, et al.
(författare)
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The vocational teacher, an inventor in special needs education : a study on Swedish vocational programmes
- 2024
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Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 13:2, s. 100-123
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Tidskriftsartikel (refereegranskat)abstract
- Upper secondary vocational education and training (VET) in Sweden has been subject to frequent educational policy reforms which have resulted in reduced numbers of students and student groups comprising many students with special education needs (SEN). These changes can be assumed to have resulted in increasing demands on VET teachers’ work with special needs education (SNE). The purpose of this study is to contribute knowledge about VET teachers’ conditions for, and work with, SNE in Swedish VET programmes. An analysis of interviews with 15 teachers from eight VET programmes revealed the following themes: 1) Framework factors in the learning environments affecting teaching and learning, 2) The schools’ organisation of special educational competence and the VET teachers’ application of special needs education, 3) Communicative teaching for increased knowledge of students’ strengths and needs, 4) Adaptations at individual and group level, 5) Integration of theory and practice, and 6) Reconsidering teaching approaches through follow-ups. The analysis, based on Skrtic’s theory, reveals a dichotomy in the VET teachers’ conditions for, and work with, SNE. In the schools, a bureaucratic approach is applied where overriding goals are attributed high value, while the VET teachers strive for an adhocratic approach where the teaching is based on their students’ needs. Based on Ainscow’s theory, the analysis shows that the VET teachers take an interactive learning environment-related approach, which means that, based on their understanding of the students’ difficulties, they develop adaptations to stimulate their students’ learning and development.
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| 5. |
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| 6. |
- Kimanius, Dari, et al.
(författare)
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SAXS-Guided Metadynamics
- 2015
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Ingår i: Journal of Chemical Theory and Computation. - : American Chemical Society (ACS). - 1549-9618 .- 1549-9626. ; 11:7, s. 3491-3498
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Tidskriftsartikel (refereegranskat)abstract
- The small-angle X-ray scattering (SAXS) methodology enables structural characterization of biological macromolecules in solution. However, because SAXS provides low-dimensional information, several potential structural configurations can reproduce the experimental scattering profile, which severely complicates the structural refinement process. Here, we present a bias-exchange metadynamics refinement protocol that incorporates SAXS data as collective variables and therefore tags all possible configurations with their corresponding free energies, which allows identification of a unique structural solution. The method has been implemented in PLUMED and combined with the GROMACS simulation package, and as a proof of principle, we explore the Trp-cage protein folding landscape.
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| 7. |
- Pettersson, Gerd, et al.
(författare)
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Consultation in Special Needs Education in Rural Schools in Sweden : An Act of Collaboration between Educators
- 2017
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Ingår i: Journal of Education and Training. - : Macrothink Institute, Inc.. - 2330-9709. ; 4:1, s. 8-26
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Tidskriftsartikel (refereegranskat)abstract
- The article attempts to shed light on how the expertise of special educators can be utilized in classroom teachers' professional development at rural schools with a diverse student body. The study focused on the educational consultations that took place between the two types of professionals, namely the special educators and the classroom teachers, at three rural schools in three communities in northern Sweden. The special educators did not work at the schools. Rather, they worked at Community centers and ran the consultation with the aid of ICT or when they visited the schools. The multiple-case study describes and analyzes the a) context for consultation, b) how consultation is used to support the teachers, and c) the consultation strategies. The data collection methods were observations, interviews, and questionnaires. After the interviews were transcribed, the data were analyzed by thematic content analysis. The results show that the consultations were based on students’ needs, but the consultations focused on the learning environment more than on individual shortcomings. The two professionals collaborated and shared their professional expertise across professional boundaries. This boundary-crossing professional collaboration seems to deepen the consultation between the two professionals and enable them to work together to create a learning environment that supports all pupils.
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| 8. |
- Pettersson, Gerd, et al.
(författare)
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Educators' Digital Competence in Swedish Rural Schools
- 2020
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Ingår i: European Journal of Open, Distance and E-Learning. - : Sciendo. - 1027-5207. ; 23:2, s. 65-82
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a survey census study performed in a small, remotely located municipality with four rural schools in the north of Sweden. The study is part of a larger project, Remote Consulting in special needs education between special educators and class teachers, the aim of which is to increase the equivalence between the municipality’s schools by giving more class teachers improved access to special needs education (SNE) consultations provided by special educators via remote consulting.Prior to the start of the project, a questionnaire was sent out to all the class teachers in the participating schools. All the teachers approached answered the questionnaire. One of the aims of the survey was to gain increased knowledge about the teachers’ self-efficacy in their use of ICT. The most intriguing result was that three of the five 50-59 year-old teachers estimated their knowledge about ICT to be above average compared to that of their colleagues. A similar pattern was identified in the teachers’ use of ICT in their teaching. Of those who used ICT every day, three were 30-39 years old, three were 50-59 years old and one was 40-49 years old, while all of those who used ICT less than once a week were younger than 39. The results of the study indicate that the teachers in this study are adequately equipped to proceed from physical counselling to remote consulting in special needs education.
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| 9. |
- Pettersson, Gerd, et al.
(författare)
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Fallstudier i Upplands Väsby och Vindeln
- 2018
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Ingår i: Fjärrundervisning - bättre utsikter för fler elever. - Stockholm : Ifous. - 9789198284188 ; , s. 19-23
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Pettersson, Gerd
(författare)
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Fjärrhandledaren som pedagogisk resurs
- 2019
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Alla elever har rätt till utbildning av god kvalitet, och hur kan fjärrhandledaren, på bästa sätt, bidra till det? En del av svaret på den frågan behandlas i denna artikel som har sin utgångspunkt i ett genomfört forsknings- och utvecklingsarbete, som påbörjades januari 2016 och avslutades december 2017. Artikeln avslutas med diskussions- och reflektionsfrågor som kan användas i kompetensutvecklande sammanhang.
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