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Sökning: WFRF:(Silfver Eva)

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  • [1]234567...9Nästa
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1.
  • Adolfsson, Lena, 1955- (författare)
  • Attityder till naturvetenskap Förändringar av flickors och pojkars attityder till biologi, fysik och kemi 1995 till 2007
  • 2011
  • Licentiatavhandling (övrigt vetenskapligt)abstract
    • <p>I den här avhandlingen beskrivs hur hög- och lågpresterande flickors och pojkars attityder till biologi, fysik och kemi har förändrats från 1995 till 2007. Data från den svenska delen av TIMSS-studierna för årskurs 8 i Sverige används. För att definiera hög- och lågpresterande används resultatet på matematikprovet från TIMSS och attityderna undersöks med hjälp av fyra frågor från elevenkäterna. Resultatet diskuteras utifrån olika perspektiv som kan bidra till förståelsen av den komplexa bilden av olika faktorers betydelse för elevers attityder till naturvetenskap.</p> <p>Det första resultatet, pojkar är mer positiva till fysik och kemi och flickor till biologi, diskuteras utifrån ämnenas genuskodning. På ett symboliskt plan är fysik och kemi mer förknippade med maskulinitet än biologi.</p> <p>Det andra resultatet, högpresterande elever och särskilt pojkar, är mindre positiva till de tre ämnena 2007 än 1995. Det resultatet diskuteras mot bakgrund av ungdomars identitet och identitetskonstruktion. Det verkar som om unga människor i dag inte tycker att utbildningar och arbeten inom det naturvetenskapliga och tekniska området ger dem möjligheter att använda sina talanger, kreativitet och självförverkligande. Resultatet diskuteras också utifrån de förändringar av arbetsmetoder som har skett i svensk skola där det individuella arbetet har ökat och lärarledda genomgångar har minskat. Kan det ha påverkat de högpresterande eleverna så att de har blivit mindre stimulerade och fått färre utmaningar och på så sätt blivit mindre positiva till de naturvetenskapliga ämnena?</p> <p>Det tredje resultatet, en större andel hög- och lågpresterande pojkar tycker att de tre ämnena är tråkiga 2007 jämfört med 1995, diskuteras utifrån begreppen "antipluggkultur" och att vara "cool". Kan resultatet från denna studie indikera att det är viktigare för pojkar 2007 att ha en attityd att visa sig ”cool” och att inte plugga. Kan detta ha påverkat attityderna till de naturvetenskapliga ämnena negativt?</p> <p>Slutligen visar resultaten att lågpresterande flickor och pojkar tycker att de presterar bättre 2007 än 1995 och det diskuteras mot bakgrund av förändringarna av arbetsmetoder i den svenska skolan. Mer tid ägnas åt individuellt arbete vilket kan innebära att de lågpresterande eleverna väljer att inte arbeta med svårare uppgifter och att de därför upplever att de presterar bättre.</p> <p>Avhandlingen avslutas med mina egna reflektioner kring undervisningen i de naturvetenskapliga ämnena i grundskolan, kring förändringarna av flickors och pojkars attityder till naturvetenskap utifrån resultaten från denna studie och kring mina erfarenheter som lärare i dessa ämnen.</p>
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  • Angervall, Petra, 1970-, et al. (författare)
  • Academic Career On institutions, social capital and gender
  • 2018
  • Ingår i: Higher Education Research and Development. - 0729-4360 .- 1469-8366. ; 37:6, s. 1095-1108
  • Tidskriftsartikel (refereegranskat)abstract
    • <p>During decades of change in the Western higher education sector, new ways of understanding academic work have reinforced notions of the impact of social capital. The present study investigates researchers’ experiences of their own career making within two areas of Education Sciences in Swedish higher education: Childhood Studies (CS) and Science Education (SE). The structure at the CS departments is collaborative and integrated; teaching and research are seen as an entity. This structure creates a coherent career path where members of the collective group jointly produce and accumulate social capital; it also appears to be related to discourses of femininity. In the SE departments, the career structure is strategic and differentiated; the two career paths work in parallel through a differentiation between teaching and research. This appears to be related to discourses of masculinity. In conclusion, our analysis shows how social capital and gender mutually create different ways of doing an academic career.</p>
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5.
  • Angervall, Petra, 1970-, et al. (författare)
  • Academic Career: On institutions, social capital and gender
  • 2018
  • Ingår i: Higher Education Research and Development. - 0729-4360. ; 37:6, s. 1095-1108
  • Tidskriftsartikel (refereegranskat)abstract
    • During decades of change in the Western higher education sector, new ways of understanding academic work have reinforced notions of the impact of social capital. The present study investigates researchers’ experience of their own career making within two areas of Education Sciences in Swedish higher education: Childhood Studies and Science Education. The structure at the Childhood Studies departments is collaborative and integrated; teaching and research are seen as an entity. This structure creates a coherent career path where members of the collective group jointly produce and accumulate social capital; it also appears to be related to discourses of femininity. In the Science Education departments, the career structure is strategic and differentiated; the two career paths work in parallel through a differentiation between teaching and research. This appears to be related to discourses of masculinity. In conclusion, our analysis shows how social capital and gender mutually create different ways of doing an academic career.
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6.
  • Angervall, Petra, et al. (författare)
  • Akademisk karriär i sociala nätverk
  • 2013
  • Ingår i: Kön och karriär i akademin : en studie inom det utbildningsvetenskapliga fältet. - Göteborg : Acta Universitatis Gothoburgensis. - 978-91-7346-761-2 - 978-91-7346-761-9 (e-bok) ; s. 124-142
  • Bokkapitel (övrigt vetenskapligt)
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7.
  • Angervall, Petra, 1970-, et al. (författare)
  • Akademisk karriär i sociala nätverk
  • 2013
  • Ingår i: Kön och karriär i akademin. En studie inom det utbildningsvetenskapliga fältet.. - Göteborg : University of Gothenburg. - 978-1-60805-727-6 ; 16
  • Bokkapitel (övrigt vetenskapligt)
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8.
  • Angervall, Petra, et al. (författare)
  • Assembling lines in research education : Challenges, choices and resistance among Swedish doctoral students
  • 2019
  • Ingår i: Studies in Graduate and Postdoctoral Education. - Emerald Group Publishing Limited. - 2398-4686. ; 10:2, s. 142-154
  • Tidskriftsartikel (refereegranskat)abstract
    • <p>Purpose – The higher education sector in Sweden has, over decades, faced increasing demands in terms of efficiency rates in research, as well as increasing demands in the international competition for external revenue. These demands have influenced academic career trajectories and postdoctoral tracks as well as the everyday work of doctoral students. The purpose of this paper is to investigate how doctoral students express and challenge subjectivity in the present context of research education.</p><p>Design/methodology/approach – The authors depart from the overall understanding that doctoral students’ lines of actions in research education depend on and form assemblages and, thus, define an academic institution. By re-analysing eight in-depth interviews, they illustrate how doctoral students from different milieus not only comply but also challenge, use border-crossings and change directions in research education.</p><p>Findings – The results show that some of these doctoral students try to act as loyal and satisfied, especially in regard to their supervisors, whereas others use coping strategies and resistance. It is illustrated that when some of the students use “unsecure” molecular lines, they appear more open to redefining possibilities and change, in comparison with those on more stable molar lines. Those acting on molar lines sometimes express a lack of emotional (productive) engagement, even though this particular group tend to more often get access to rewarded assemblages. These patterns are partly gender-related.</p><p>Social implications – The tension between finding more stable lines and spaces for change is apparent in doctoral students’ subjectivity, but also how this tension is related to gender. The women doctoral students appear not only more mobile but also in a sense more alert than their men peers. This offers insights in how actions define and redefine not only academic institutions but also different subjectivities.</p><p>Originality/value – In the present, given the manifold demands on academic institutions, new insights and methodological approaches are necessary to illustrate how contemporary changes affect research education and the everyday life of doctoral students.</p>
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9.
  • Angervall, Petra, 1970-, et al. (författare)
  • Assembling lines in research education: Challenges, choices and resistance among Swedish doctoral students
  • 2019
  • Ingår i: Studies in Graduate and Postdoctoral Education. - 2398-4686.
  • Tidskriftsartikel (refereegranskat)abstract
    • <p><em>Purpose</em>:The higher education sector in Sweden has, over decades, faced increasing demands in terms of efficiency rates in research, as well as increasing demands in the international competition for external revenue. These demands have influenced academic career trajectories and post-doctoral tracks as well as the everyday work of doctoral students. The aim of this article is to investigate how doctoral students express and challenge subjectivity in the present context of research education. <em>Design/methodology/approach</em>: We depart from the overall understanding that doctoral students lines of actions in research education depend on and form assemblages, and thus define an academic institution. By re-analysing eight in-depth interviews we illustrate how doctoral students from different milieus comply but also challenge, use border-crossings and change directions in research education. <em>Findings:</em> The results show that some of these doctoral students try to act as loyal and satisfied, especially in regard to their supervisors, whereas others use coping strategies and resistance. It is illustrated that when some of the students use ‘unsecure’ molecular lines they appear more open to redefining possibilities and change, in comparison with those on more stable molar lines. Those acting on molar lines sometimes express a lack of emotional (productive) engagement, even though this particular group tend to more often get access to rewarded assemblages. These patterns are partly gender related. <em>Research limitations/implications:</em> The tension between finding more stable lines and spaces for change is apparent in doctoral students’ subjectivity, but also how this tension is related to gender. The women doctoral students appear more mobile but also in a sense more alert than their men peers. This offers insights in how actions define and redefine academic institutions, but also different subjectivities. <em>Originality/value:</em> In the present, given the manifold demands on academic institutions, new insights just as and methodological approaches are necessary to illustrate how contemporary changes affects research education and the everyday life of doctoral students.</p>
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10.
  • Angervall, Petra, 1970-, et al. (författare)
  • Assembling lines in research education: Challenges, choices and resistance among Swedish doctoral students
  • 2019
  • Ingår i: Studies in Graduate and Postdoctoral Education. - 2398-4686. ; 10:2, s. 142-154
  • Tidskriftsartikel (refereegranskat)abstract
    • The higher education sector in Sweden has, over decades, faced increasing demands in terms of efficiency rates in research, as well as increasing demands in the international competition for external revenue. These demands have influenced academic career trajectories and postdoctoral tracks as well as the everyday work of doctoral students. The purpose of this paper is to investigate how doctoral students express and challenge subjectivity in the present context of research education. The authors depart from the overall understanding that doctoral students’ lines of actions in research education depend on and form assemblages and, thus, define an academic institution. By re-analysing eight in-depth interviews, they illustrate how doctoral students from different milieus not only comply but also challenge, use border-crossings and change directions in research education. The results show that some of these doctoral students try to act as loyal and satisfied, especially in regard to their supervisors, whereas others use coping strategies and resistance. It is illustrated that when some of the students use “unsecure” molecular lines, they appear more open to redefining possibilities and change, in comparison with those on more stable molar lines. Those acting on molar lines sometimes express a lack of emotional (productive) engagement, even though this particular group tend to more often get access to rewarded assemblages. These patterns are partly gender-related. The tension between finding more stable lines and spaces for change is apparent in doctoral students’ subjectivity, but also how this tension is related to gender. The women doctoral students appear not only more mobile but also in a sense more alert than their men peers. This offers insights in how actions define and redefine not only academic institutions but also different subjectivities. In the present, given the manifold demands on academic institutions, new insights and methodological approaches are necessary to illustrate how contemporary changes affect research education and the everyday life of doctoral students.
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