| 1. |
- Beckley, Amber, et al.
(författare)
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Maturing Out of Victimization : Extending the Theory of Psychosocial Maturation to Victimization
- 2021
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Ingår i: Journal of Developmental and Life-Course Criminology. - : Springer. - 2199-4641 .- 2199-465X. ; 7:4, s. 543-571
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Tidskriftsartikel (refereegranskat)abstract
- Adolescents are at a relatively high risk of victimization. Within criminology, victimization has been largely attributed to risky behaviors and low self-control. Yet, these factors explain only a modest amount of victimization, suggesting that other theoretical predictors may offer additional insight. One factor that may predict victimization, as well as decreasing victimization risk after adolescence, is psychosocial maturation. Using data from the longitudinal Pathways to Desistance study, this study tested the association between psychosocial maturation and victimization. The analytic sample for this study (1087 individuals; 5681 yearly observations) included participants under 18 years at study recruitment. On average, each participant contributed 6 years of data. The victimization measure captured different types of threats and assaults (including rape and gunshot). Results showed 978 (17.2%) observations during which participants reported victimization. On average, psychosocial maturation increased with age while victimization risk decreased. Crude and adjusted models of the between-individual effect showed that a one standard deviation increase in psychosocial maturation was associated with 39% and 20% lower odds of victimization, respectively. Crude and adjusted models of the within-individual effect showed that a one standard deviation increase in psychosocial maturation was associated with 22% and 17% lower odds of victimization, respectively. Psychosocial maturation appears to be a relevant predictor of victimization and aids in our understanding of victimization risk throughout adolescence and early adulthood.
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| 2. |
- Bomark, Niklas, 1984-, et al.
(författare)
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Convincing Others That They are Competing : The Case of Schools
- 2021
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Ingår i: Competition. - Oxford : Oxford University Press. - 9780192898012 - 9780191924460
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Bokkapitel (refereegranskat)abstract
- The past decades have seen numerous attempts to introduce competition into new sectors of society, but we still know little about the processes by which competition is realized in a new setting. We study three decades of organizational efforts of a Swedish municipality that sought to introduce competition for students among its upper secondary schools following a national reform in the early 1990s. Our study shows that declaring competition was far from sufficient for its realization; the path to competition was lined with hesitation, uncertainty, and a rich variety of organizational challenges to be overcome. One particularly vexing challenge was to convince the principals of the schools that they should view each other as competitors for students. Our findings contribute to previous literature by demonstrating that competition need not be a prerequisite for choice; that several organizers of competition may operate at once; and, more generally, that competition is introduced through stepwise, piecemeal processes.
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| 3. |
- Kristoffersson, Eleonor, 1972-
(författare)
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Value Added Tax as a Legal Transplant
- 2021
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Ingår i: Intertax. - : Wolters Kluwer. - 0165-2826 .- 1875-8347. ; 49:2, s. 186-197
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Tidskriftsartikel (refereegranskat)abstract
- In this article, Value Added Tax (VAT) is examined as a legal transplant. The legal transplants theory relies on the assumption that legal transplants are the primary driver behind legal change. In order to establish whether this is the case for VAT, the distribution of VAT across the world is examined. This spread, however, should be evaluated against the different legal VAT families that may be identified around the world in order to determine if the identity of the transplanted system remains. That said, VAT families vary over time, and there is no specified definition of different VAT families. The establishment of the relevance of studying VAT as a legal transplant may feasibly lead to a discussion on whether a legal transplant approach is appropriate for comparative research in VAT since such an approach entails a risk for too much emphasis on similarities. The fact that statutes appear to be similar does not necessarily mean that the law is the same due to various factors such as legal culture. However, with an awareness of the inadequacies of the legal transplants approach as a method for comparative studies, the approach may provide valuable insight into explaining the similarities and differences in VAT.
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| 4. |
- Beckley, Amber L., 1981-, et al.
(författare)
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The Stockholm life-course project : investigating offending and non-lethal severe violent victimization
- 2022
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Ingår i: Nordic Journal of Criminology. - : Taylor & Francis. - 2578-983X .- 2578-9821 .- 1404-3858 .- 1651-2340. ; 23:1, s. 61-82
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Tidskriftsartikel (refereegranskat)abstract
- Much is known about the patterning of offending throughout life, but less about the patterning of victimization. In this study, we used data from the Stockholm Life-Course Project (SLCP), a longitudinal study that includes measures of childhood problem behaviour. We analysed offending (criminal conviction and police suspicion), inpatient hospitalization and outpatient care for violent victimization. We replicated the well-established age-crime curve amongst SLCP study members. We found that hospitalization for severe violent victimization was most likely to occur between 20 and 40 years of age. We additionally considered how childhood problem behaviour impacted overall risk and life-course patterning of offending and victimization. Childhood problem behaviour was associated with a greater risk of criminal conviction. But childhood problem behaviour showed inconsistent associations with risk for police suspicion. Childhood problem behaviour was generally associated with greater involvement in crime up to middle adulthood. Childhood problem behaviour was generally associated with a greater risk of victimization. However, we were limited in our ability to estimate the effect of childhood problem behaviour on life-course patterning of victimization due to the rarity of victimization. These results imply a need for larger studies on violent victimization and greater nuance in our understanding of childhood risks and their life-long outcomes.
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| 5. |
- Boman, Tomas, 1954-, et al.
(författare)
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Can people with disabilities gain from education? : Similarities and differences between occupational attainment among persons with and without disabilities
- 2014
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Ingår i: Work. - : IOS Press. - 1051-9815 .- 1875-9270. ; 49:2, s. 193-204
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: More knowledge is needed of occupational attainment of persons with disabilities, i.e. the relationship between their educational level and their profession, and factors of importance for this relationship.OBJECTIVE: To compare occupational attainment among persons with and without a disability.METHOD: 3396 informants with disabilities and 19004 non-disabled informants participated (control group) in a survey study by Statistics Sweden. The informants with disabilities were divided into six groups.RESULTS: Occupational attainment did not differ between the disability groups, neither between persons with and without a disability. Follow-up analysis showed that men with disabilities with primary or secondary school had an occupation above their educational level to a significantly larger extent than women with disabilities. This pattern was even clearer in comparison with the control group. Persons without disabilities, with secondary or higher education, were more successful in the labor market than persons with disabilities. Occupational attainment increased with age in both groups.CONCLUSIONS: Young women with disabilities who only have primary or secondary education run a higher risk of having a job that is below their educational level than men at the same educational level. This indicates discriminating mechanisms in the society related to gender and ability.
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| 6. |
- Jerlinder, Kajsa, 1976-, et al.
(författare)
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Swedish primary-school teachers' attitudes to inclusion : the case of PE and pupils with physical disabilities
- 2010
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Ingår i: European Journal of Special Needs Education. - London : Routledge. - 0885-6257 .- 1469-591X. ; 25:1, s. 45-57
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Tidskriftsartikel (refereegranskat)abstract
- Teachers play a decisive role in making inclusive education a reality. The particular case of inclusion in physical education (PE) poses a specific challenge to teaching practice. How PE teachers view inclusion may provide special insights into teachers' general attitudes toward inclusion and inclusive practices in the general school curriculum. The aim of this study is to investigate Swedish PE teachers' attitudes to inclusion of pupils with physical disabilities in mainstream PE classes at primary school. The sampling frame was members of the Swedish Teachers' Union who had registered themselves as PE teachers and who indicated a current e-mail address (n = 560). Respondents were invited to complete an e-mail questionnaire with questions covering demographics, general attitudes, support from school management and staff, possible hindrances and personal experiences of inclusion. A total of 221 teachers (39%) responded, equal numbers of males and females with a bimodal age distribution (means of 28 and 44) with an average of eight years of service. On average, Swedish PE teachers are very positive to inclusion of pupils with physical disabilities into general PE. Gender, age, years of service and work satisfaction had no impact on general opinions of inclusive PE. PE teachers with actual previous experience of teaching pupils with physical disabilities were slightly more positive to inclusive PE. Stepwise multiple regressions were used to establish a predictive model of positive attitudes to inclusion based on: (1) having adequate training; (2) having general school support (from management and staff); and (3) demands on resources. This yielded an adjusted R2 that explained 33% of variation in attitudes.
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| 7. |
- Andrén, Daniela, Associate Professor, 1968-, et al.
(författare)
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Designing and Negotiating Agreements in a Digitalized Era – a qualitative analysis
- 2020
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Digitalization is a reality that governs more and more both the society and the economy, facilitating new and more efficient ways of setting up business and business collaborations. Rational agreement routines and well thought through contracts help organizations to avoid legal disputes and thus maintain long-term relations with customers and suppliers. Therefore, a digitalized platform where non-lawyers (purchasers, sellers) in a user-friendly interface can draft individual contracts without lawyers is expected to both increase the companies’ labor productivity and to facilitate the evaluation of risks and opportunities over time. To our knowledge, there is very little known about the agreement routines and the firms’ interest of making them more efficient using digital solutions. Based on semi-structured interviews that we carried out in Sweden during the autumn 2019, we found that companies and authorities are not fully in control of their agreements, when it comes to for example the origin of the agreements, the agreement routines, the storage of agreement and authorized signatures and do not fully use the potential of digital tools for managing and negotiating contracts. Unexpectedly, organizations seem to be of the opinion that the current, a little bit unmodern, system actually works for them. Therefore, new digital tools and/or digital platforms must really meet the needs of the organizations to correspond to the investment for it. Our interviews suggest that new simple digital solutions might be appreciated and used.
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| 8. |
- Bourbour Hosseinbeigi, Maryam, 1977-, et al.
(författare)
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Putting Scaffolding Into Action : Preschool Teachers' Actions Using Interactive Whiteboard
- 2020
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Ingår i: Early Childhood Education Journal. - : Springer. - 1082-3301 .- 1573-1707. ; 48:1, s. 79-92
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Tidskriftsartikel (refereegranskat)abstract
- This study aimed to explore preschool teachers' actions in order to support children's learning processes in a context where an interactive whiteboard (IWB) is used. Five preschool teachers and 22 children aged 4-6 were video observed in 2017 and early spring 2018 over a period of 5 months. The findings of the study revealed 21 scaffolding actions which preschool teachers used including: Concretizing, Questioning, Instructing, Providing space, Affirming, Providing feedback, Inviting, Watching, Laughing together, Approaching, Standing/sitting beside, Simplifying, Filling in the blanks, Confirming, Participating, Challenging perception, Challenging thought, Explaining facts, Displaying, Explaining solutions, and Referring back. By characterizing teachers' actions in relation to different scaffolding functions, the relationship between action and scaffolding function was particularly clarified. Six of the functions, including recruitment, direction maintenance, marking critical features, reduction in degrees of freedom, frustration control and demonstration were aligned with Wood et al.'s (Child Psychol Psychiatry 17:88-100, 1976) theoretical framework. By identifying two additional functions, i.e., mutual enjoyment and participation in the activity, more importantly the study contributed to the development of Wood et al.'s (Child Psychol Psychiatry 17:88-100, 1976) theoretical framework. It can be said that the findings of the study expanded and deepened our understanding regarding scaffolding processes and the ways they can be implemented in teaching practices.
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| 9. |
- Bourbour, Maryam, 1977-
(författare)
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Digital technologies in preschool education : The interplay between interactive whiteboards and teachers' teaching practices
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is aimed at exploring the ways in which a digital technology, the interactive whiteboard (IWB), interplays with preschool teachers’ teaching practices. In the literature and ongoing debates there are different claims about if and how digital technologies can contribute to children’s development and solving preschool educational challenges. The ways children learn from and by digital technologies have been widely studied, however, there is relatively little research on how digital technologies interplay with teachers’ teaching. Correspondingly, the approach taken here to the ways in which digital technologies contribute to early childhood education is based on preschool teachers’ practices and reasonings.In particular the focus is placed on the following research questions. How do preschool teachers reason about the embedding of IWB into their teaching practices? How do preschool teachers use IWB to structure their teaching practices? How do preschool teachers scaffold children’s learning processes in a context where IWB is used? How do IWBs mediate teaching actions? and What is privileged in the IWB-mediated teaching actions?To address these research questions, three sets of empirical data have been collected. These datasets, including interviews with preschool teachers and video observations of their teaching using IWB, were collected in 2012-2013 within the frame of the licentiate thesis and in late 2017 and early 2018 within the framework of the PhD thesis. Analytically, the study is built on a sociocultural perspective that assumes that learning is a constant social process.The findings of this study provide empirical knowledge regarding how preschool teachers reason about their use of IWB in teaching. The findings of the study, further, show that preschool teachers use diverse strategies to structure their teaching practice using the opportunities that IWB offers. The teachers’ use of IWBs exemplifies the ways they take into account the available technological features to support children’s learning within their ZPD.In its identification of scaffolding actions, this study provides rich details about how preschool teachers use a particular digital technology, IWB, in their teaching to support children’s learning and development. Scaffolding is seen as a collaborative process where preschool teachers’ active participation and emotional support plays an important role in fulfilling the given practices, and leads children’s learning to a higher level. By exploring how teachers’ teaching actions are meditated by the mediational aspects of IWB and what is privileged in the IWB-mediated teaching actions, the current study, moreover, contributes to mapping the desirable or undesirable consequences of using digital technologies in early childhood education. It also exemplifies how the use of IWB interplays with preschoolt eachers’ teaching practices.The new dimensions to scaffolding theory constructed in this thesis, further, contribute to expanding of Wood et al. (1976) theory. This can have significance for other studies using digital technologies in educational settings and can contribute to early childhood education, since early interventions, such as the ways preschool teachers support children, are particularly crucial for a child’s learning and their development later on in life.
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| 10. |
- Bourbour, Maryam, 1977-, et al.
(författare)
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Integration of interactive whiteboard in Swedish preschool practices
- 2015
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Ingår i: Early Child Development and Care. - : Routledge. - 0300-4430 .- 1476-8275. ; 185:1, s. 100-120
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims at exploring the roles preschool teachers give technologies in mathematics education and the ways they structure their mathematics learning activities using interactive whiteboard (IWB) as a technological artefact. Data collected from observations of three preschool teachers embedding IWB in a preschool practice in Sweden provided the primary data sources. The findings suggest that the use of IWB in preschool can be viewed as 'Multisensory resources to engage young children's reasoning', 'Challenging young children to engage in problem-solving activities' and 'Taking the child's interest as a point of departure'. This study also highlights the importance of preschool teachers' pedagogical and technological knowledge that shape and mediate the ways they embed IWB in preschool pedagogical practices.
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