| 1. |
- Pistone, Isabella, 1987, et al.
(författare)
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Teaching and learning about the Holocaust: a systematic scoping review of existing research
- 2023
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Ingår i: Holocaust Studies. - : Taylor & Francis. - 1750-4902 .- 2048-4887. ; , s. 1-21
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Forskningsöversikt (refereegranskat)abstract
- This scoping review aims to map and summarize practice-based research that evaluates outcomes in teaching and learning about the Holocaust (TLH). It focuses on providing an overview of the characteristics of existing literature and synthesizing the educational interventions’ effects evaluated in previous studies. Nineteen bibliographical databases were searched for relevant empirical research published from 1945 to 2020 worldwide. After screening and relevance assessment, 117 research publications were identified for inclusion in the review. The included material was analysed by bibliometric analysis, thematic analysis of educational approaches, and narrative synthesis of outcomes. Based on the bibliometric analysis, the findings suggest that practice-based research on TLH’s educational outcomes is a neglected subfield within the academic field of TLH, with a lack of cumulative development across studies. The scoping review also showed a dominance of studies conducted with qualitative study designs. The narrative synthesis of outcomes showed that these studies provide important insights into how interventions within TLH impact students; nonetheless, these studies need to be supplemented with knowledge from quantitative studies. Without such knowledge, we have a knowledge gap that could imply that TLH interventions are implemented arbitrarily, that students do not learn the intended lessons, or that the lessons are not lasting.
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| 2. |
- Aldrin, Viktor, 1980, et al.
(författare)
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Högskolepedagogik
- 2014
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Ingår i: Nationalencyklopedin. - Malmö : Nationalencyklopedin.
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Forskningsöversikt (refereegranskat)
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| 3. |
- Angervall, Petra, Professor, 1970-
(författare)
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"Making" an academic supervisor
- 2023
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Ingår i: Journal of Praxis in Higher Education. - Borås : Högskolan i Borås. - 2003-3605. ; 5:2, s. 12-26
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Forskningsöversikt (övrigt vetenskapligt/konstnärligt)abstract
- This paper is based on my reflections on a series of lectures given by me over a period of three years in a course called Supervising doctoral students. The lectures are, to a large extent, based on my own research on higher education policy, academic career, and gender, and highlight various topics concerning gender, power, and supervision. Through Hacking’s (2007) ideas on how research not only contributes to, describes, and analyses different aspects of the world, but also plays a role in how we make up institutions and people, I elaborate on what studies on gender, academic work, and supervision tell us and how we use the stories we tell as researchers. Researchers like me within the field of higher education research know a lot about gender divisions in academic career, but we seldom discuss how we are participating in normalising specific patterns. Can we present these results without also emphasising “gender difference” or gender divisions? The paper discusses how I handle this risk, but also raises issues about what it means to lecture on gender in higher education and includes reflections about my own position and competence as a lecturer.
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| 4. |
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| 5. |
- Due, Karin, 1953-, et al.
(författare)
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Teachers’ conceptualisations of science teaching–obstacles and opportunities for pedagogical continuity across early childhood school forms
- 2023
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Ingår i: International Journal of Early Years Education. - : Routledge. - 0966-9760 .- 1469-8463. ; 31:3, s. 790-805
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Forskningsöversikt (refereegranskat)abstract
- This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teachers’ descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children’s initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1–3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms.
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| 6. |
- Frostlund, Jörgen, et al.
(författare)
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Inkludering, en skola för alla och elever med intellektuell funktionsnedsättning i grundskolan : en forskningsöversikt av forskning i Sverige, Norge, Danmark och Finland
- 2023
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Ingår i: Nordisk Tidskrift för Allmän Didaktik. - : Göteborgs universitet. - 2002-1534. ; 9:1
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Forskningsöversikt (refereegranskat)abstract
- I denna scoping review analyseras resultaten av forskningen om obligatorisk grundskoleutbildning för elever med intellektuell funktionsnedsättning (IF) i Sverige, Norge, Danmark och Finland, under perioden 2011–2023. De vetenskapsteoretiska perspektiv och metoder som använts, samt de forskningsfrågor och resultat som har ansetts viktiga inom forskningsområdet presenteras. Därvid diskuteras också hur inkluderingsbegreppet använts i forskningen samt vilka forskningsluckor som finns inom forskningsområdet. Inom forskningsområdet är tolkande och kritiska vetenskapsteoretiska perspektiv vanligast och mest använda metoder är enkäter/test och dokument/litteratur/textanalys. De forskningsfrågor som har ställts inom forskningsområdet är varierande, men vanligast är frågor inriktade på det professionella innehållet i utbildningen av elever med IF. Professionella i skolan är överens om att inkludering är ett eftersträvansvärt ideal, som dock inte alltid är uppnåeligt eftersom skolor har svårt att tillgodose elevgruppens behov. Vidare uttrycker professionella en variation av definitioner (dock är placeringsdefinition vanligast), när de definierar begreppet inkludering. Resultatet är väntat, då det inom forskningsområdet saknas konsensus kring hur inkluderingsbegreppet ska definieras. Vidare är det sällsynt med forskning utifrån ett elevperspektiv. Ett resultat av forskningen är att elever med IF är mer negativa till sin lärmiljö (i kontexten inkludering) än andra elevgrupper. Elever med IF deltar också i mindre utsträckning i sociala aktiviteter under skoltiden, vilket indikerar att det fattas gemenskaper i skolan som välkomnar alla elever. Det saknas dock en stabil vetenskaplig grund för säkert kunna säga hur elever med IF upplever inkluderande ansatser i skolan. Inom forskningsområdet behövs studier med elevperspektiv. Det saknas också forskning om interaktion mellan elever, mellan elever och lärare; om kommunikationsförmåga i ett elevnära perspektiv; om samverkan mellan olika professioner, samt om lärares erfarenhet av undervisning med olika läroplaner i samma klassrum. Det finns behov av forskning som mer entydigt definierar vad inkludering innebär samt hur inkludering praktiskt bör utformas i den obligatoriska grundskoleutbildningen för elever med IF.
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| 7. |
- Garrote Jurado, Ramon, 1962-, et al.
(författare)
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Soluções criativas: o uso de Recursos Educacionais Abertos no acesso e na democratização do Ensino Superior
- 2016
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Ingår i: Revista Polyphonía. - Goiás : Universidade Federal de Goias. - 2238-8850 .- 2236-0514. ; 27:1, s. 155-171
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Forskningsöversikt (refereegranskat)abstract
- A ampliação da Educação a Distância - EaD no contexto brasileiro e internacional vem sendoacompanhada por uma série de desa%os, implicando, minimamente, na necessidade de compatibilidadeentre a oferta, as possibilidades pedagógicas para o uso de Recursos Educacionais Abertos- REA e as especi%cidades de aprendizagem de cada contexto. Considerando a relevância daEaD para o acesso e a democratização do Ensino Superior, este estudo tem como objetivo re&etirsobre desa%os enfrentados na criação ou adaptação de propostas de ensino para a modalidade ouprojetos semipresenciais, destacando soluções que permearam esse processo em diferentes iniciativasimpulsionadas pela Universidade de Borås - HB (Suécia). Trata-se, portanto, de um relato deexperiências que apresenta soluções criativas planejadas a partir dos desa%os observados na implantaçãode propostas em diferentes países, cuja intenção é colaborar para que outras instituiçõese outros pro%ssionais interessados facilitem o processo de inserção da EaD.Palavras-chave: e-learning, Recursos Educacionais Abertos, Ensino Superior.
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| 8. |
- Hagberg, Katarina, et al.
(författare)
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The reading practices of people with neuropsychiatric disabilities : A review of library and information science literature
- 2024
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Ingår i: Information Research. - : Högskolan i Borås. - 1368-1613. ; 29:2, s. 341-361
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Forskningsöversikt (refereegranskat)abstract
- Introduction. The ability to read and interpret different types of text can be significantly impacted by neuropsychiatric disabilities, which affect cognitive abilities. This paper explores and reviews previous studies within library and information science on neuropsychiatric disabilities in relation to reading practices. Method. Searches were performed in LISA and LISTA to identify research on readers with neuropsychiatric disabilities. Results were screened and 14 peer reviewed articles were chosen for inclusion. Utilising content analysis, the examined articles were deductively and inductively categorised according to the following themes: impairment, user group and context, research design, assistive technologies for reading, reading for information seeking, reading for evaluation, and reading, self-efficacy and identity.Findings. Most articles address dyslexia. The majority of studies have been conducted in educational settings and have an experimental research design. Six studies address assistive technologies for reading, the remaining eight concern reading in relation to information practices.Conclusion. There is an imbalance in the types of impairments that have been addressed in previous research. Few studies concern everyday reading practices and more research outside of educational contexts is needed. Furthermore, there is a lack of research that delves deeper into the experiences of readers with neuropsychiatric disabilities.
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| 9. |
- Hammarfelt, Björn
(författare)
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Discipline
- 2019
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Ingår i: ISKO Encyclopedia of Knowledge Organization.
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Forskningsöversikt (refereegranskat)abstract
- Discipline is commonly used to denote particular areas of knowledge, research and education. Yet, the concept is often not very well defined or even explicitly discussed when used in knowledge organization and related fields. The aim of this article is to encourage and facilitate further reflections on academic disciplines, while at the same time offering insights on how this elusive concept might be understood. An overarching argument is that discipline should foremost be understood in relation to institutional and organizational features and this is what distinguishes it from related terms such as, field, domain or topic. The paper reviews the etymology and history of the concept, it discusses attempts to define and conceptualise disciplines and it offers insights on how disciplines can be studied. Regardless of our views of disciplines, either as inherently out-dated constructs or as important features of a well-functioning academia, it is concluded that further precision or care in explicating the concept is needed.
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| 10. |
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