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Träfflista för sökning "hsv:(SAMHÄLLSVETENSKAP) ;lar1:(lnu);pers:(Trondman Mats 1955)"

Sökning: hsv:(SAMHÄLLSVETENSKAP) > Linnéuniversitetet > Trondman Mats 1955

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  • Auktoritet
  • 2018. - 1
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)
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  • Jahanmahan, Farhad, et al. (författare)
  • "I never want to lose that key" : on school as an opportunity structure for unaccompanied refugee children in Sweden
  • 2020
  • Ingår i: Nordic Journal of Migration Research. - : Helsinki University Press. - 1799-649X. ; 10:1, s. 69-86
  • Tidskriftsartikel (refereegranskat)abstract
    • In recent years, a large number of refugee children have arrived in Sweden. In this article, 15 Afghan boys tell us about their normative longing for education and schooling ( should ), their experiences of school as an opportunity structure ( being ) and the resilience of their personal agency as regards succeeding in school ( doing ). Our empirical data indicate that, particularly thanks to the efforts of many individual teachers, the boys’ should , being and doing are connected and relatively strong. Nevertheless, school as an opportunity structure also entails challenges: an overly one-sided concentration on the Swedish language as well as frequent absence of multilingual classroom assistants, native language instruction, and inclusion. At the same time, the boys long for and work hard to achieve school success. Strong resilience is not individual, however; it works in connection with a preserved should and a strongly developed, activating being.
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  • Katznelson, Noemi, et al. (författare)
  • The Dissolution of Teacher Authority : An interview with Mats Trondman
  • 2018
  • Ingår i: Understanding Learning and Motivation in Youth. - London : Routledge. - 9781138048683 - 9781138048676 - 9781315170039 ; , s. 80-95
  • Bokkapitel (refereegranskat)abstract
    • In this chapter the author describes the dissolution of teacher authority as the greatest challenge facing the education system. He focuses on three structural conditions that to a great extent frame adolescence today, and that also mark young people's relationship with all spheres of life, such as school and education, the labour market, economy, family, relationships, housing, sports and the arts. The first condition is that the youth phase has been extended. The second structural condition is the changes in 'the grammar of relationships', which is the cultural expectations and codes that enact the relationships between people in a society. The third structural condition is authority. A successful teacher must be both academically and pedagogically skilled and must become an appealing and long-lasting authority as a result of her relationship capital. The students who indicate that they have good student relationships at the school are also more likely to say the teachers are good.
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