| 1. |
- Svane, Torben Ernst, 1953-, et al.
(författare)
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Establishing international co-operation in edutainment software design : Some experiences
- 2002
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Ingår i: Frontiers in Education Conference, Conference Proceedings. - New York : IEEE. - 1539-4565. ; 3, s. 5-10
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Tidskriftsartikel (refereegranskat)abstract
- This paper addresses two topics that are viewed important to the future of most institutions of higher learning. One is an increased international focus, for extended student enrolment and also for facilitating international experiences to already enrolled students. The second deals with establishing international partnerships, which not only will provide a receiver of exchange students but will also, as in the case presented, provide a partner for educational joint ventures, resulting in the establishment of innovative, new and student-attractive degree programmes. The example given presents curriculum design and work leading to the establishing of an undergraduate degree in edutainment software design at a Swedish and a British university, and an extended outlook, to also incorporate other overseas partners over time, initially from the U.S.A., Australia and New Zealand.
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| 2. |
- Landström, Inger, 1954-
(författare)
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Mellan samtid och tradition : folkhögskolans identitet i kursutbudets yrkesinriktning
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis the vocational orientation of the courses offered - as an expression of the folk high school's self-identity- is analysed. The point of departure was that what the folk high school do, is a way to show what it wants to be and, therefore, reflects what it is. Focus is on how the folk high school meets with contemporary tasks and demands in different areas of society. The research objects are, the folk high school as type of school (a total of 147 schools) and a sample of ten individual schools with different ownership. The study is about what the offered courses reveal about the folk high school's reflections and conclusions as regards its future activities in relation to its history and contemporary society.The theoretical framework of the thesis is built on the sociologist Anthony Giddens 'Theory of Structuration' and the concepts of structure and agency. Reflections about the surrounding world and the contributions the schools' want to make in society is assumed to result in a more or less conscious strategy for the future, the folk high school's course politics as it is expressed in action. The identity has been interpreted in vocational roles as they appear in course contents. The word 'vocation' is used in almost the same sense as Giddens defines 'work'.Self-identity was analysed from three different kinds of texts and with one question for each. In the first perspective focus is on official investigations and political decisions, in the period 1970-2000. What role in society is imposed upon the folk high school in contemporary educational policies? In the second perspective all courses offered at all folk high schools in 1972 and 2000 are studied, in order to present a picture of the overall pattern of vocational orientation. In the third perspective the course politics of the ten selected folk high schools are investigated, from the start of the respective schools, and in relation to what each school thinks it 'is'- with different owners and in its particular geographical situation.One overriding conclusion is that the characteristics that make the identity of the folk high school seem unclear and paradoxical are the very same that constitute the self-identity of the folk high school as being complex and multifaceted. The self-identity seems paradoxical when the vocational orientation presents itself as both preserving traditions and answering to today's needs. In other words, the school 'does what it has always done' (is conservative) and at the same time 'captures new needs and tasks' (is flexible).The folk high school's role and uniqueness in what they actually do can be understood as what I have called 'contemporaneous civic functionaries'. Their profiles emerge when flexibility is based on history. I want to designate 'existential rationality' to the motivating mechanism that seems to at the same time force changes and lean on own experiences. Expressing contemporary self-identity is grounded in the individual tradition as motivationbased values, cultural and geographic conditions.
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| 3. |
- Larsson, Berit, 1944
(författare)
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Värna den "politiska människan"!
- 2000
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Ingår i: På kant med Europa? Om demokrati og nordisk folkeoplysning. Red. Buur hansen, Ove Korsgaard, Bosse Bergstedt. - København : København: Foreningen for folkkehøjskoler published. - 8789412583
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Bokkapitel (refereegranskat)
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| 4. |
- Olson, Maria, 1969-
(författare)
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Textanalys - ett sätt att bygga ett innehållsligt fält för Homo Democraticus?
- 2001
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Ingår i: Samhällets diskurser [Discourses of Society], 2001.
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Konferensbidrag (refereegranskat)abstract
- Aiming to study societal discourses, we need adequate methodological tools. That is analytical ways of seeing and doing in order to clarify the task of scientific interest. One way of doing this is to study the field of education, more precisely, national schools´ assignments to bring up democratic citizens. In this paper I suggest some methodological ways of seeing and doing, in order to bring about such studies.
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| 5. |
- Selghed, Bengt
(författare)
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Ännu icke godkänt. Lärares sätt att erfara betygssystemet och dess tillämpning i yrkesutövningen.
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports results from a study that focuses on how teachers experience the criterion-referenced grading system and how they say they use it in their professional work. The empirical study was carried out as semi-structured audiotaped interviews with thirty qualified teachers, in the subjects English, Maths and Swedish. The outcome of the qualitative analysis consists of four parts. In the first, the theme analysed was teachers' ways of experiencing the grading system as a phenomenon. This theme has an phenomenographic approach. The results are described in four hierarchically arranged categories. In the second theme, teachers' ways of using the grading system in their professional work was examined. Six situations were identified. In the third theme, teachers' experience of what aspects they discern in the student's grade, was in focus. Even here six categories were established. Finally, four different examples of attitudes towards the grading system and the grading process are presented as a fictional composite. The results show that the new criterion-referenced grading system in secondary schools in Sweden seems to funciton unsatisfactorily. Teachers seem not to have grasped the assumptions underlying the grading system. The change from grading based on quantitative aspects of knowledge to qualitative ones, was evidently too big a step. Instead teachers' assessment and grading follow ingrained habits.
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| 6. |
- Lin, Hai Chun
(författare)
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Pedagogy of Heuristic Contexturalisation: Intercultural transmission through cross-cultural encounters
- 2002
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study is designed to analyze the effects of the ongoing cultural globalization. It utilizes as its empirical setting two special programmes called the International Master's Programme (the IMP,) directed by Lund University in Sweden. The aim of the study is to infer a pedagogic idea for intercultural transmission through cross-cultural encounters by exploring, describing, and comprehending the effective side of the IMP pedagogic conduct and its essential. In order to realize the aim of the study, the study method is oriented to Educational Transferability through Qualitative Ideographic "Root-images" based on the principle of Symbolic Interactionism with a Poststructuralist's perspective. Throughout the fallibilistic approach with "'bottom-up' process" supported by the "3I=Trinity" as methodology, two IMP programmes (IMP-x + IMP-y = the IMP) have been studied. The programmes were divided into different cohorts based on their period of attendance (i.e., 1997-1998; 1998-1999; 1999-2000;) and were studied through participant observations, face-to-face interviews and in-depth e-mail interviews. I interviewed ten IMP students, including Swedish participants and guest students from different countries, with different educational backgrounds. Further, I interviewed six IMP lecturers from different academic fields, all of whom were Swedish. From the empirical data, the IMP effective pedagogic device and its essential for intercultural understanding through cross-cultural encounters are inferred abductively by modifying Piaget's, Vygotsky's, and Bronfenbrenner's theoretical frameworks. The study combines cognitive development in Cross-cultural Psychology, pedagogic devices in Culture of Education, and cognitive effects in Mass media Communication. The effective pedagogic device for intercultural understanding is Heuristic Contexturalisation, its essential is Thematic Reconstruction. Based on abductive inference, the pedagogic idea for intercultural transmission through cross-cultural encounters is found to be "3ROME" which can be explained by "Relativism".
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| 7. |
- Malm, Birgitte
(författare)
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Understanding what it means to be a Montessori teacher: Teachers' reflections on their lives and work.
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this study has been to come to a better understanding of what it means to be a Montessori teacher, by getting a group of Montessori teachers to reflect on their lives and work. Data exploration has comprised journals, interviews, written reflections and collaborative contextual analysis. Analysis of the teachers' occupational life histories and the findings as a whole have been used to shed light on: · Values and specific aspects of the philosophy of Montessori education that primarily attract teachers to this profession. · Ways in which teachers' conceptions of their professional roles reflect their own personal values, beliefs and convictions. · Teachers' views regarding the role of Montessori education today and in the future. Eight female Montessori primary school teachers participated in the study. Findings reveal that the strengths of the Montessori method lie in its focus on philosophical awareness, the holistic approach and a genuine ethic of care. Montessori's fundamental educational principles are also in alignment with the current Curriculum for Compulsory Schools (Lpo 94). On the other hand, difficulties are experienced due to conflicting traditional/contemporary interpretations of Montessori theory and practice and a general lack of collaboration among Montessori teachers. Open discussion and a sharing of ideas and experiences would help Montessori teachers come to terms with how to apply fundamental principles in new ways without the fear of losing an educational "identity". The Montessori teachers in this study reflect this attitude. Tendencies toward continuity/meaningful change in education depend to a great extent on the ways in which teachers are able to critically reflect about how they think and what they do. Taking seriously what teachers have to say is in fact essential in order to understand the forces that, among other things, govern and sway teachers' inner as well as outer motivations, something of relevance and concern to all involved in teaching and educational processes.
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| 8. |
- Månsson, Annika
(författare)
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Möten som formar - Interaktionsmönster på förskola mellan pedagoger och de yngsta barnen i ett genusperspektiv
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In studies concerning the youngest children, the toddlers, the gender perspective is often missing. One aim of the study was, therefore, to investigate the interaction between children and preschool teachers in day care centres in a gender and a contextual perspective. Another aim was to investigate the inner representations of the preschool teachers concerning children and gender. A third aim was to discursively analyse the interview answers of the preschool teachers related to the curricular documents concerning preschool. The domain of interaction focused upon is mainly the intersubjective one, where reciprocity and affect are of great importance. The main research questions of this study were: Which initiatives for contact do the children take? Which response do they get from the preschool teachers? Does this interaction appear differently in various contexts? Do various contexts affect gender in different ways? The study is defined as ethnographic. The methods of data-collection were mainly video recordings and interviews. The interaction between children and staff was observed and the adults were interviewed at three day-care centres. The results indicated that gender was context dependent and that different contexts gave different kinds of gendered interaction. The situations with most pedagogical guidance, the so-called circle times, were dominated by the boys. They took more initiatives and they got more elaborated answers from the preschool staff. The situations with less pedagogical guidance, e.g. the meals, were characterised by rich dialogues in the interaction between the preschool teachers and the children and no special gender differences were found. The girls got elaborated answers to the same extent as the boys. During the free play time, the gender differences concerning the children’s initiative to contact the pedagogues were almost none. There was one boy at each nursery department that was the dominating one, the “Master of the group”. This study also showed that even the young children at the nursery departments were part of the gender construction.
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| 9. |
- Olander, Ewy
(författare)
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Hälsovägledning i barnhälsovården : syntetisering av två uppdrag
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Child Health Services (CHS) form a strategic arena for Swedish health promotion, from a societal as well as individual perspective. The present study focuses on district nurses´ health counselling in CHS. The aim is to improve understanding of what is important in shaping and accomplishing health promotion, and to generate theory useful in a CHS context. Data were collected at CHS in primary health care. Data sources consist of video-observations with recalled interviews of seven district nurses’ meetings with parents and children during open consultations, field notes, notes from group discussions and individual interviews. Data from findings in my earlier study of health counselling in CHS were also used. Data analysis followed the classic Grounded Theory (GT) method. In accordance with GT, concepts and categories were integral parts of a constant comparative analysis. Empirical data indicated that health promotion in CHS has two approaches, a population approach and an individual approach. District nurses thus have two missions: a public health mission (a government demand based on families as parts of the population), and a family health mission (a request from individual families). District nurses' main concern in CHS is to synthesise these two opposing missions and approaches in their practical work at the CHC (Child Health Centres). The category Population-individualisation evolved as the core category. Subcategories are Two-facedness, Individualisation efforts, Normality focus, Case record concern, Communication staging and Action scope promoting. Four dynamic fields between public and family health missions evolved. One is the Population-individualisation field in which general concerns for public health are combined with considering the needs of the specific family. The other fields were labelled Individual support, Population inspection and Routine check-up. Four patterns for synthesis evolved. One is a Hypothetical ideal proceeding. This is a synthesis where both approaches are equally strong. Three patterns with oscillatory movements were evident in praxis: a Sig-sagging pattern with small oscillating movements, a Pendulating pattern with longer movements and a Compensating pattern with different movements compensating each other. Through the generating analysis a substantive theory could be formulated. The generated theory grounded in empirical data within the context of CHS provides us with knowledge that can help district nurses understand and manage their main concern for synthesising these two missions. This theory may also contribute to increased awareness among administrators, decision makers and nurse- and health promotion educators with regard to the double mission in health promotion and the strategies for coping with it. In this way, generated theory should be able to contribute to improve health promotion and health counselling in CHS.
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| 10. |
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