| 1. |
- Atterström, Andrea, et al.
(author)
-
Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment
- 2023
-
In: International journal of disability, development and education. - : Taylor & Francis Group. - 1034-912X .- 1465-346X. ; 70:6, s. 1101-1119
-
Journal article (peer-reviewed)abstract
- Earlier research shows an arrest in reading and writing development among 9-12-year-old students with severe speech and physical impairment, SSPI. This article explores what five students with SSPI who have reached beyond beginner's phase without arrest in their literacy development have experienced as significant for their reading and writing development. The research design was explorative and case based. It contained researcher-participant longitudinal dialogues focusing on the students' experiences of literacy learning. Computer assisted email interviews were used. A semi-structured interview manual guided each dialogue. With the use of augmentative and alternative communication (AAC) systems and assistive technology devices, the participants could read and write (with alphabetical print in Swedish) independently. The analysis revealed four themes of great importance for the students' development of alphabetical print literacy skills: assistive technology use in writing and reading, continuity in long-term pedagogical relationships, mutual persistence in communication, and visions of nearer goals and future work life. The results are discussed in relation to the theoretical frameworks of self-efficacy and the capability approach.
|
|
| 2. |
|
|
| 3. |
-
Skolnära forskningsmetoder
- 2016
-
Editorial collection (pop. science, debate, etc.)abstract
- Förlagets sammanfattning:Praktiknära forskning har som mål att förena den vetenskapliga kunskapsprocessen med praktiskt utvecklingsarbete. Den skolnära forskningen är ett exempel på en sådan process, där vetenskaplig kunskap möter lärares erfarenheter för att på så vis stärka måluppfyllelsen i skolan. Det kan handla om lärare som beforskar sin egen praktik, men begreppet hänvisar även till forskning som bedrivs i nära samverkan med skolpraktiken. Sådan forskning tar sin utgångspunkt i lärarens frågor och behov. Ett annat kännetecken är närheten till undervisningen och faktiska situationer i klassrummet där lärare och elever är aktiva.Den här boken erbjuder en översikt av och handledning i olika skolnära forskningsmetoder. Exempel på metoder som tas upp är: Learning study, följeforskning, skuggning och medvandrare. Metoderna är beprövade i olika empiriska sammanhang och exempel ges både från skola, förskola och fritidshemSkolnära forskningsmetoder vänder sig till studenter på olika lärarutbildningsprogram samt till verksamma lärare och skolledare inom skola, fritidshem och förskola. Även forskare bör finna boken relevant.
|
|
| 4. |
|
|
| 5. |
- Gunnarsson, Marie, 1980-
(author)
-
Lärande i arbetslivets övergångar
- 2014
-
Doctoral thesis (other academic/artistic)abstract
- Over the course of the last few decades, work-life has changed and now includes a higher degree of instability and insecurity. This thesis takes this change as its starting point, aiming to understand the ways in which individuals manage involuntary work-life transitions at the workplace, in terms of learning.The study has a longitudinal focus, based on interviews of twelve people who used to work at the same plant. Seven of the interviewees were laid off during the financial crisis of 2008, five of them were not laid off, but continued their employment throughout the crisis. Theoretically, the approach is a combination of a pragmatic learning perspective, through which learning is seen as a kind of problem-solving activity, and a narrative perspective that provides tools with which to view stories as carriers of meaning.The results show that insecurity is accepted by many as a non-negotiable part of work-life. Work-life is in many aspects affected by market globalisation the discourse of employability, where the individual bears the responsibility for their personal work-life. By preparing as best they can to be financially, socially and employability-wise well equipped, the interviewees do what they can to minimize the negative effects of the bad times that are bound to come at some point. Across time, many of the interviewees are moving between different approaches to dealing with the insecurity of work-life. In the process of making meaningful strategic choices, they are involved in learning. Experience and future plans play a role in which choices are made, and thereby also form the route that is constructed by each individual as they navigate between different points in their work-life.The final discussion aims at pointing out the effects an insecure work-life impose on people. People tell stories of acceptance towards the instability of work-life, not because they find work-life satisfying or well-functioning, but because they need to. In order to match the qualifications of an employable individual, they cannot oppose it. In doing so they would automatically define themselves as not so flexible, not so employable. This is a result of learning in work-life transitions.
|
|
| 6. |
- Fleischer, Håkan, 1974-
(author)
-
En elev - en dator : kunskapsbildningens kvalitet och villkor i den datoriserade skolan
- 2013
-
Doctoral thesis (other academic/artistic)abstract
- Avhandlingen behandlar införande av varsin dator till elever och lärare, här kallat en-till-en. Syftet är att bidra med kunskap om hur en-till-en påverkar lärande. Särskilt fokus ligger på kunskapsproduktionens karaktär och kvalitet och på förhållanden i den svenska skolan. En ytterligare ambition är att väcka reflektioner kring och bilda kunskap om hur en-till-en, som en produkt av kunskapssamhället, påverkar såväl kunskapssynen som kunskapsbildningens kvalitet och villkor. Därtill är också ambitionen också att, mot bakgrund av kunskapssamhällets särskilda villkor, bidra till nya insikter kring kunskapsbegreppets utvecklingsmöjligheter i relation till en-till-en.Utgångspunkten tas i kunskapssamhället och villkoren för kunskapsproduktion och i hur Sverige har valt att fokusera på behovet av att ge eleverna digital kompetens. Den teoretiska ansatsen ligger i fenomenologi som ontologiskt ställningstagande och i fenomenografi gällande perspektiv på lärande. Avhandlingen bygger på fyra studier: en narrativ forskningsöversikt med fokus på vad forskning berättar om elever respektive lärare i en-till-en projekt. Vidare ingår en teoretisk artikel med fokus på att utveckla en alternativ förståelse för villkoren för kunskapsbildning på den sociala webben med utgångspunkt från Martin Heideggers fenomenologi. En intervjustudie kring elevers upplevelser av sitt lärande i en-till en ingår också samt en fenomenografisk analys av inlämnade kunskapsuppgifter med fokus på kritiska dimensioner och kunskapsdjup. Resultaten diskuterar huruvida det starka färdighetsfokus som uppstår vid kunskapsbildning i en-till-en är samstämmigt med den performativa kunskap som i kunskapssamhället antas vara av vikt och hur det påverkar kvalitet och karaktär på bildad kunskap. Avhandlingen diskuterar också hur en-till-en påverkar elevers sätt att uppleva sitt lärande i en situation som präglas av flexibilitet och ständigt nya förutsättningar för lärande. Slutligen diskuteras också ett möjligt sätt att utveckla kunskapsbegreppet mot bakgrund av de resultat som framträtt i avhandlingens fyra studier genom att formulera begreppet 'stretchad kunskap'.
|
|
| 7. |
|
|
| 8. |
- Nordén, Birgitta, et al.
(author)
-
Learning in global settings : developing transitions for meaning-making
- 2012
-
In: Research in Comparative and International Education. - : Symposium Journals. - 1745-4999. ; 7:4, s. 514-529
-
Journal article (peer-reviewed)abstract
- Global teaching and learning for sustainable development reaches from the classroom to the world outside, and is therefore a particularly interesting setting for practicing transitions skills. The article suggests a number of features perceived as crucial in developing young people’s capability to act in a changing world and under circumstances that are difficult to predict. The suggestions are based on an empirical study of the Lund Calling project, which aimed at implementing a web-based international programme for teaching preventive environmental strategies in Swedish secondary schools. The article first touches on some of the conditions in Sweden that particularly impact young people’s transition to adulthood. Related research in sustainability education is also briefly outlined. Knowledge capability theory is used to discuss results from the empirical study of the Lund Calling project, where interviews were conducted with secondary school students, teachers and headmasters. Based on these interviews, features that appear to be particularly relevant as transition skills in global learning for sustainable development include transdisciplinary action, democratic collaborative action, as well as self-directed and independent initiative. The article concludes that young people today cannot, as in earlier periods of history, base their actions entirely on the traditions of the family or community. Instead, they also need to learn to form their own communities, capable of acting on both local and global levels. Education here plays an important role, to develop necessary transition skills that enable young people to be prepared for a rapidly changing and uncertain world.
|
|
| 9. |
|
|
| 10. |
- Nordén, Birgitta, et al.
(author)
-
Sustainable development through global learning and teaching
- 2012
-
In: Handbook of sustainability managment. - : World Scientific Publishing. - 9789814354813 ; , s. 379-401
-
Book chapter (other academic/artistic)abstract
- Towards sustainability the implementation of Global Learning for Sustainable Development (GLSD) is crucial. A better understanding of how to – from a global didactic angle – establish globally genuine dialogues forming nuanced conceptions of sustainable development (SD) is necessary. Global teaching as well as global learning has to identify the challenges in various contexts for transdisciplinary knowledge formation. Aiming to reach established and new target groups; higher education and secondary school as well as informal learning situations demands a holistic understanding. Highlighted from a perspective of preventive management strategies for SD, understanding collaboratively could serve as a tool to reach a deeper knowledge formation process through global learning i.e. GLSD. Notwithstanding, the global perspective has to be integrated in curriculum to achieve a competence-driven global curriculum. Thereby, capabilities through constructive interaction for various (intercultural) qualities of global learning and knowledge formation for sustainable development will be a central part of the outcome.
|
|
