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- Johansson, Annika, 1967-
(author)
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Är det alltid rätt person som vinner? : bedömningarnas reliabilitet och validitet inom bedömningssporterna acroski och rytmisk gymnastik
- 2001
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Licentiate thesis (other academic/artistic)abstract
- Did the right person win? In competitive sports the difference between winning and loosing can be very marginal but still the result will have a big impact. To finish second, even if it is an Olympic Game, can be felt like a failure for the athlete. In the light of this the quality of the measurements and the judgements in sports are an extremely important issue. In this dissertation, consisting of two separate reports and one summary report, the freestyle discipline, acroski, and the gymnastic discipline, rhythmic gymnastics (RG) where studied with a focus on the rules and judgements in the sports. The reliability and validity of the rule and judging systems were analysed together with changes in the rule and judging systems. The reliability, as the judges ability to interpret the rules and judge in a consistent way, and validity in the sense that the judgements, and the rules for the judgements, where in accordance with the idea of the sport. Information was gathered from rulebooks, judging manuals, meeting protocols, and historical documents. For information on how the rules and judgements where perceived among people involved in the two sports, interviews where carried out with two coaches, two judges and four athletes from each of the sports. In the summary report the results from the two reports where discussed and a comparison of the rule systems and judgements was made together with a discussion about reliability and validity problems in sports measured by time, length and height. The results showed that the rule and judging systems in acroski and RG in a short time have gone through major changes to increase the reliability and validity in the judgements. The quick evolution of these sports seems to be the main reason for these changes but also other factors where of vital importance. Finding the balance between making the judgements as objective as possible, without loosing the idea of the sport, together with the quick evolution of the sports, seemed to be the main challenges in the rule and judging systems of acroski and RG.
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| 2. |
- Lindqvist, Anna, 1966-
(author)
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Dansens plats i skolan : Tradition, utveckling och lärande i Skellefteå kommun
- 2007
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Licentiate thesis (other academic/artistic)abstract
- In 1977 Skellefteå municipality started their work with dance as art in the primary school. By this time, education in the art of dance was an unusual activity in Swedish schools. Commissioned by the Ministry of Education, Swedish Arts Council begun a development work 20 years ago. In april 2005 The Swedish National Agency for School Improvement, Swedish Arts Council, NCFF (a national centra for work with health, ÖrebroUniversity) and the Pupil´s organization signed an agreement. The purpose is to support and develop dance education practice in schools. The aim of this study is to increase knowledge about the tradition and development in dance delimited to dance education in the compulsory school in Skellefteå municipality. Another aim is to describe and analyze how dance contributes to learning in the school setting. Data was collected through interviews mainly with dance teachers and administrators, and through a variety of documentary information, questionnaires and observations. Concerning obser-vations of dance education, ten different classes in primary school were selected. The results of the study indicate that dance in school started as a pioneer work, initiated by the dance teacher Eva Dahlgren, thereafter together with her daughter, Cecilia Björklund Dahlgren. Several significant factors were however crucial for the continued work and the establishment of dance in school in Skellefteå municipality. Cooperation between different participants and an evident definition of dance as an intrinsic value, was important for the further development of dance education. Regarding the tradition of dance implemented by Dahlgren, attention was paid to joy and expression. The prime ideas about dance are still represented in the working plan for dance in school in Skellefteå municipality. In conclusion, there have been few organizational changes during the years. Regarding learning in dance and dance teachers´ approach, a sociocultural perspective indicates the emphasis on interaction between the teacher and pupils. It also brings into focus the communication with body and movements. From a behavioristic perspective, reinforcement /feed-back is common in teaching dance. In summary the dance teacher is in many different aspects an important model for the pupils. By using metaphorical language, and a playful and imaginative educational situation, pupils´ ideas, thoughts and feelings are stimulated.
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| 3. |
- Lundberg, Gun, 1950-
(author)
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Teachers in action : att förändra och utveckla undervisning och lärande i engelska i de tidigare skolåren
- 2007
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Licentiate thesis (other academic/artistic)abstract
- Sweden has for many years suffered from a shortage of teachers appropriately trained to teach English to young learners. In 1987 The Swedish National Agency for Higher Education decided that English should no longer be a compulsory subject within primary teacher training, instead it was offered as an optional subject within the primary teacher training programmes This policy decision had dire consequences and ultimately led to the current position which sees a mere 30 % of trainee Teachers opting for the English language pathway.Although consensus has been achieved in Europe and beyond relating to the advantages of teaching modern languages at an early age there are significant variations between regions and schools relating to the introduction of English in primary schools and implementation of the national syllabus for English is still undeveloped in many schools. The syllabus for English and the learning objectives to be attained by the end of Year 5 in school (11-year-olds) are very wide. These wide goals can appear very attractive to a qualified teacher, educated in appropriate methodology and having access to plenty of authentic target language teaching material, but for an unqualified teacher these national goals are not easily transferred into practice. This is probably the main reason why the use of textbooks and workbooks seem to be regarded as the most appropriate pedagogy instead of a more communicative approach to teaching and learning of English.This contextual background was the starting point for the design of an in-service course for primary teachers who are unqualified to teach English to young learners but who are obliged to do so as the Swedish primary school system operates mostly on the principle of a generic class teacher who delivers all curriculum areas. The shortage of teachers appropriately trained to teach English to young learners and the lack of parity for English as a subject in the early school years brought about the call for effective in-service training with a built-in capacity for challenging traditions and the development of sustainable change and improvement towards a more communicative approach of teaching and learning in the language classroom.The in-service course was designed as a part-time, distance course of 15 ECTS over a period of 20 weeks, the model being for teachers to divide their delivery and study time on a 50/50 basis, a blend of theory and practice. The aims were to emphasise research-based teaching and strive for a goal of better applications into practise of the centralised syllabus based on the European Framework of References, CEFR, and the communicative approach to teaching and learning of languages. A further aim was todevelop more confidence and autonomy in the teachers. An action research module was integrated into the course as it was considered to have the capacity to improve educational practice, promote professional development and enhance classroom performance. Action research is also understood to have a potential for long-term change and commitment through encouraging professionals to reflect critically on their often taken-for-granted practices where uncontested beliefs and values are held by staff members.The results of the action research projects reveal that whilst it is difficult to bring about change in school cultures which have strongly embedded traditional teaching habits there is also an accompanying body of evidence demonstrating improvement in teaching and learning pedagogy for young learners in the north of Sweden. The action research projects have been organised into five themes: (1)An Early start, (2)Target language use,(3) Motivation, (4) Language methodology and didactics and (5)Documentation and progression.A summary of the analysis of 123 action research project reports indicates that teachers seem to be convinced that children as young as 6-7 can benefit from early language learning if the circumstances are right with age-appropriate methodology and a secure classroom climate. Teachers have initiated a more consistent target language approach in their classrooms and the pupils have actively engaged by starting to use the target language more frequently during lessons and even beyond their formal sessions.Both teachers and pupils alike have begun to articulate that English is fun, stimulating and enjoyable. The use of language strategies such as guessing competence and strategic competence has increased together with continuous discussions about the processes of language learning and addressing of didactic core questions revolving around why, how and what. The introduction of small steps of scaffolding technique for learner autonomy has resulted in pupils generating lots of ideas for English to bring the subject alive and English is no longer an isolated stand alone subject instead it is more successfully merged holistically into the generic skill and competence base for Early Learning provision. All kinds of inventive documentation and evaluation ideas, language portfolios and recordings of oral skills have become useful tools for assessing language progress and for assurance of continuity and progression in language learning.Teaching is an increasingly challenging process requiring sophisticated skills, competencies and qualities. Teachers therefore are playing pivotal roles in the drive towards improving language learning amongst our pupils and the application of action research seems to have assisted their practice. With action research as a tool teachers are able to develop their professional learning through systematic investigation rather than by reproduction of disconnected teaching tips. Through action research, teachers will begin to understand what is really happening in their classrooms, why it is happening and how teaching and learning can be systematically improved. This study illustrates how 123 action research projects, carried out by the teachers in their own practices, have encouraged self directed professional learning, increased confidence, competence and pupil engagement.
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| 4. |
- Martinsson Niva, Malin, 1976-
(author)
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Det demokratiska uppdraget - en utmaning för pedagogen i grundsärskolan? : En studie om elevinflytande i träningsskolan där TAKK används som kommunikationsverktyg
- 2016
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Licentiate thesis (other academic/artistic)abstract
- Syftet med studien var att undersöka pedagogens arbete med elevinflytande i grundsärskolan med inriktning träningsskola där TAKK, Tecken som Alternativ och Kompletterande Kommunikation användes som kommunikationsverktyg. Det empiriska materialet samlades in från tre skolor i tre olika kommuner i samma län. Datamaterialet bestod av lokala styrdokument med ändamål att få en inblick i vilka ambitioner som fanns för det pedagogiska arbetet med elevinflytande, observationer i form av videofilmningar och fältanteckningar samt intervjuer med pedagoger, elever och vårdnadshavare. Studien hade en kvalitativ metodansats med inspiration av ett sociokulturellt perspektiv, med Shiers (2001) delaktighetsmodell som analysverktyg och ett förfaringssätt som kunde beskrivas som en abduktiv arbetsprocess. Resultatet pekade på att det var en pedagogisk utmaning att uppnå det demokratiska uppdraget om elevinflytande och förena det med styrdokumentens kunskapskrav. Studien visade att pedagogerna beaktade elevernas erfarenheter och kunskaper enbart till viss del, då det fanns situationer där eleverna hade kunnat involveras i större utsträckning för att påverka sin skolvardag. Sammanfattningsvis indikerade resultatet att TAKK bidrog till kommunikation och främjade elevernas förmåga att uttrycka sig och sina åsikter.
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| 5. |
- Tegström, Anna, 1970-
(author)
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Klassrummet som lärandemiljö : En klassrumsstudie om villkor för elevers lärande
- 2014
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Licentiate thesis (other academic/artistic)abstract
- The overall aim of this licentiate thesis is to describe and analyze the interaction between the conditions for students’ learning in the context of ten-year-old students in two classrooms in Sweden. These conditions are delimited toward furnishing and teaching materials and teachers’ and students’ actions. The study is inspired, but not characterized by a case study methodology employing plural methods. These methods include participant observations (field notes, tape recordings and photographs) and in-depth interviews with the teachers. The two cases are framed by their learning environments, in two classrooms in the fourth grade of two Primary schools.The result shows that the interaction between the three conditions is important for student learning. When furniture, learning materials and the teacher's actions reflect a coherent view of learning, students seem to act in accordance with the teachers’ pedagogical beliefs. This means that by using the furniture and teaching materials based on the belief that, for example, interaction is important and is proven through action, a teacher supports interaction among students. When these two conditions do not reflect a coherent view of learning and learners, students seem to act in accordance with what the teacher shows in action. These findings point to the fact that this study's main contribution lies in its methodology. The teachers’ considerations are not always expressed in their actions. This conclusion can be understood through Rogoff’s (1990) analytical model of an apprenticeship system. The students observe their teachers’ actions and act in the same way as the "master" does. In this sense, my study discerns teachers’ guidance as hierarchically superior to the students' actions (see Rogoff, 1990). The teachers’ considerations, the furnishing and teaching materials seem to have less impact on the students’ opportunities to learn than what the teacher actually shows in action.
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| 6. |
- Wilhelmsson, Anna-Britta
(author)
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Everyday life experiences among relatives of persons with mental disabilities
- 2011
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Licentiate thesis (other academic/artistic)abstract
- This thesis, which consists of two articles and a policy analysis of the document SOU (Swedish Government Official Report), laying the ground for psychiatric reform, deals with everyday life experiences among 18 close relatives of persons with mental disabilities. This study was conducted among relatives of people with mental illness within a health care district in Northern Sweden. Relatives living in the community were recruited through advertisements in daily newspapers. The criterion for participation in the study was that the interviewees should be close relatives of persons with mental illness. This is an explorative, descriptive study using inductive qualitative content analysis of individual interviews with relatives of people with mental disabilities. The interviews focused on experiences of communicating with persons with mental disabilities in daily life situations. Articles I and II were analysed by means of qualitative content analysis. In order to deepen the understanding of the relatives’ situation and the consequences of the psychiatry reform, I put the relatives’ statements in a concluding dialogue in dialogue with an analysis of the policy documents that form the basis of the psychiatry reform. The overall aim was to illuminate and understand what the reform of psychiatric care in Sweden has meant for Swedish relatives of persons with mental disabilities in the light of the content of the Swedish psychiatry reform and its policy documents. Mental disability is one of the most serious health problems facing Europe today. For example, statistics reveal that between 20 and 40 percent of the Swedish population suffer from some forms of mental disease, ranging from grave psychoses to less serious anxiety and fear. The reform of psychiatric care in Sweden has passed much of the rehabilitation and daily care of these people on to their families. The results indicate that they feel guilty about not providing enough support for their relatives, whom they perceive to be in a vulnerable position. Family members wanted to be supportive, but felt that they also needed support in the form of better information, consistency throughout the various levels of care, and professional therapy for themselves as well. The result of this study shows that children of parents with mental disabilities want assistance, opportunities for participation in care, and information about their parents’ illness. Relatives feel that they need a kinder reception from the health care system, which should take better care of the whole family. All relatives could relate positive experiences, through open dialogue and relevant information gained from the staff in the hospital, related to timely care and support from care personnel The result indicates that the reform of psychiatric care in Sweden has put the light on the relatives, but for the relatives there is still no consensus among the different care providers, county municipal, and national social services who are involved in treatment.
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| 10. |
- Bäck, Thomas, 1956-
(author)
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Från student till yrkesverksam polis - mental träning i polisutbildningen och polisyrket : Polisstudenters och yrkesverksamma polisers upplevda kompetens i mental träning
- 2010
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Licentiate thesis (other academic/artistic)abstract
- This study is about police students’ and professional police officers’ experienced competence in mental preparation training. The aim with the study is to compare how police students’ in the beginning and in the end of the Basic Training Programme for Police Officers perceive their competence in mental preparation training and how a selection of these students perceive their competence after one respectively two and a half year as police officers. The aim is also to compare the formal competence required of students who have passed the Basic Training Programme for Police Officers with the competence students actually think they have, and the formal competence required within the police profession with the competence police officers with differently long time as professionals experience that they have. Moreover the study includes a comparison between the formal and experienced competence in the Basic Training Programme for Police Officers and in the police profession. The empirical data of the study is based on a web questionnaire to the different groups of students and follow-up interviews with a selection of these students. The results show that the students’ perceived competence increases during the Basic Training Programme and that the experienced competence at the end of the programme to a relatively large extent corresponds to the formal competence of the programme. The difference between the formal competence required in the police profession and the police officers’ experienced competence is relatively small. The police officers’ experience though is that their competence in mental preparation training is not requested in the profession to any larger extent. Key words: Police, competence, mental preparation training.
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