| 1. |
- Abrandt Dahlgren, Madeleine, 1956-
(författare)
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Learning physiotherapy : the impact of formal education and professional experience
- 1997
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim is to describe and analyse physiotherapeutic learning through formal education and professional experience. The investigation focuses on the students' ways of experiencing the concepts of Health, Movement, Function and Interaction. Two groups of physiotherapy students at the Faculty of Health Sciences in Linköping, Sweden, were interviewed on two occasions respectively. The interviews were carried during the second and last term of the formal programme and after 18 months of professional experience. Data were analysed according to the phenomenographic approach and to the principles of contextual analysis. The students' conceptions varied qualitatively, but an analysis of the internal relationships between the concepts revealed that the most common perspectives after completing the formal education were consistently holistic or mixed. This pattern was also most common after 18 months of professional work. The subjects' ways of experiencing the Interaction within a patient encounter were described in four main categories; Mutuality, Technicalism, Authority and Juxtaposition. Mutuality and Technicalism denoted an integration of the communicative and problem-solving processes, the former category from a patient-centred and the latter from a physiotherapist-centred perspective. Authority and Juxtaposition denoted a separation of the processes, the former from a physiotherapist-centred perspective and the latter from a patient-centred perspective. Both separated and integrated perspectives were common after completing the formal education. After 18 months of professional practice the Mutuality category dominated.
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| 2. |
- Abrandt Dahlgren, Madeleine, 1956-
(författare)
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Portraits of PBL : A cross-faculty comparison of student's experiences
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aims of the present investigation were to describe and analyse aspects of students' experiences of PBL within three different academic contexts, computer engineering, psychology and physiotherapy. The idea of PBL as an educational approach comprises certain key features that are described in the literature as general and important for student learning. On the part of the student, learning in context and social interaction is highly emphasised together with the importance of developing metacognitive skills. There are however, co-existing descriptions in the literature of what constitutes PBL and what the theoretical evidence for the educational approach is.The point of departure for the study was that the ways of adopting PBL may look different from the taken-for-granted perspectives of knowledge embedded in the scientific disciplines and their professionai practices. A sociocultural perspective was outlined as a point of departure for this standpoint. The sociocultural perspective of learning, thinking and action focuses on how individuals and groups acquire physical and cognitive resources and the interplay between the collective and the individual level. In this investigation, the interplay between a global and local level is studied by focusing on the ways PBL are implemented from the students' perspective.Altogether 58 students participated in the study; 20 physiotherapy, 20 psychology and 18 engineering students. Semi-structured interviews, which were tape-recorded and later transcribed, were used as the method of data collection. Data were analysed qualitatively. The physiotherapy students were interviewed in 1993 and the psychology and information technology students in 1997. The results showed that there were differences between how problem-based learning is realised and understood by the students in the three programmes. These differences are described and discussed in relation to the perspectives of knowledge and learning embedded in the programmes that are reflected through the students' experiences.
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| 3. |
- Adamson, Lena, 1953-
(författare)
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Like circles on the water : a study of adolescent identity
- 1999
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores the subject of identity development during late adolescence (16-20 years). Three questions were asked, each related to one domain of interest; a) how do adolescents perceive and describe themselves (adolescents' self-concept), b) what do they consider important in their lives (adolescents' existential questions), and, c) how do they describe their contacts with adult people (adolescents' contacts with adults)? The thesis includes three studies and uses a multimethodological approach, comprising interviews, a personality inventory, sentence-completion tasks and questionnaires.The results can be summarized as follows. The majority of the respondents had a positive view of themselves. An inconsistent self-concept was related to a number of negative factors. Existential questions mainly concerned one's personal future. Most respondents felt the need of adults in their lives, primarily due to adults' experience and knowledge.The main conclusions can be summarized in four points. First, identity development during late adolescence needs to be discussed in terms of processes of integration. This term emphasizes continuity and interaction, rather than autonomy and separation, terms that have dominated this field for a long time. Second, identity development during late adolescence can be illustrated by means of expanding circles. The centre is constituted by the adolescent's picture of her/himself (i.e., personal integration), whereas the periphery consists of the adolescent's picture of her /himself in relation to other people and society at large (i.e., social integration). Third, lack of personal integration at this age level signals an undesirable developmental process. Fourth, adolescent - adult interaction is one important factor in relation to social integration. Here the adolescent learns to develop her /his interactional skills in order to regulate and balance her /his own life space in relation to others'. However, the results also suggest that opportunities for social interaction between adolescents and adults outside their families are insufficient and need to be improved.
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| 4. |
- Ahlstrand, Elisabeth, 1947-
(författare)
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Lärares samarbete - en verksamhet på två arenor : studier av fyra arbetslag på grundskolans högstadium
- 1995
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Around 1980 some important decisions were made regarding the Swedish comprehensive school, which in various ways influenced teachers' work. The school was to be divided into smaller units, so-called work-units. A work-unit was to contain two or more classes of students. As a consequence of this new organisation the teachers were to co-operate in a so called teacher-team, that was responsible for all activities in a work-unit.The aim of this thesis is to study teachers' work as regards their participation in and conceptions of collegial co-operation. Focus is on describing and analysing the meeting between external demands on teacher co-operation and the traditional freedom of the teaching profession to plan and carry through teaching individually.Four teacher-teams were studied during one year by means of participating observations of their planned conferences. Three teachers from each team were then interviewed about their views on and conceptions of work in teacher-team and of their tasks as teachers. All teachers in the four teams were also asked to keep a diary for one week where all collegial meetings were noted.The results indicate that when imposed collegial co-operation was introduced in the school it led to teacher collaboration being distributed into two separate arenas: conference co-operation (the formal arena) and other types of co-operation with colleagues (the informal arena). All teachers use the formal arena to introduce discussions about student welfare. otherwise they are moderately interested in the work in this arena. In the informal arena some teachers act as initiators of ontent, closely related to well-known interests among teachers; instruction and student welfare.Teachers express a need for collegial co-operation and they take the opportunity under certain circumstances.
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| 5. |
- Alm, Charlotte, 1975-
(författare)
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The Role of Causal Attribution and Self-Focused Attention for Shyness
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med denna avhandling var att undersöka på vilket sätt och i vilken utsträckning blyga personer skiljer sig från icke-blyga personer med avseende på deras attributionsmönster. Resultaten från 3 kvantitativa och 1 kvalitativ studie visar en något annorlunda bild av hur blyghet relaterar till social kognition jämfört med tidigare forskning i området. Följande 4 huvudsakliga slutsatser drogs. (1) Blyga personer har inte nödvändigtvis en snedvriden social kognition eftersom de uppvisade en mindre aktörs–observatörsskillnad jämfört med icke-blyga personer. (2) Det är sannolikt att blyga och självfokuserade personer bedömer sina emotionella reaktioner som orsakade av stabila interna orsaker snarare än mindre stabila interna och externa orsaker. Om blyga personer är mindre självfokuserade så tenderar dessa personer ändå att uppvisa detta attributionsmönster. (3) Blyghet snarare än beteendemässig inhibition har betydelse för vilka orsaker som tillskrivs emotionella reaktioner medan blyghet och beteendemässig inhibition interagerar när det gäller i vilken grad fritt valda orsaker upplevs vara orsakade av interna respektive externa faktorer. En slutsats av dessa resultat är att fortsatt forskning bör fokusera hur människor i sin vardag förklarar sina egna och andra människors beteenden och reaktioner. (4) Mycket blyga personer kan uppleva identitetsförvirring samt kan ha en ambivalent önskan om att vara blyg samtidigt som blygheten försvinner. Trots att dessa resultat pekar på ganska allvarliga konsekvenser av att vara blyg så verkar blyghet generellt betraktas i ett ganska positivt ljus.
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| 6. |
- Andersson, Jan
(författare)
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Two is one too many : dyadic memory collaboration effects on encoding and retrieval of episodes
- 1996
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the present thesis was to investigate how individual memory potential in different tasks is affected by collaboration in social settings. Collaborative group dimensions were also studied: friendship, age, and gender. The principal comparison was between an actual collaborative dyad and the sum of the two individuals' memory potential, i.e., the predicted potential. It was shown, in five studies, that two individuals can not cue each other effectively enough to reach their predicted potential, i.e., negative net effects of collaboration were demonstrated. The widespread feeling of a group superiority is therefore wrong. This effect held true for explicit and episodic memory tasks, but not for semantic and implicit tasks, across materials. Furthermore, collaboration at encoding and retrieval reduced the effectiveness of the cue and the reduced cue effectiveness hypothesis gained support in further tests. Friends, as opposed to non-friends, were shown to possess an ability to reduce the negative net effects of collaboration. In addition, if the participants (old as opposed to young children) could take their partner's perspective, a reduction of the negative net effects occurred, i.e., the reciprocal understanding hypothesis was supported. It is suggested that young children's lack of perspective-taking ability reduces their possibility to cue each other as effectively as older children. Finally, negative net effects occurred for collaborative dyads regardless of gender constellation. Generally, the data pattern suggests that cognitive theory can explain how individual memory performance is influenced by collaboration. There is (a) a selectivity in the size of the negative net effect with respect to type of memory task and type of dyadic relationship, and (b ), there is a generality of the effect across task materials and gender. Thus, (a) and (b) replicate, extend, and further deepen our understanding of this counter-intuitive phenomenon.
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| 7. |
- Andersson, Per, 1964-
(författare)
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Att studera och bli bedömd : Empiriska och teoretiska perspektiv på gymnasie- och vuxenstuderandes sätt att erfara studier och bedömningar
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation is focussing on students’ experiences of assessments, which means that the assessments are related to studying. The assessments particularly investigated are the main types of assessments used in the application and selection for higher education in Sweden – the grading in schools on secondary level, and the Swedish Scholastic Aptitude Test (SweSAT).The literature review is an analysis of previous knowledge, resulting in a model of orientations to studying.The empirical investigation consists of interviews with 100 students in upper secondary school, municipal adult education and folk high schools. The interviews are analysed with a phenomenographic approach, and the analysis results in categories describing ways of experiencing what it means to study, ways of experiencing the grades, and the SweSAT. In addition to this, the analysis gives a description of relations between components within categories, relations between categories, and relations between phenomena.The main patterns in the students’ experiences of the assessments are the following: The different categories, describing the experiences of the assessments per se, are focussing on assessment of performance, assessment of personal qualities (including developed knowledge), or uncertainty in relation to the assessment. There are four main aspects of the students’ experiences of the value of assessments, i.e., the relation to future plans, the relation to the student’s personal context, the possibility to influence your result, and the relation to other assessments used in the selection.The final result of the empirical investigation is a reconstructed model of five orientations to studying, where the empirical results are integrated with previous knowledge. The five categories are the knowledge orientation, the duty orientation, the participation orientation, the qualification orientation, and the resistance orientation. These orientations are also described as adaptive and/or non-adaptive in relation to the demands of the education.A further analysis in relation to three social science perspectives shows how assessments can contribute to the colonization of the educational lifeworld, how assessments can be seen as instruments of discipline, and how assessments can be seen as disembedding mechanisms.
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| 8. |
- Antonson, Sivert, 1945-
(författare)
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Hörselskadade i högskolestudier : möjligheter och hinder
- 1998
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The focus of this thesis is on hearing-impaired students in higher education. The following problem are formulated: How can one understand the interaction between hearing-impaired students and the academic and social environment of higher education, including the individual student's prerequisites and possibilities as regards higher education, and in what forms? The thesis consists of a study based on the perspective of 11 hearing-impaired students. A combination of several data sources were used. Verbatim transcribed thematized interviews were analysed. In order to understand the action itself, participant observation, video recordings and stimulated recall were used in addition to text interpretations.The results shows that the impairment in itself was not a determining factor as regards success in University studies. Nor was it possible to discern any connection between communication ability and the results achieved in University studies. It was also not possible to determine whether a person with a congenital hearing-impairment would be less successful in University studies than persons whose hearing was impaired later in childhood. There existed a complex integration problem which meant that considerable effort was often needed to conform to the hearing University world. The study shows how the problem of hearing is both situationally and culturally related as well as being determined by the goals of the hearing-impaired person. A number of obstacles to success were identified. These could arise as an effect of (i) independent study coupled to lectures, (ii) integration problems in conjunction with different types of group activities, (iii) time coupled to pace and efficiency and (iv) marginal contact with teachers/lecturers in many disciplines. The hearing-impaired students had conceptions of what was regarded as a problem, what was seen as a legitimate demand and what were fundamental values in the worlds of persons with and without impaired hearing, respectively. A comparison of the different conceptions of these worlds revealed underlying explanations of why obstacles arose in the encounters between hearing-impaired students and the hearing world of higher education
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| 9. |
- Assarsson, Liselott, 1969-, et al.
(författare)
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Iscensättande av identiteter i vuxenstudier
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The focus of this thesis is how identities are construed in adult education. According to the theoretical framework inspiring the study, identities are viewed as discursive constructions that are negotiated in social arenas. Hence, identities are considered versatile, plural and contradictory. The study has an ethnographic case study design and the field work was conducted 1998–2001. Various sources of data collection, such as interviews and participant observations were utilised. Every day practice at three different institutions of adult education in the case study municipality ”Nystad” were studied: Folk high school, Komvux and Liber Hermods flexgymnasium. Participants (27) were studied extensively, and a follow-up containing biographical interviews with the participants was also done 18 months after the main study.The result will show how the discourse of life long learning produce different technologies applying to different institutions of adult education defining what counts as knowledge, the relationships between actors and the demands participants will be posed with. Although the institutions of education are different, there are also similarities. The differences, however, are important in the recruitment of participants. The requirements of the education as to who you are supposed to be as a participant in adult education show a similar pattern, irrespective of the institution of education; the student with an interest in studying, prone to change, independent and well-behaved.Different strategies are detected when focusing the staging of participants’ identities, adaptive and defiant. An adaptive strategy means the adults meet the requirements of the education and a defiant strategy that they resist. The strategies may be applied by one and the same participant depending on the situation. Biographies show how different interpretative repertoires are used to stage different identities. The participants use four repertoires relevant to the subject: that of making a living, learning, earning credits and self realization. The repertoires applicable to the forms of teaching are teacher oriented, selfdirected and conversational. The repertoires used in relation to the teachers in adult education are expert, person, supervisor and administrator. The repertoires used by the adults in order to describe other participants are adult student, study mate and friend. The result of the study inspires the discussion of adult education in terms of social inclusion and exclusion.
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| 10. |
- Baumgarten, Maud
(författare)
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Anställdas deltagande i läraktiviteter : En studie av arbetsplatslärande i ett industriföretag
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingen behandlar en grupp industriarbetares deltagande i olika läraktiviteter på arbetsplatsen i samband med en organisationsförändring. Företaget var i behov av mångkunnig personal och organiserade därmed läraktiviteter. Syftet är att beskriva anställdas deltagande i dessa läraktiviteter i termer av faktiskt deltagande och inställningen till deltagande, samt att förklara eventuella skillnader.Deltagande förstås i termer av motivation som utvecklas i ett komplext samspel mellan individrelaterade faktorer och faktorer som har med arbete, läraktiviteter, förändringsprocess och yttre omgivning att göra. De motivationsteorier som används är förväntan-valensteori, arbetsrelaterad teori samt en kontextuell motivationsteori.Studien baseras på en fallstudie inom en avdelning vid ett traditionellt produktionsföretag. Det huvudsakliga empiriska materialet utgörs av intervjuer med de industrianställda. Dessutom har ett flertal informella studiebesök på arbetsplatsen genomförts, liksom dokumentinsamling och informantintervjuer.I resultatet framträder tre grupper med olika deltagarmönster, som utifrån mönstren kan benämnas de ”engagerade”, de ”motvilliga” och de ”osäkra”. Det visar att industrianställda inte är någon enhetlig grupp. För gruppen ”engagerade” fanns få hinder för att delta i läraktiviteter. De hade även egna personliga motiv för deltagande. De individrelaterade förklaringarna, tycks vara särskilt viktiga för att förklara motivationen, och de hade kommit in i något som kan beskrivas som positiva lärspiraler. Gruppen ”motvilliga” såg inte deltagandet i läraktiviteter som något viktigt. De var inte överens om företagets mål och kände sig inte delaktiga i förändringsprocessen. De kontextuella förklaringarna har alltså ett stort värde för att förstå deltagandet i denna grupp. Gruppen ”osäkra” hade låg tilltro till sin förmåga, och hade ringa erfarenhet av tidigare läraktiviteter. Hur läraktiviteterna var utformade, var särskilt viktiga för denna grupp. De ”osäkra” liksom de ”motvilliga” tycks ha kommit in i negativa lärspiraler. Studien visar således att olika faktorer är betydelsefulla för olika grupper.
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