| 1. |
- Sjöquist, Emma S., et al.
(författare)
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Physical Activity Coaching of Patients with Rheumatoid Arthritis in Everyday Practice : A Long-term Follow-up
- 2011
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Ingår i: Musculoskeletal Care. - Chichester : John Wiley & Sons. - 1478-2189 .- 1557-0681. ; 9:2, s. 75-85
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVES: To investigate the long-term effects on perceived general health, disease activity, pain, activity limitation and cognitive behavioural factors of a one-year coaching programme performed in ordinary physical therapy practice to promote the adoption of health-enhancing physical activity in patients with early rheumatoid arthritis (RA).METHODS: A total of 228 patients with early RA, from 10 rheumatology clinics in Sweden, were randomly assigned to an intervention group (IG; n = 94) or a control group (CG; n = 134). The IG was coached by physical therapists during the first year to adopt health-enhancing levels of physical activity (30 minutes/day, moderately intensive, ≥ 4 days/week). No coaching was given during the subsequent year between post-intervention and follow-up. Follow-up assessment consisted of a postal questionnaire on physical activity and of visual analogue scales for ratings of general health perception and pain. The Health Assessment Questionnaire Disability Index (HAQ) and the Disease Activity Score in 28 joints (DAS 28) were collected at regular medical check-ups.RESULTS: Sixty-five (69%) participants in the IG and 92 (69%) in the CG completed the entire study period by filling in the follow-up questionnaire on physical activity two years after baseline. The intervention seemed to lack any significant influence on long-term outcome. However, different patterns of change in physical activity behaviour were observed in the two groups.CONCLUSIONS: No long-term improvement in perceived general health or other outcomes were found in the follow-up. This may partly be because the intervention lacked several important behavioural elements for physical activity maintenance. Copyright © 2011 John Wiley & Sons, Ltd.
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| 2. |
- Almqvist, Linnea, 1987-
(författare)
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Asthma epidemiology : prognosis of asthma with onset in childhood and in adulthood
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Aim: to update the knowledge on the epidemiology of asthma with onset in childhood and adulthood as well as examine the importance of risk factors in early childhood and clinical characteristics on the incidence and prognosis of asthma.Methods: The thesis is based on the epidemiological research program Obstructive Lung Disease in Northern Sweden (OLIN) studies. Pediatric cohort: recruited in 1996 (age 8y, n=3430, 97% of invited) and followed annually by questionnaire about asthma, allergy and risk factors until 19y and a postal questionnaire at 28y. Clinical examinations included skin prick tests (SPT at 8, 12 and 19y) and spirometry (19y). Adult cohort: 309 adults (age 20–60y) with asthma onset in the last 12 months were recruited 1995-99 and re-examined in 2012-14 (n=205). Structured interviews, spirometry and SPT were performed at recruitment and follow-up and bronchial hyperreactivity (BHR) at recruitment.Results: The asthma incidence rate was 10-13/1000/year in childhood and adolescence and 6/1000/year in young adulthood. Several risk factors in early life were associated with asthma onset in childhood, adolescence and young adulthood, e.g. family history of asthma, <3 months breastfeeding, rhinoconjunctivitis and positive SPT at 8y, while low birthweight, maternal smoking during pregnancy, severe respiratory infections and eczema were associated with onset in childhood and adolescence. Among those with asthma at 8y, 62% still had asthma at 28y and this was associated with positive SPT, rhinoconjunctivitis, severe respiratory infection in childhood, and bronchial hyperreactivity (BHR) in adolescence. Coexistence of asthma, rhinitis and eczema increased by age, especially among those with a positive SPT. However, having all three conditions was uncommon. In the 15y follow-up adult onset asthma, 89% had persistent asthma. Better lung function at recruitment and less severe BHR was associated with remission. Remission rate of adult onset asthma was <1% per year.Conclusion: The incidence of asthma was high during childhood and adolescence and then decreased in young adulthood. Factors in early life that were associated with incident asthma during childhood were still associated with the incidence in adult age. Among those with asthma onset by 8 years, 62%, still had asthma as young adults. The coexistence of asthma, rhinitis and eczema varied from 8 to 28y without following a specific pattern, only a small proportion reported having all three conditions. Remission of adult onset asthma was rare.
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| 3. |
- Andersson, Anneli, 1992-, et al.
(författare)
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Attention-deficit/hyperactivity disorder and smoking habits in pregnant women
- 2020
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Ingår i: PLOS ONE. - : Public Library of Science. - 1932-6203. ; 15:6
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Tidskriftsartikel (refereegranskat)abstract
- Background: Attention-deficit/hyperactivity disorder (ADHD) has been associated with an increased risk of tobacco smoking, and more difficulties with smoking cessation compared to non-ADHD individuals. Women with ADHD may therefore show elevated rates of smoking during pregnancy.Aims: To examine the association between ADHD and smoking habits among pregnant women in Sweden and Norway.Methods: Women pregnant for the first time were identified in Sweden (n = 622,037), and Norway (n = 293,383), of which 1.2% (n = 7,444), and 1.7% (n = 4,951) were defined as having ADHD, respectively. Data on smoking habits were collected early and late in pregnancy.Results: In Sweden, ADHD was associated with an increased risk of smoking early in pregnancy, adjusted risk ratio (adjRR) 2.69 (95% confidence interval, 2.58-2.81), and late in pregnancy, adjRR 2.95 (2.80-3.10). Similar findings were observed in the Norwegian data, early in pregnancy, adjRR 2.31 (2.21-2.40), and late in pregnancy, adjRR 2.56 (2.42-2.70). Women with ADHD were more likely to continue smoking during pregnancy, compared to women without ADHD, both in Sweden adjRR 1.13 (1.10-1.17), and in Norway, adjRR 1.16 (1.12-1.20). Having a sibling diagnosed with ADHD was associated with an increased risk of smoking early and late in pregnancy, in both Sweden and Norway.Conclusions: Women with ADHD are considerably more likely to smoke early and late in (their first) pregnancy and are less likely to stop smoking between the two time points. Smoking, early and late in pregnancy, co-aggregates in families with ADHD. Smoking prevention and intervention programs should be targeted towards women with ADHD, specifically during their childbearing years, to ensure better mother and child outcomes.
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| 4. |
- Andersson, Catarina, et al.
(författare)
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Changes in the use of and reflections on formative assessment : from student teacher to beginning mathematics teacher : a case study
- 2021
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Ingår i: Assessment Matters. - Auckland, New Zealand : NZCER Press, New Zealand Council for Educational Research. - 1176-7839 .- 2230-617X. ; 15, s. 4-30
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Tidskriftsartikel (refereegranskat)abstract
- In this case study, we follow the career of one student teacher (Ellen) from her pre-service training to her first year as a mathematics teacher. As part of a research project about what it means to become a mathematics teacher, the aim of the study was to gain insight into the development of formative assessment competence. To accomplish this, we used data from video-recorded lessons and audio-recorded conversations to depict changes in classroom practice and reflections on that practice during the study. Our findings show that Ellen made incremental changes in her classroom practice and that these had an impact on classroom interaction, formative assessment processes, and student involvement in those processes. Corresponding changes were identified in Ellen's reflections, which also indicated that she increased her insight into formative assessment. We discuss our findings in relation both to what it means to become a mathematics teacher and to the development of formative assessment competence.
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| 5. |
- Andersson, Catarina, et al.
(författare)
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Characteristics of improved formative assessment practice
- 2017
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Ingår i: Education Inquiry. - : Taylor & Francis Group. - 2000-4508. ; 8:2, s. 104-122
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Tidskriftsartikel (refereegranskat)abstract
- An earlier study showed that the changes in teachers’ classroom practice, after participation in a professional development program in formative assessment, significantly improved student achievement in mathematics. The teachers in that study were a random selection of Year 4 teachers in a Swedish mid-sized municipality. In the present study, we analyse and describe the characteristics of these changes in classroom practice, which were based on a combination of various strategies for formative assessment. Data were collected through teacher interviews and classroom observations. The teachers implemented many new activities that strengthened a formative classroom practice based on identifying student learning needs and modifying the teaching and learning accordingly. The characteristics of the changes the teachers made reveal the complexity of this formative assessment practice and why such developments of practice are likely to require major changes in most teachers’ practices. We also discuss how such changes in practice afford new learning opportunities.
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| 6. |
- Andersson, Catarina
(författare)
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Formative assessment : and the component of adjusted teacher instruction
- 2017
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Ingår i: Proceeding of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10). - Dublin : European Society for Research in Mathematics Education. - 9781873769737 ; , s. 3419-3426
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Konferensbidrag (refereegranskat)abstract
- This theoretical paper is based on an empirical study where the framework of formative assessment by Wiliam and Thompson was used to analyze teachers' use of formative assessment in their mathematics classroom practice. The paper argues for treating a component named Adjusted Teacher Instruction (ATI) as a key strategy in complement to the five key strategies in the original framework. ATI is a significant component in formative assessment, but also particularly challenging for teachers to implement in their classroom practice. Treating ATI as a key strategy could facilitate the analysis of teachers' use of formative assessment activities and enhance the understandings about what kind of ATIs are most useful for whom under what conditions. Extended understandings about effective formative assessment activities are important in decisions about what formative assessment to include in teacher education and in-service training for teachers.
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| 7. |
- Andersson, Catarina
(författare)
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Formative assessment - from the view of special education teachers in mathematics
- 2020
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - Gothenburg : Nationellt centrum för matematikutbildning (NCM). - 1104-2176. ; 25:3-4, s. 73-93
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Tidskriftsartikel (refereegranskat)abstract
- The potential of using formative assessment is well demonstrated, but studies about the use of formative assessment from a special education perspective are lacking. This study adds to this gap by investigating the view of formative assessment in a group of 39 special education teachers in mathematics (SETMs) who had learned about formative assessment within the SETM-program 2–6 years earlier. Five respondent interviews were used to design a questionnaire answered by the rest of the group. The SETMs had perceived formative assessment beneficial and useful in all their common sub-responsibilities and reported experiences of benefits as well as challenges. The article discusses the importance of reaching an inclusive formative assessment practice in mathematics education.
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| 8. |
- Andersson, Catarina, et al.
(författare)
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Formative assessment in Swedish mathematics classroom practice
- 2017
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - : Nationellt centrum för matematikutbildning (NCM). - 1104-2176. ; 22:1, s. 5-20
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Tidskriftsartikel (refereegranskat)abstract
- Research shows that substantial learning gains are possible through the use of formative assessment. However, little is known about Swedish mathematics teachers’ use of formative assessment, and thus about the possible value of professional development programmes. This study uses teacher interviews and classroom observations to examine the classroom practice of 38 randomly selected primary and secondary school teachers in a mid-sized Swedish municipality. A framework of formative assessment comprising one big idea and five Key strategies structured the analysis. The study identifies characteristics of current formative assessment practices. The results show that the teachers do use a variety of formative assessment activities, but also that there is much room for development towards a more effective formative classroom practice.
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| 9. |
- Andersson, Catarina, et al.
(författare)
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Formative assessment in Swedish mathematics classroom practice
- 2015
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Ingår i: CERME9 : proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - : European Society for Research in Mathematics Education. - 9788072908448 ; , s. 3167-3168
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Konferensbidrag (refereegranskat)abstract
- Using formative assessment has woken interest in many countries because of the potential effect on student achievement. To investigate Swedish teachers' use of formative assessment in mathematics, this study used classroom observations and teacher interviews of 38 mathematics teachers. The teachers used formative assessment, but additional formative activities could support teachers to better take advantage of the potential in using formative assessment
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| 10. |
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