| 1. |
- Almén, Lars
(författare)
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One-school-for-all As Practice – A Nexus Analysis of Everyday Digitalization Practices
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The Government of Sweden formulated a strategy in 2017 to digitalize the entire Swedish educational system. The government summarizes this strategy through three focus areas: (i) all parts of the school system shall have equitable digital competence, (ii) all parts of the school system shall have equal access to and usage of digital tools, and (iii) research and follow-up of the possibilities of digitalization shall be conducted. The impetus for the digitalization strategy was that despite the long history of the Swedish school system’s digitalization, there existed major differences in access to digital tools between different schools and individual students. Further, differences existed in digital competence between different actors in the school system.The point of departure in this compilation thesis is the 2017 governmental digitalization strategy, with a special focus on discourses of digital tools as compensatory tools and tools for inclusion. The compensatory and inclusive perspectives are conceptualized as the one-school-for-all discourse. Three research questions guide the thesis. These cover discourses at macro (policy), and micro (classroom) levels, and temporal spaces before the enactment and in the implementation processes of the digitalization strategy.Nexus analysis is used as an analytical framework. This draws on a sociocultural perspective and an ethnographically inspired framework. The ethnographic data material that this thesis builds upon comprises of audio and video recordings, fieldnotes, policy documents, student work sheets, and timetables. The classroom data (recordings, fieldnotes, etc.) are from grades 7 and 8 in five secondary schools in one small and one medium-sized municipality in southern Sweden. Here students are 13 and 14 years old.This thesis consists of four studies. The first study contributes with analysis of macro level policy discourses before the enactment of the digitalization strategy. The second study contributes with classroom discourses on digitalization from student interview accounts of the everyday use of digital tools in secondary schools before the enactment of the digitalization strategy. Based on fieldwork data from a secondary school, the third and fourth studies highlight classroom inclusion and marginalization processes. They contribute with classroom discourses in the implementation processes of the digitalization strategy.The discourses highlighted in the thesis relate to the computer room, programming, compensatory tools, hardware that is focused, identity, entertainment, and agency redistribution. The digitalization strategy is temporally demarcated in terms of a before and after of the implementation phase of the digitalization strategy. Students had ubiquitous access to digital tools after the enactment. The thesis highlights that this has both including and excluding consequences.The analysis, in particular of the fieldwork observations, indicates that the ubiquitously present digital tools are used as tools to facilitate learning only to a minor extent. Schools purchase digital tools without always considering how to use them pedagogically. Furthermore, the studies indicate the importance of teachers’ continuing education for their mastery of the pedagogical usage of digital tools. The thesis does not support the technology deterministic belief that digital tools per se facilitate learning. Instead, it highlights that pedagogical affordance can be enhanced by introducing digital tools; for instance, teachers and student’s digital competence increases when digital tools are used in creative ways, functioning as mediating tools for learning. Thus, the pedagogical value of digital tools needs to be considered before they are incorporated into schools. The thesis also argues for a more comprehensive societal perspective on digitalization.
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| 2. |
- Gynne, Annaliina, 1980-
(författare)
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Languaging and Social Positioning in Multilingual School Practices : Studies of Sweden Finnish Middle School Years
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of the thesis is to examine young people’s languaging, including literacy practices, and its relation to meaning-making and social positioning. Framed by sociocultural and dialogical perspectives, the thesis builds upon four studies that arise from (n)ethnographic fieldwork conducted in two different settings: an institutional educational setting where bilingualism and biculturalism are core values, and social media settings.In the empirical studies, micro-level interactions, practices mediated by languaging and literacies, social positionings and meso-level discourses as well as their intertwinedness have been explored and discussed. The data, analysed through adapted conversational and discourse analytical methods, include video and audio recordings, field notes, pedagogic materials, policy documents, photographs as well as (n)ethnographic data.Study I illuminates the doing of linguistic-cultural ideologies and policies in everyday pedagogical practices and focuses on situated and distributed social actions as nexuses of several practices where a number of locally and nationally relevant discourses circulate. In Study II, the focus is on everyday communicative practices on the micro and meso levels and the interrelations of different linguistic varieties and modalities in the bilingual-bicultural educational setting. Study III highlights young people’s languaging, including literacies, in everyday learning practices that stretch across formal and informal learning spaces. Study IV examines social positioning and identity work in informal and heteroglossic literacy practices across the offline-online continuum. Consequently, the four studies map the kinds of languaging practices young people are engaged in both inside and outside of what are labelled as bilingual school settings. Furthermore, the studies highlight the kinds of social positions they perform and are oriented towards in the course of their everyday lives.Overall, the findings of the thesis highlight issues of bilingualism as pedagogy and practice, the (un)problematicity of multilingualism across space and time and multilingual-multimodal languaging as a premise for social positioning. Together, the studies and the thesis form a descriptive-analytical illustration of “multilingual” young people’s everyday lives in and out of school in late modern societies of the global North. Overall, the thesis provides insights concerning the education and lives of a large, yet sparsely documented minority group in Sweden, i.e. the Sweden Finns.
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| 3. |
- Kvarnhall, Victor, 1978-
(författare)
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Pojkars musik, reproduktionens tystnad : en explanatorisk studie av pojkars reproducerande förhållningssätt till populärmusik och populärmusicerande
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Popular music life is permeated by both male dominance and gender segregation – the latter most notably concerns musical instrument choice. The pervasiveness of these phenomena is suggested by both music research on gender and statistics. In this study, the overarching ambition is to explain boys' reproductive approaches to popular music/making. In order to successfully carry out a study with such an explanatory ambition, a theory of causality in social life is necessary. In this thesis the notion of causality is taken from a critical realist tradition.However, explanation and causal analysis is most often rejected among music researchers who deal with questions of gender. Nonetheless, I would argue that explanatory ambitions are tacit starting points in this kind of research, and the field would stand to gain from making them explicit. Therefore I have formulated two aims, which my study addresses. The first one is to explain boys' reproductive approaches to popular music/making, in regard to male dominance and gender segregation. The second one is more theoretically oriented: to apply critical realism within music research on gender.The aims has been fulfilled by, first, identifying the boys' adoption of and distancing from different approaches to popular music/musicians and musical instruments. Second, the boys' approaches are explained by reconstructing the social, cultural and psychological conditions that has enabled them. Altogether, this demonstrates why and how the boys' reproductive approaches arise, which (potentially) lead to a reproduction of the male dominance and gender segregation within the popular music field.
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| 4. |
- St John, Oliver, 1953-
(författare)
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Approaching classroom interaction dialogically : studies of everyday encounters in a 'bilingual' secondary school
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis approaches classroom interaction in association with Bakhtin and conversation analysis (CA). The four studies presented in this thesis seek to highlight different aspects of classroom interactional encounters between the students and teachers of a secondary school class. Through these studies, the thesis addresses the following challenges: How can analysts account for ‘multilingual’ communicative practices in a way which respects the views and orientations of the participants? How may dialogism be relevant for classroom interaction? How can we move beyond the representational (in)sufficiency of an oral language focus on (classroom) communication for analysis of human meaning making practices?The studies arise from ethnographic fieldwork at an independent secondary school with a ‘bilingual’ educational profile where data of everyday instructional life was generated through participant observation and video recordings. Methodologically, the studies have been enabled by Bakhtinian concepts and conversation analytic conventions amplified for analysis of the complex range of modalities composing classroom interaction.Study 1 examines the way participants’ use of two (or more) languages in a ‘foreign’ language classroom throw light on each other in processes of lexical orientation which challenge the privileging or the subordination of any one language in language learning. Study 2 demonstrates the consequences for understanding the participants’ sense-making efforts of making representationally (in)visible integral aspects of their multimodal cooperations. Study 3 focuses on whole-class task instructions as interactionally complex by showing some of the mutual orientations through which teacher and students coordinate each other’s stances and consequently craft instructions collaboratively. Study 4 examines the concept of languaging critically in the light of Bakhtin’s penetrating perception of the utterance and underscores that while we may be able to language when communicating, we are also languaged communicators.
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| 5. |
- Tellgren, Britt, 1951-
(författare)
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Från samhällsmoder till forskarbehörig lärare : kontinuitet och förändring i en lokal förskollärarutbildning
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- From Mother of Society to a Teacher Qualified for Post-graduate Studies – Continuity and Change in a Local Pre-school Education. The aim of this thesis is to throw light upon the basic values and representations of knowledge within a local female teacher education tradition and identify what kind of expectations are held of a pre-school teacher over time. The main question concerns central values and notions in a local pre-school teacher education regarding what is expected of a recognised pre-school teacher between the beginning of the 20th century and the first decade of the 21st century. A key interest is how these underlying values and notions are maintained and how they are transformed over time. Another interest is how these values and notions are maintained and transformed when they meet other teacher education traditions and when they are confronted with traditional academic values. The preschool teacher education is deeply rooted in a female tradition and the study presented here also focuses on the role that gender plays in the formation, changes and continuity of the central values in pre-school teacher education. The empirical sources include in-depth-interviews with 22 lecturers and supervisors from a local pre-school education in addition to document studies of selected materials from the archives of the Department of Education at Örebro University and at the Örebro University Library. The historical context and the dimension of time have been analysed using James Wertsch’s (2002) conception of voices of collective remembering in addition to the concepts of knowledge cultures (Englund & Linné 2005, Nerland 2008) and communities of practice (Lave and Wenger 2003). The results presented in this dissertation indicate that major shifts have occurred in the collective memory of the local pre-school teacher education during the 20th century and the first years of the 21st century. I have distinguished seven historical periodic themes in the analysis. These are: Mother of society – formation of a new female activity system (ca 1902–1942), All-round kindergarten leader (ca 1942–1963), Personality development and child observation (ca 1963–1972), Developmental psychology and dialogue pedagogy (ca 1972–1977), Education in a university setting and a citizen of society (ca 1977–1983), Reflective child pedagogue (ca 1982 1993) and Teacher of younger children – qualified for a research tradition (ca 2001– 2007).
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| 6. |
- Bäckström, Pontus, 1983-
(författare)
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Kamrateffekter i skolundervisning – En ramfaktorteoretisk analys
- 2020
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In the educational literature on peer effects, attention has been brought to the fact that the mechanisms creating peer effects are still to a large extent hidden in obscurity. The hypothesis in this study is that the Frame Factor Theory can be used to explain these mechanisms.At heart of the theory is the concept of “time needed” for students to learn a certain curricula unit. The relations between class-aggregated time needed and the actual time available, steers and hinders the actions possible for the teacher. Further, the theory predicts that the timing and pacing of the teachers’ instruction is governed by a “steering criterion group” (SCG), namely the pupils in the 10th-25th percentile of the aptitude distribution in class. The class composition hereby set the possibilities and limitations for instruction, creating peer effects on individual outcomes.To test if the theory can be applied to the issue of peer effects, the study employs multilevel structural equation modelling (M-SEM) on Swedish TIMSS 2015-data (Trends in International Mathematics and Science Study; students N=3761, teachers N=179). Using confirmatory factor analysis (CFA) in the SEM-framework, latent variables are specified according to the theory, such as “limitations of instruction” from TIMSS survey items. The results indicate a good model fit to data of the measurement model.The SEM-model verify a strong relation between the mean level of the SCG and the latent variable of limitations on instruction, a variable which in turn has a great impact on individual students’ test results.Thus, the analysis indicates a confirmation of the predictions derived from the frame factor theory and reveals that one of the important mechanisms creating peer effects in student outcomes is the effect the class composition has upon the teachers’ instruction in class.
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| 7. |
- Holmström, Ingela, 1971-
(författare)
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Learning by hearing? : Technological framings for participation
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis examines technological framings for communication and identity issues, with a particular focus on Swedish mainstream schools where children with cochlear implants are pupils. Based on a sociocultural perspective on learning, the thesis focuses on how pupils and teachers interact with (and thus learn from) each other in classroom settings. The study comprises a) a sociohistorical analysis of three Swedish non-governmental organizations’ periodicals from 1891 to 2010, and b) an ethnographic study including micro-analyses of interaction in two mainstream classrooms where there are children with cochlear implants. The sociohistorical analysis illustrates how different technologies, in a range of ways, have shaped (i) how people with hearing loss communicate and interact with others and (ii) their identity positions. The analysis also demonstrates the presence of language ideologies in settings where children with hearing loss are taught. Here the main preference is for spoken communication, even though different types of visual communication emerge during the 1980s and 1990s. In addition, the issue of integration has been a matter of debate since the 1970s and provides a backdrop for the current situation, where an increasing number of children with cochlear implants receive their schooling in mainstream public rather than segregated regional deaf schools.Against this background, micro-analyses have been carried out of classroom interaction and recurring patterns and activities have been identified. The results illustrate that audiologically-oriented and communicative-link technologies play major roles in the classrooms and these both facilitate and limit the pupils’ participation. Based on postcolonial theory, the results can be understood in terms of participation and non-participation of the pupil with cochlear implants, who acquire peripheral identity positions in these classroom settings. The analysis also illuminates unequal power relations regarding technologies in use, and expressions of language ideologies in the classrooms, where spoken communication is preferred. Overall, the everyday life of children with cochlear implants in mainstream schools appears to be complex, and it is technologies in use that frame the conditions for their participation in interaction and communication.
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| 8. |
- Hultin, Eva, 1964-
(författare)
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Samtalsgenrer i gymnasieskolans litteraturundervisning : en ämnesdidaktisk studie
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to analytically discern different conversational genres within the teaching of literature, organized within the framework of the two school subjects in which Swedish is taught in upper secondary school, and to place this teaching of literature in a historical context by relating it to different conceptions of the Swedish subject. To be able to achieve this aim, a curriculum studies approach is combined with an ethnographical one. The ethnographical part of the study was conducted as a classroom study, including five different classes and teachers talking about literature, which took place during the school year 2003/2004 at three different schools in the middle of demographical Sweden. This part of the study also involved qualitative interviews with teachers and students concerning different factors which might have an effect on these conversations. The conversations of the study can be described as a part of the every-day-life of the teaching of those subjects, as the teachers organised these conversations in a way that they usually organise conversations of literature in their classes. However, what the teachers meant by talking about literature appeared to differ among them so radically that these conversations could be analytically discerned as four different conversational genres: The Teaching Examination, Text Oriented Talk, Culturally Oriented Talk, and Informal Book Talk. These four conversational genres are possible to analytically discern using the didactical tool, the analysis of conversational genres, which is developed in the dissertation in relation to Michail Bakhtin’s theory of speech genres. The curriculum part of the study comprises an analysis in three steps to place the teaching of literature in a historical context. In the first step national syllabuses for the subjects Swedish and Swedish as a second language are analysed. In the second step local syllabuses for the subjects are analysed. Finally, in the third step, the teachers’ thoughts, deliberations and ideals forming their teaching of literature are analysed. The teaching where conversational genres have been analytically discerned could then be related to different conceptions of the subject Swedish: Swedish as a Higher Subject of Bildung, Swedish as a Proficiency Subject, and Swedish as an Experience-based Subject. The analyses and discussions in the dissertation contribute to the discussions in the field of Subject-Didactics on the role of literature and conversation within the subjects of Swedish and Swedish as a Second language. Another contribution of the dissertation is the didactical tool, the analysis of conversational genres, which might be used by researchers and teachers for analysis and reflection on conversations in teaching.
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| 9. |
- Rosén, Jenny, 1979-
(författare)
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Svenska för invandrarskap? : Språk, kategorisering och identitet inom utbildningsformen Svenska för invandrare
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of this thesis and the four independent studies it builds upon is to examine how categorizations and identity positions are constructed and negotiated in the educational program Swedish for immigrants (SFI) both historically and among participants in the program at the beginning of the 21th century. The analytical focus is on the discourses that frame the development of the SFI program with a specific interest in categorizations and identity in relation to gender, language and national belonging. The empirical material includes historical texts (curricula, commission reports, public inquiries, political propositions, laws) from 1965 to 2010, as well as approximately 95 hours of audio and video recorded data and ethnographic field notes from five SFI classrooms. The results are presented primarily in the four articles but partly also in the thesis itself.Our analysis in the first study, that takes a sociohistorical perspective as a point of departure, indicates shifts in discourses with regards to the categories and aims of the educational program, thus, making certain identity positions more accessible than others at specific times. Using the approach of nexus analysis, the theoretical framework employed in the second study approaches language policies n terms of a dialectical elationship between policy and the learning that takes lace in the language focused classroom. Feminist and postcolonial frameworks re employed ore pecifically in the third and fourth studies. The historical nalysis presented in article three shows how the categories of “immigrant” and Swedes” ave been produced and negotiated in discourses on gender and gender quality in the SFI program since the early 1970s. The fourth study highlights he omplex relationship between gender equality and integration policies, as well as he perception of gender equality as a central part of Swedishness”, negotiated in he everyday conversations in the SFI classroom. Overall, the results illuminate he circulation of discourses both cross ime and between policy and classrooms. oreover, it contributes to a critical discussion about the intersection of language, ender and national elonging in the negotiation of boundaries between insiders and outsiders in Swedish society.
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| 10. |
- Ewertsson, Mona, 1958-
(författare)
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Lärande av praktiska färdigheter inom sjuksköterskeprofessionen : studier av lärande i olika arenor
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- A central part of the nursing profession is the performance of practical skills. In order to provide adequate care, maintain patient-safety, and feel comfortable in the profession, registered nurses (RNs) need to be equipped with requisite skills. Overall aim: To explore and describe how learning and development of practical skills occurs during the preparatory phases and within the nursing profession. Method: Qualitative (I, III, IV) and quantitative methods (II) were used. Data were collected through individual interviews (I, IV), questionnaires (II) and participant observations, including informal talks (III, IV). Results: Both students and new RNs expressed a need to learn and develop practical skills (I, II, III, IV). Less than half of the new RNs had access to a clinical skill laboratory (CSL), where they could learn and practice practical skills (II). The students described that learning at a CSL had been meaning for their clinical practice. They also expressed a great need for continuing learning in real patient situations (I, III, IV). During clinical practice, preceptors and students took different approaches which affected student’s learning processesö (I, III, IV). There was a tension between learning at a CSL and learning in clinical practice sites because students perceived differences in the performance of skills. Students described that they understood that performance of skills could be done in different ways without injuring patients. However, the data also showed deviations in performances that could jeopardize patientsafety. In these situations, student’s behavior differed (I, IV). One third of new RNs deviated from evidence based guidelines when they performed practical skills which they were unfamiliar with (II). Both students and new RNs reported that reflection in connection with the performance of practical skills was not common (I, II III, IV). Conclusions: Cooperation between university CSLs and clinical settings must be intensified in order to enhance the understanding of learning processes regarding practical skills. A consensus regarding academic approaches should be reached. Universities need to support preceptors in educational issues where the importance of reflection is clarified and exemplified. Increasing patient-safety requires that new RNs receive opportunities for training in artificial environments, and that a culture that reinforces the use of guidelines and a reflective stance is cultivated.
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