| 1. |
- Aboagye, Emmanuel, et al.
(författare)
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Investigating the association between publication performance and the work environment of university research academics : a systematic review
- 2021
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Ingår i: Scientometrics. - : Springer. - 0138-9130 .- 1588-2861. ; 126:4, s. 3283-3301
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Forskningsöversikt (refereegranskat)abstract
- The purpose of this review was to investigate the association between publication performance and the organizational and psychosocial work environment of academics in a university setting. In 2018 we conducted database searches in Web of Science, Medline and other key journals (hand-searched) from 1990 to 2017 based on population, exposure and outcome framework. We examined reference lists, and after a title and abstract scan and full-text reading we identified studies that were original research and fulfilled our inclusion criteria. Articles were evaluated as having a low, moderate or high risk of bias using a quality assessment form. From the studies (n = 32) identified and synthesized, work-environment characteristics could explain the quality and quantity aspects of publication performance of academics. Management practices, leadership and psychosocial characteristics are influential factors that affect academics’ publication productivity. Most of the reviewed studies were judged to be of moderate quality because of issues of bias, related to the measuring of publication outcome. The findings in the studies reviewed suggest that highly productive research academics and departments significantly tend to be influenced by the organizational and psychosocial characteristics of their working environment. The practical relevance of this review is that it highlights where academics’ performance needs support and how the work environment can be improved to bolster publication productivity.
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| 2. |
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| 3. |
- Barbu, Mikael, et al.
(författare)
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Dextran- versus crystalloid-based prime in cardiac surgery: A prospective randomized pilot study.
- 2020
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Ingår i: The Annals of thoracic surgery. - : Elsevier BV. - 1552-6259 .- 0003-4975. ; 110:5, s. 1541-7
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Tidskriftsartikel (refereegranskat)abstract
- The optimum priming fluid for the cardiopulmonary bypass (CPB) circuit is still debated. We compared a new hyperoncotic priming solution containing dextran 40, which has an electrolyte composition that mimics extracellular fluid, with a standard crystalloid-based prime.Eighty cardiac surgery patients were included in this double-blind randomized single-centre study. The patients were randomized to either a dextran-based prime or a crystalloid prime containing Ringer acetate and mannitol. The primary endpoint was colloid oncotic pressure (COP) in serum during CPB. Secondary endpoints included fluid balance, bleeding and transfusion requirements, pulmonary function, hemolysis, systemic inflammation, and markers of renal, hepatic, myocardial, and brain injury. Blood samples were collected before, during, and after CPB.COP was higher in the dextran group than in the crystalloid prime group on CPB (18.8±2.9 vs. 16.4±2.9 mmHg, p<0.001) and 10 min after CPB (19.2±2.7 vs. 16.8±2.9 mmHg, p<0.001). Patients in the dextran group required less intravenous fluid during CPB (1090±499 vs. 1437±543 ml; p=0.003) and net fluid balance was less positive 12h after surgery (+1,431±741 vs. +1,901±922 ml; p=0.014). Plasma free hemoglobin was significantly lower in the dextran group 2h after CPB (0.18±0.11 vs 0.41±0.33, p=0.001). There were no significant differences in bleeding, transfusion requirements, organ function, systemic inflammation, or brain and myocardial injury markers between the groups at any time point.Our results suggest that a hyperoncotic dextran-based priming solution preserves intraoperative COP compared to crystalloid prime. Larger studies with clinically valid endpoints are necessary to evaluate hyperoncotic prime solutions further.
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| 4. |
- Björk, Oscar, 1990-
(författare)
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All possible worlds : Content-Thematic Space in early school writing of narratives
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Formal aspects of language and literacy have often been foregrounded in research on early writing. While these aspects have given us valuable insights in how children write, few studies have focused content aspects in young children’s texts. This study focuses content aspects through a socio semiotic analysis of transitivity as well as a content-thematic analysis of narrative texts written by children of ages 8 to 9.[1] Research questions: RQ1: What linguistic resources regarding the system of transitivity are used by the students in their writing of narrative texts? RQ2: What content-themes are (re)constructed in the analyzed texts? The analyzed data consists of 38 narrative texts written in relation to two comparable writing assignments, asking the students to write about “the future” and “another world”, respectively. The results of the study show that the two assignments opened up two very dissimilar so-called Content-Thematic Spaces. The first assignment, on writing about “the future”, resulted in texts in which the children wrote about their own materialistic success through mainly relational but also material processes (monothematic monotransitive texts). In contrast, the other assignment, on writing on “another world”, resulted in texts about a number of themes with a bigger variation of process types (polythematic polytransitive texts). The main contribution of the study is that by using this method I show, on the on hand, the variation of worlds created by the students in relation to the task formulations. On the other hand, I suggest how we can talk about content in early school writing, something that can serve asprerequisites for a critical discussion of what writing narratives entail. The results also contribute to our understanding of what disciplinary literacy of L1-education in Sweden is. [1]The study uses data from the larger research project Function, content and form in interaction. Students’ text-making in early school years (led by professor Caroline Liberg of Uppsala University and funded by the Swedish Research Council 2013-2016[18]).
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| 5. |
- Björk, Oscar, 1990-, et al.
(författare)
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Barn skriver historia: En studie av fjärdeklassares skrivande i historieämnet
- 2020
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; 10:2020:2, s. 73-106
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Tidskriftsartikel (refereegranskat)abstract
- In this study we analyze subject specific content in texts written in history education in school year 4 in a Swedish context. The study employs two different approaches to (text) content analysis: Analysis of representation of an historic vis-à-vis a practical perspective on the past, and analysis of the specific linguistic construals of the texts, based on a systemic functional linguistics approach. The results from the analyses are then compared to enable a synergetic account of the specific linguistic fabrics of the two historical perspectives. The results show that there are key differences in how the historical vis-à-vis the practical perspective on the past are linguistically construed, thus highlighting the intricacies of writing in history education. These findings are significant for researchers and teachers interested in furthering emergent historical literacy in early school years.
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| 6. |
- Björk, Oscar, 1990-
(författare)
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Barns tidiga skolskrivande : Emergent disciplinary literacy, elevtextens dialogism och skrivundervisning som diskurspraktiker
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- While writing instructional practices concerning older students have been researched and practiced in numerous ways throughout the 20th century, the primary school years (ages 5-7) have not been as focused. Recent decades have, however, seen a growing interest in L1 and writing instruction in primary school years, a movement of which this thesis is part. The purpose of the thesis in Didaktik is to add knowledge on what characterizes early school writing and how it may be understood as discourse practices. The theoretical framework of the thesis builds on a Hallidayan social semiotic notion of language (Halliday & Matthiessen, 2014), a Bakhtinian understanding of texts as dialogic (Bakhtin, 1981), and a didactically based receptionist perspective on the meeting between text/prompt and student (Liberg, 2001). Further theoretical concepts drawn on are the notion of disciplinary literacy (Shanahan & Shanahan, 2012) and Fairclough’s (2003) Critical Discourse Analysis (CDA). The methodological framework consists of analytical tools inspired by Systemic Functional Grammar, Bakhtin’s dialogism and CDA. The thesis includes four papers building on texts written by students in primary school years, video-observations of writing instructional practices, and teacher interviews. The results show that students in primary school years may construe texts using a significant variety of linguistic resources, which can be related to more advanced ways of writing, showing signs of what is discussed as emergent disciplinary literacies. The thesis further shows examples of heteroglossia through the multifaceted texts construed by students concerning specific writing tasks, and textual dialogism through both intertextuality and interdiscursivity. It is also demonstrated how a CDA perspective on writing instruction can enable a deeper understanding of how power operates in and behind discourse in early school years. From these results I argue that primary school writing can be a hotbed for the cultivation of disciplinary literacies, and for awareness of the significance of the dialogic relationship between texts and children’s experiences in early school writing instruction. Finally, I argue that the L1 subject can be a subject for democracy in its own right, not least by showing how social purposes of writing can be fulfilled in different ways and by highlighting (and challenging) dominant linguistic practices, such as disciplinary literacy practices. I further argue that L1 as a subject of democracy entails understanding how power permeates the primary school writing classroom, shaping (constraints of) what is possible to say, do and be.
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| 7. |
- Björk, Oscar, 1990-, et al.
(författare)
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Emergent literary literacy
- 2021
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Ingår i: L1-Educational Studies in Language and Literature. - : ARLE (International Associaton for Research in L1 Education). - 1567-6617 .- 1573-1731. ; 21, s. 1-25
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Tidskriftsartikel (refereegranskat)abstract
- Research on early school writing has focused primarily on formal aspects of writing, such as spelling, punctuation and various aspects of text structure. Less attention has been given to what distinguishes the content of these early texts and how particular disciplinary content is developed and identified. This study endeavours to examine the subject specific content in early school writing of literary texts with the following research questions: (1) What content is construed in narrative texts written by students in early school years (grades 2-3)? (2) What linguistic resources are used to construe this content? This study offers a model for addressing content aspects of early school writing, giving empirical example of analysis of early narrative writing in primary school. The data consists of two groups of narrative texts written by the same children in school years 2 and 3, in relation to two comparable tasks. Our analytical framework is inspired by Systemic Functional Linguistics and in particular the analytical tool set provided by cohesion and transitivity analyses. We conclude that narrative writing in primary school can mean both to explore a diverse textual world and a more uniform one. We further claim that signs of emerging literary literacy may be detected throughout the analysed data sets by using the text analytic method suggested.
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| 8. |
- Björk, Oscar, 1990-
(författare)
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Glass, godis och guldkant : Innehållsliga teman i narrativa texter på lågstadiet
- 2017
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Konferensbidrag (refereegranskat)abstract
- Glass, godis och guldkant: Innehållsliga teman i narrativa texter på lågstadietOscar Björk, Doktorand i didaktik vid institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet Formaspekter av språket har ofta fått stå i förgrunden i forskning och diskussion om hur skrivande kan, bör och faktiskt ser ut under de tidiga skolåren. Vad som saknats i detta är en mer innehållsligt inriktad diskussion där frågor om elevers meningsskapande istället lyfts fram. I den studie som presenteras diskuteras särskilt det innehåll som skapas i narrativa texter skrivna på lågstadiet. Studien är anknuten till det större projektet Funktion, innehåll och form i samspel. Elevers textskapande i tidiga skolår(Projektledare Caroline Liberg). Studiens resultat lägger grund för en kritisk diskussion av vilket skrivande som får ta plats i skolan och vilka förutsättningar det ges, det vill säga vad som är svenskämnets ”disciplinary literacy”. Mer specifikt kommer följande frågor diskuteras:Vilket innehåll konstrueras i elevernas narrativa texter genom de språkliga resurser som valts?Vilka diskurser ger de innehållsliga temana uttryck för? Studien vilar på sociosemiotisk grund och använder så väl teoretiska begrepp som analytiska verktyg inspirerade av Systemisk-funktionell lingvistik (Halliday & Matthiessen 2004; Holmberg & Karlsson 2006; Martin & Matthiessen 1997). Studien innefattar innehållsanalys genom analys av såväl transitivitet som av ämnesmässigt innehåll (vad handlar texterna om?) i 40 narrativa texter skrivna av elever i årskurs 2 och sedan av samma elever i årskurs 3. Resultaten diskuteras sedan utifrån vilka språkliga resurser som används för att konstruera innehåll i form av processer, deltagare och omständigheter. Detta belyses därefter som innehållsteman utifrån ett kritisk diskursanalytiskt perspektiv där språket som meningsskapande resurs betraktas som känsligt för makt och (re)producerande normer och värden (diskurser) genom realisering (Fairclough 2003). Preliminära resultat visar bland annat att de tidigaste texterna i stor utsträckning är homotematiska, dvs. präglas av större homogenitet i fråga om de innehållsliga temana och i stor utsträckning realiserar ett materialistiskt innehåll i form av andradeltagare i relationella och materiella processer (t.ex. glass och godis som attributoch guldkant som måloch värde) De senare texterna är däremot i större utsträckning heterotematiska i fråga om både transitivitet och ämnesmässigt innehåll. Referenser Fairclough, Norman. 2003. Analysing discourse: textual analysis for social research. New York: RoutledgeHalliday, M.A.K. & Matthiessen, C.M.I.M. 2004. An introduction to Functional Grammar. London: Arnold.Holmberg, P. & Karlsson, A-M. 2006. Grammatik med betydelse. Uppsala: Hallgren & fallgren.Martin, J. R., Matthiessen, Christian M. I. M. & Painter, Clare. 1997. Working with functional grammar. London: Arnold
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| 9. |
- Björk, Oscar, 1990-
(författare)
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Innehåll i narrativa respektive informativa elevtexter på lågstadiet
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Forskning kring barns tidiga skolskrivande har i stor utsträckning fokuserat på form- och färdighetsaspekter av vad detta skrivande är för något, medan frågor om texternas innehåll mer sällan stått i fokus. I kursplanen för svenska i lågstadiet framhålls dock att innehåll i detta tidiga skrivande ska utgöra en del av det centrala innehållet i undervisningen. Presentationen baseras på två studier av innehåll i narrativa respektive informativa texter som skrivits på lågstadiet. Vilket innehåll konstrueras i elevers tidiga skolskrivande?Med hjälp av vilka språkliga resurser konstrueras detta innehåll?Hur kan man tala om innehåll i narrativa respektive informativa texter i det tidiga skolskrivandet?Studierna tar utgångspunkt i Systemisk-funktionell lingvistik (Halliday 2014) och gör innehållstematiska analyser baserad på transitivitetsanalys (Holmberg & Karlsson 2006) i kombination med en analys av vilka lexikala arenor som de analyserade texterna konstruerar. 39 narrativa, respektive 80 informativa texter (hämtade från projektet Funktion, innehåll och form. Elevers textskapande i tidiga skolår, VR 2013-16/18) har analyserats. Den variation av texter som elever ger uttryck för genom sitt skrivande diskuteras som olika repertoarer. Resultaten visar att elevernas narrativa repertoarer kan vara såväl diversifierade(dvs konstruerar flera olika tematiska innehåll på flera olika sätt) som monotematiska(dvs konstruerar få tematiska innehåll på få sätt) beroende på skrivuppgiften, medan de informativa repertoarerna är mer monotematiska och likriktade i fråga om vad som skrivs om och hur det skrivs. ReferenserHalliday, Michael A. K. & Matthiessen, Christian M. I. M (2004). An introduction to functional grammar. 3. ed. London: Arnold. Holmberg, Per & Anna-Malin Karlsson 2006. Grammatik med betydelse: en introduktion till funktionell grammatik. Uppsala: Hallgren & Fallgren
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| 10. |
- Björk, Oscar, 1990-
(författare)
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Reasoning Children : A text analytical approach for detecting signs of emergent subject specific reasoning in early school writing
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the past couple of decades there has been an increased interest in how content is construed, communicated, evaluated and renovated within different disciplines such as science, history or literature (Shanahan & Shanahan, 2012:8). Research has shown that students need to be explicitly taught these specialized ways to read, write and reason within the context of a certain discipline in order to grasp the differences (Shanahan & Shanahan, 2014:637). However, there are few studies focusing on how such understandings and reasonings are visibly emerging in early school writing and even fewer on what specifically characterizes reasoning in-between subject area writing in early school years. The purpose of the presented paper is therefore to propose a text analytical methodinforming an in-depth understanding of subject specific reasoning in early school writing. To this end, the paper provides a suggestion based on text analytical tools inspired by Systemic Functional Linguistics (Halliday 2014) of how to examine how children make use of linguistic resources to reason in early literary texts. The results show that reasoning in literary texts in primary school can mean both to explore a diverse world in text, as well as more uniform ones, while reasoning within scientific texts displays more homogenous linguistic resources. The paper thus makes evident that there’s a diversity of linguistic resources in use, pointing to the potentiality for development of broader literary repertoires of children in early school years. Finally, the results point to the need for research regarding the nascency of other subject specific reasoning, as well as how, and what aspects of text written in early school years are valued by assessing teachers. Halliday, Michael A. K. & Christian M. I. M Matthiessen 2014. An introduction to functional grammar. 4. ed. London: Arnold. Shanahan, Timothy. & Cynthia Shanahan 2012. What is disciplinary literacy and why does it matter? Topics in Language Disorders32(1), s. 7–18.Shanahan, Cynthia & Shanahan Timothy. 2014. Does Disciplinary Literacy have a place in Elementary school? The Reading Teacher, 67:8, 636-639.
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