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| 2. |
- Allodi Westling, Mara, et al.
(författare)
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Organisational characteristics of educational environments : the contribution of teachers' assessment
- 2010
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to explore the organisational characteristics of educational environments, to identify typologies of work environments and to investigate the relationships between the type of work environment and the school’s functioning. The Swedish version of the Organizational Checkup survey (Leiter & Maslach, 2000) is a general and expanded version of the Maslach burnout inventory. This study analyses the 16 items concerning Energy, Involvement and Accomplishment (Relation to work) and 29 items concerning Workload, Control, Reward, Community, Fairness and Values (Fields of work). The sample consists of 749 Swedish high school teachers from a stratified selection of 31 schools. The means of the answers from teachers from the same school were dichotomized and analysed with POSAC (Partial Order Scalogram Analyses). The polarizing variables contributing to the identification of four main profiles are Reward and Workload. The answers are also analysed with a SEM (Structural Equation Modelling) approach. The results show that there are differences in the work environment of teachers and that the variables from the Organizational Checkup survey that contribute most to these differences are Workload and Reward. The results are discussed in relation to the effort-reward imbalance theory. The results can contribute to a better understanding of significant differences in school’s organisational functioning, as they are perceived by the teachers, and they can be employed in planning adequate interventions.
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| 3. |
- Andersson, Mona, 1939-
(författare)
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The early childhood environment rating scale (ECERS) as a tool in evaluating and improving quality in preschools
- 1999
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Author and title: Andersson Mona: The Early Childhood Environment Rating Scale (ECERS) as a Tool in Evaluating and Improving Quality in Preschools. Key words: Preschool, preschool classroom, environmental quality, consciousness, process quality, self evaluation, standardization, validity, reliability, quasi-experiment.This is an empirical study exploring the use of the Early Childhood Environment Rating Scale (ECERS) for the evaluation of environmental quality in preschools.A standardization of the ECERS to Swedish preschools has been carried out. The procedures and findings of this standardization include several tests performed to ensure that the Swedish version of the ECERS would be both valid and reliable.The main hypothesis in this study is that the ECERS can be used to improve environmental quality. This hypothesis was tested in a quasi-experiment. Three separate samples in different preschools were chosen: a Control group, an Information group and an Intervention group. These three groups were evaluated by an independent evaluator before and after the study. The Control group received no information about the ECERS. The Information group as well as the Intervention group received information about the possibility of using the ECERS as a means for the staff to improve quality. In addition, the Intervention group was allowed extra resources such as two hours a month for discussions concerning the results of individual evaluations made by the staff in each classroom.The findings showed an improvement in environmental quality, in the Information group from a mean value of 3.8 to 4.6. In the Intervention group the improvement was even more substantial, from 3.2 to 4.7 whereas the Control group showed a small improvement of 4.1 to 4.3. A statistical sign test of significance was carried out. The changes in the Control group were not significant, while the changes in the Information as well as the Intervention groups were found to be significant at the 95 percent level. It seems as if the hypothesis, that the use of the ECERS could improve environmental quality in preschools, is verified.In supplementary questionnaires and interviews, it was documented that preschool teachers could make better use of their potential competence as they became more conscious of it through the use of the ECERS.
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| 4. |
- Bergling, Barbro, 1936-
(författare)
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A Facet Model of the Logical Operational Structures of Piaget's Theory : Guttman's Facet Design applied to Piaget's Theory
- 1998
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explored whether the complex structure of Piaget's theory of operational thinking could be synthesized into a facet model by means of facet design. The aims were: (1) to deduce from detailed conceptual analyses of 12 of Piaget's classical experiments the essential parts of the operational structures (Study I); (2) to explore the internal structure of his constructs in terms of a mapping sentence (Study II); (3) to study the hierarchical structure of the interrelationships between the constructs (Study III); and (4) to apply the facet model in the development of test items (Study II and IV).Guttmanís facet design was used in three theoretical studies. Based on Piaget's reports a differentiated classification facet model was elaborated in the form of a mapping sentence consisting of two content facets, Conceptual Instrumentalities and Cognitive Strategies. They were deduced representing the operational systems and the corresponding reasoning strategies. Elements, characterizing these systems of each stage for each facet, were deduced. A hierarchical facet model was elaborated demonstrating the successive acquisition of the operational systems. The structuples, i.e. combinations of elements taken one from each facet, formed the conceptual basis of item construction. In the empirical part of this work 22 items in multiple-choice format, carrying information in each response option, were given to 4 samples of Swedish students. Fifteen items for Grades 3 and 4, and 18 items for Grades 7 and 8 showed acceptable fit to the measurement model, the partial credit model. The overall mean-square fit statistics were in accordance with the model expectations. It was concluded that facet design is a valuable tool for developing a definitional framework of precise clarifications of the complexity of the structures of Piaget's theory. The use of structuples opens up new conceptual possibilities in item construction allowing all response options to carry information about the hypothetical reasoning strategies behind the child's choice of response alternative.
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| 5. |
- Björklid, Pia, et al.
(författare)
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Det pedagogiska samspelet
- 2011. - 2
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Bok (populärvet., debatt m.m.)abstract
- Denna bok handlar om en pedagogisk utmaning: Hur får man människor i en grupp att utvecklas optimalt? Många faktorer styr undervisnings- och lärandeprocesserna: deltagarnas kunskaper, motivation och erfarenheter samt lärarens arbetssätt och metoder. Till det kommer sociala nätverk, samhälleliga och kulturella villkor samt den fysiska miljön. Författarna låter välkända teoribildningar möta utmaningen; dessa teorier lägger olika vikt vid hur individfaktorer, socialpsykologiska aspekter respektive samhälleliga faktorer påverkar människans lärande. Sammantaget blir det en första och lättillgänglig introduktion till ett interaktionistiskt synsätt på lärande.
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| 6. |
- Danielsson, Louise, 1949-
(författare)
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Det teckenspråkiga klassrummet : en arena för möte mellan elever och lärare
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to investigate the interaction in sign language in a classroom in the special school for deaf and hard of hearing pupils. Three questions are of particular interest: What characterizes interaction in educational situations where the whole class is present compared to half the class and when the pupils in small groups are solving problems given by the teacher? How are a hearing and a deaf teacher interacting in the classroom? And How are boys and girls interacting in different educational situations?Theoretically the study is based on an educational interaction model. Of particular interest in this model are restrictive and permissive aspects of teaching and factors stimulating pupil participation. Symbolic interactionism has been used in the interpretation of face-to-face interaction in sign language.Video recordings of classroom interaction in natural sciences were documented in a class in the special school comprising 17 pupils and three teachers. A total of seven lessons were recorded consisting of whole class teaching, half class teaching and problem solving in small groups. Of the pupils ten were girls and seven were boys and of the teachers one was hearing and one was deaf. The third teacher was only temporarily in the class and was not included in the analysis. The recorded material was transcribed and analyzed in six steps.The results show that the teachers are most restrictive in whole class teaching while there is more participation from the pupils in half class teaching. In the small group problem solving the teachers seem to be more interested in the group process than in getting an answer to the problem. This gives a lot of room for individual actions and interaction of a relational kind rather than educational. There tend to be some visible differences between the hearing and the deaf teacher. The former uses a more individual approach towards the pupils, I-Gaze, which leaves room for the pupils to be engaged in other activities. The deaf teacher on the other hand keeps all the pupils engaged by using a group approach, G-Gaze. Other differences are the use of literacy tools where the deaf teacher situates the material and keeps the attention of the pupils by telling a narrative. Concerning differences between boys and girls it is evident that the boys are more dominant in whole class and half class interactions while the girls tend to take over the teacher role in small group interaction. These results are discussed in relation to theoretical background and research on classroom interaction in the compulsory school and in schools for deaf pupils.
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| 8. |
- Eriksson, Göta, 1943-
(författare)
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Talbegreppets utveckling : ett radikalkonstruktivistiskt perspektiv
- 2001
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I denna studie fokuseras barnets tidiga kunskaps-bildning i aritmetik, med utgångspunkt i den radikalkonstruktivistiska teorin. Enligt denna teoribildning ärtalbegreppet inte statiskt utan en individuell konstruk-tion, som genomgår kvalitativa förändringar underbarnets aritmetiska utveckling. De räknehandlingarbarnet kan utföra ses som beroende och präglade avdet konstruerade talbegreppet.
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| 9. |
- Eriksson, Göta, 1943-
(författare)
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Tidig aritmetisk kunskapsbildning : Ett radikalkonstruktivistiskt perspektiv
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- From a Radical Constructivist (RC) perspective this thesis deals with children’s construction of early arithmetic learning as an evolving process through the cognitive system of self-regulation and self-organising. Thus the child’s learning must guide teaching. RC views early arithmetic as verbal and preceding the system of written arithmetic. The purpose in my thesis is to build hypothetical models of the child’s conceptual progression, in the case of four fundamental rules of arithmetic, and thereby construct the ontogenesis of arithmetic. The material for this is documentations of longitudinal research of the child’s arithmetic carried out over a lot of years and with different children within the RC paradigm. Through analysing about 250 transcriptions from video recordings, included in my material, I construct what concept is lying behind the child’s counting activity, when it solves problems with its counting scheme. Following children’s progression longitudinally, I could make my hypothesis of the child’s knowledge viable. In short, my results show that the child gives through five counting schemes qualitatively changeable meanings to numbers. It begins with perceptual and figurative collections in two pre-numerical counting schemes. In the three subsequent numerical schemes the significations of numbers are a numerical composite, an abstract composite unit and an iterable unit of one. The models provide the discipline of special education a starting point for didactical decisions how to assess and influence the child’s early arithmetic learning. Research is needed to document the children’s progression in the course of schooling in order to elaborate or modify the models. This theoretical perspective makes both teaching and researching viable through longitudinal approaches. Further, it highlights the need to bring research into the practice of education.
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| 10. |
- Fischbein, Siv, 1940-, et al.
(författare)
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A holistic view on special education in Sweden exemplified by early reading instruction
- 2023
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Ingår i: International Journal of Special Education. - 0827-3383 .- 1917-7844. ; 38:2, s. 199-210
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to present a holistic approach to special education in Sweden, focusing on early reading instruction and its compatibility with inclusive strategies at school. Special education is an interdisciplinary field comprising subjective and objective aspects of the individual and the environment. Particularly relevant in early reading instruction is the interaction of psychological and biological prerequisites in the environment’s individual, social, and physical characteristics. A case description is included to illustrate the complexity of special educational needs in relation to increased freedom of choice and inclusive strategies at school.
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