| 1. |
- Back, Christina
(författare)
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The Legal Process in Child Sexual Abuse : Difficulties in confirming evidence and providing support
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of this thesis was to study the situation of such children in the legal process. In depth-interviews were carried out on ten children aged 8-18 years old. The interviews focused on the children´s experiences and perceptions of meeting with various professionals in the legal process. In-depth interviews were also conducted with nine parents of children who had been sexually abused and who had entered into a legal process. Parents described how they experienced the situation for their children as victims, but also their experiences as parents whose children participated in a legal process. Seven prosecutors with experience of cases where children were plaintiffs were also interviewed in this study.The interviews were analysed using Interpretative Phenomenological Analysis (IPA). This is an appropriate method to explore the participants´ life-world/personal-world and the individuals´ personal perceptions of objects or events, as opposed to an attempt to produce an objective account. In the first study (study I) on the children, five major themes emerged through the analysis: not being believed, making child sexual abuse visible, need for support, sanctions for offenders and lack of respect for the child´s integrity. Almost all of the children had a feeling of not being believed.In the study (study II) on the parents, three superordinate themes emerged from an analysis of the data: stigmatization, need for support in the parental role and transforming consequences to reality.Three themes emerged from prosecutors study (study III) difficulties with the evidence of crime, children´s special needs and children´s dependence on adults. The informants´ descriptions of how they perceived the children in the legal process were associated with their experience of the difficulty of finding proof of the crime.The aim of study IV was to identify and describe the obstacles that can prevent children from talking about sexual abuse in a police interview. Data consisted of 28 investigative interviews with children and 12 police interrogations with non-offending parents. Data interpretation and analysis were based on content analysis. The following categories were identified: not being believed/telling the truth, need for support and dependence on adults, guilt and shame, fear and difficulty in spatial and temporal characterization.The main conclusion of the thesis is that there are difficulties in confirming evidence when children who have suffered sexual abuse are involved in a legal process. It is also concluded that there is an absence of models with the aim to support children and parents going through the process.
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| 2. |
- Grannäs, Jan, 1967-
(författare)
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Framtidens demokratiska medborgare : Om ungdomar, medborgarskap och demokratifostran i svensk skola
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis attempts to deepen our understanding of the democratic assignment for Swedish schools. The school is a public space that all children and youth are a part of which gives it a prominent opportunity for fostering democratic citizens of the future. The purpose of the study is to increase the knowledge of this assignment, based on the students’ stories of how they experience it. The theoretical framework draws upon a spatial perspective and educational theory inspired by a radical view of democracy. A multiple case study was conducted based on three cases, chosen in order to achieve socioeconomic variation. A mixed method approach has been applied to the study: interviews, observations, documents and quantitative data have been analyzed using a thematic analysis framework. The results show that the democratic assignment of schools is complex and filled with legal, social, ideological, and ethical tensions. For the purpose of creating a school environment that meets the democratic assignment, systematic work and guidelines for school personnel, students, and parents appear to be necessary. The study has clearly shown that the conditions for the democratic assignment may differ markedly between schools and that peer socialization is of great importance for the outcome. The influence and potential of diversity on the democratic assignment of schools is clear. From a curriculum micro perspective, the study has brought attention to how the view of the (non-)competent student is relevant for the democratic assignment, as well as the bases on which this notion of (non-)competence rest. It is suggested that the view of the democratic assignment is extended, from a narrow focus on democratic decision-making processes to a wider focus that also takes into account the ongoing everyday negotiation processes between teachers and students that have impact on what is perceived as political action and democratic arenas.
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| 3. |
- Persson, Ing-Marie, 1946-
(författare)
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Krislärande – konfliktfylld anpassning : Pedagogik för samverkan inför samhällskriser
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- A societal crisis is an emergency that affects many people and large parts of society, threatening life, health, safety and basic values. In a societal crisis, there is a need for coordination between various bodies in the society. Coordination in societal crises has previously been studied mainly from a management perspective. Learning perspectives have been studied to a lesser extent. The main purpose of this thesis is to increase knowledge about the conditions for developing consensus and establish a common understanding of synergy-effects, a surplus value, for knowledge meetings between individuals from different organizations when they cooperate in the emergency management system. The study seeks to understand to the following questions: 1) What images and ideas do participants bring into the coordination group about societal crisis, how have they developed and changed? 2) How do the participants act when they have different pictures and meet? 3) Can the basic ideas of the research circle be used for knowledge building at knowledge meetings in the emergency management-system? 4) Can the basic ideas of the research circle be used to develop consensus and establish a common understanding of synergy-effects before societal crises happen? The main study consists of three case studies in three different-sized municipalities. It is based on 36 semi-structured interviews with participants in local crisis management coordination groups, observations during exercises and meetings, document studies and an experiment with the so-called knowledge meeting. The results are compared with complementary studies from two knowledge meetings and two coordination exercises based on observation, questionnaires and evaluations. The individuals, organizations, and structures have been identified as frame factors for coordination groups. The results show that the participants have different images of societal crisis and that coordination is a time-consuming approach requiring cross-perspective learning, interaction, as well as dialogue and reflection skills. The participants eventually develop their crisis learning, i.e. conflict-filled adaptation. A system's opened nature is important for individual learning.
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| 4. |
- Svärd, Ola, 1946-
(författare)
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Examensarbetet – en kvalitetsindikator inom högre utbildning? : exemplet högskoleingenjörsutbildning
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on the concept of quality in higher education, more particularly quality of the degree project. The overarching issue is whether an assessment of the quality of a degree project can be used for evaluating the quality of the entire programme where it forms a part. The subject is partly initiated by the design of the quality evaluation system in Sweden introduced in 2011, in which a quality indicator function of the degree projects is vital.The notion of quality in degree projects is analyzed through three perspectives – as articulated in the research literature, as stated in the policy documents and curriculum documents regarding a Swedish engineering programme, and as experienced by the actors – examiners and supervisors – of this same programme. If the three perspectives testify with reasonably equal meaning to the concept of quality, an indicator function of degree projects can be considered appropriate.Different methods have been combined. The policy documents are investigated by a qualitative and quantitative textual analysis, while the perceptions of the examiners and supervisors are explored by in-depth interviews. Results are interpreted by using an arena concept proposed by Lindensjö & Lundgren, and an analysis system suggested by Bernstein.The results show that quality of a degree project is an ambiguous notion, and that different aspects of quality are reflected in the three perspectives. The conclusion is that assuming a quality indicator function of a degree project is problematic and not self-evident.In a formal sense, the degree project course is clearly separated from other modules of the programme, i.e. it is strongly classified. At the same time it is weakly framed and the actors feel near-total freedom in implementing it.Conceivable consequences of the evaluation system used in Sweden since 2011 are also discussed. Uniformity in the design of the degree project course can be expected, as well as undervaluation of the conditions for the programme and the teaching processes of it.
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| 5. |
- Billmayer, Jakob, 1983-
(författare)
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Ska dörren vara öppen? : Disciplin i klassrummet i Sverige och Tyskland
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to investigate discipline in German and Swedish classrooms and describe its cultural contexts. In countries with compulsory education, it must be assumed that not all students voluntarily attend classes. The mandatory presence of students combined with the ban on corporal punishment in schools means that classroom interaction has to be organized according to certain manners and rules (Luhmann, 2002a:108a). These rules are understood here as discipline meaning the organization and control of individuals and their actions over space and time (Foucault, 1987/1975). This study assumes similarities in the fundamental disciplinary mechanisms, although different contexts (here Germany and Sweden) will create different concrete manifestations of the phenomenon. Since the observation of cultural contexts is not as self-evident and direct as the observation of classroom interactions of teachers and students, the theoretical considerations here include a detailed discussion of methodology for observing culture. Starting with Alfred Schütz’ concept of ideal types and Niklas Luhmann’s theory on massmedia, it is argued that culture can be observed through the products of mass media. The empirical data for this study consists of field studies in the form of observations in German and Swedish classrooms as well as the examination of Germanand Swedish films and television series about teachers and students. The classroom observations were used to create ideal typical descriptions of different implementations of disciplinary procedure. Based on the analysis of teacher figures in various German and Swedish films and television series, several “good” and “bad” teacher types were initially identified. Combining the two results allowed conclusions tobe made about correlations between disciplinary order and whether a teacher is considered “good” or “bad”. This review of the various types of order is the basis for the description of cultural contexts. The results of classroom observations and film studies and their discussion in relation to prior Swedish research, gives the picture of a cultural context in which various forms of classroom order are avail-able, in which they are critically discussed and also can exist in parallel to each other. On the other hand, the German context seems to allow only one form of classroom order, both in actual school operations as well as in the mass media representation and scientific reflection.
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| 6. |
- Dahlgren, Inger, 1942-
(författare)
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Analys av en utvärderingsmodell för förebyggande arbete inom socialpedagogiskt hälsoarbete
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose of this thesis is to find, test and develop a method/model for evaluating socio-educational work in mental health. The intention is not to do a complete evaluation but rather to illustrate how a model can be applied.The starting point is a model of self-assessment that shares many similarities with both programme-evaluation and evaluation with the use of stakeholders. The arguments used for evaluation in this study are based mainly on the aims to ‘promote and improve’ and ‘develop and critically analyse’. The arguments used to support a user-orientation are the service-adaptation argument and the bottom-up perspective.A self-assessment model i.e. an institutional and professional model was utilized for this evaluation because the service studied was a collaborative, preventive effort between Social Services and Primary Care focused on families with children. The model for self-assessment is combined with ‘SWOT-thinking’ which will assist planning, implementation and evaluation of a complex service.This model takes both the target group/target groups, the staff and the organisation into consideration. The frame factors, the process and the achievements are analysed for each of the included components. This model facilitates studying the relationships between the various parts of the model and further allows for a bottom-up and top-down perspective and for shifting between the various perspectives.This study is important because it demonstrates that several aspects of complex services can be studied with the aid of a self-assessment model. The model can be applied to planning, development, quality assurance and evaluation. By studying relationships within the model it is possible to proceed from any one segment in the model and follow how it influences every other segment. Thus it is possible to some extent predict later complications or highlight areas requiring further attention.
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| 7. |
- Granberg, Magnus, 1970-
(författare)
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Kognitivt stöd för lärande i arbetet : En teoretisk modell baserad på en fallstudie av ett svenskt militärt utlandsförband i Kosovo
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to contribute to the knowledge on how formal education gives cognitive support to informal learning at work. The ambition is to combine different theoretical perspectives on learning. Formal learning, mostly within institutions for education, is usually seen from a cognitive or constructivist perspective, and informal learning from situational or socio-cultural perspectives. Combining these perspectives, this thesis is based on a case study of how a formal training program for Swedish military personnel, going on a peacekeeping mission in Kosovo, gives cognitive support to their informal, experiential learning during the mission.The case study has an ethnographic research design where 17 military leaders at different levels are interviewed, observed and “shadowed” during three field periods during training in Sweden and during work in Kosovo. The empirical material and the different theoretical perspectives on learning are used to construct a perspective-integrating conceptual model of how the formal training, through different learning resources, helps the leaders to develop a subjective understanding of their coming work. This understanding is then used by the leaders to mentally frame the specific experiences and actions they encounter at work. This mental framing is also prevalent in their reflections in and on their work, and their informal learning at work can be shown to be heavily influenced by the understanding the leaders developed during formal training. However, most of this understanding cannot be related to formal learning resources, but to learning resources the military leaders themselves bring to the training in the way of their earlier experiences, their military professional orientation, and their internal discussions in free time.The main conclusions are that 1) contrary to prevailing dogma, different perspectives on learning can be brought together, and 2) if formal education is going to give cognitive support to learning at work, it needs to address the question of how the conceptual structure of the training content can be integrated with the often private concepts the workers themselves have of their work.
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| 8. |
- Gynther, Per, 1961-
(författare)
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Möjligheter och begränsningar : Om lärares arbete med montessoripedagogiken i praktiken
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study examines processes connected to teacher’s transformation of the Montessori theory and it's described application to a daily practice. The aim is to create knowledge about what constitutes possibilities and limitations for teachers in their daily work with Montessori education. This does not only refer to what constitutes opportunities and limitations in teachers' everyday work with teaching, but also to what constitutes opportunities and limitations for teachers to learn at work. The theoretical framework is based on action theory and theories on adult learning and connects to a tradition called workplace-learning in which learning is considered to take place in, but also between, individuals. This approach indicates that the contextual conditions which the teachers were imbedded in are important to identify. The study was conducted in four different Montessori-environments and involved nine Montessori teachers. The methods used were participant observation, interviews, informal conversations and review of teacher produced material and documents.Possibilities and limitations in teachers work were related to if they had access to Montessori materials or not. In work with Montessori materials teachers identified the children's abilities to a greater extent than they did when other materials were in use. This identification directed their interventions. When the teachers did not have access to Montessori material their method often appeared to be the same as “individual work” with the provided material. Furthermore, interventions of the teacher were then significantly often procedural rather than content-related, although the teachers clearly expressed that they wanted to go into a dialogue with children about the treated subject area. The survey therefore contradicts with the opinion that Montessori-teachers withdraw in favor of Montessori materials that sometimes has been brought up by interpreters of the pedagogy. Rather, teachers stepped back when other materials were in use. The study also shows how a prerequisite for a collective development-oriented learning among the teachers was dependent on whether teachers made their own private understanding of the pedagogy available to each other. At times, however, teachers took the use of the materials for granted. Some of the teachers also deliberately refrained from making their personal understanding available to others due to the fact that they then could be seen as a less competent Montessori-teacher. This maintaining of a “false” collective understanding is seen as an expression of an institutionalization of teaching practice which was maintained by sanctions from the environment if the individual didn´t recognize the institutionalization in question. Since teacher’s “space for action” in this way was limited, the institution created conditions that prevented a possible development of the working methods in use. In those cases when conditions for a collective development-oriented learning were more favorable, it was clear that the teachers did not perceive Montessori education as a given method but rather saw it as a "model" for teaching in which the teachers had to interpret and define their own method from. The teachers thus came to take advantage of a potential “space for action” which was not noticed when the pedagogy was seen as a method.
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| 9. |
- Hartman, Thérèse, 1956-
(författare)
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Problem eller tillgång? En studie om social och etnisk mångfald i högskolan
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The general problem I am addressing concerns the role of the university as an actor for increased equality and democracy. How does this role manifest itself in selecting and recruiting students to the university and how does it influence teaching? The aim of my empirical study is to describe and understand processes and contexts where ethnicity and class are important. The empirical material consists of interviews with students and teachers from the department of law at Uppsala University. To analyze the consequence of ethnical and social diversity I have chosen theories which are founded in a feminist, emancipating and democratic pedagogy with a focus on connected teaching. Connected teaching is the opposite of “banking education”. In banking education the teacher deposits knowledge in the students. To analyse if the student can contribute with different perspectives on perception of knowledge and modes of learning I have studied the acting space and degrees of freedom given the students. My investigation shows that the students thirst for being supplied with the right track to become jurists, and the teachers support this. Social and ethnical background is made invisible, at the same time as it can become an obstacle. Not every student has a voice in the seminar and most of them have not learnt to extend their space for action, but rather have a desire to be taught or just supplied with knowledge. To strengthen the connection between teaching and the intentions in higher education the students should be encouraged, and the barriers against raising one’s own critical voice must disappear. Furthermore, acting space for participation is needed to influence a democratic educational process. The governments’ means to counter uneven recruitment has mainly consisted in increasing the number of educational seats. With the current admission regulations (autumn 2008) higher education will continue to reflect class society on a structural level. Keywords: Higher education, ethnicity, class, democracy, selection, recruitment, redistribution
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| 10. |
- Tånnander, Christina, Doktorand, 1971-, et al.
(författare)
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Revisiting Three Text-to-Speech Synthesis Experiments with a Web-Based Audience Response System
- 2024
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Ingår i: 2024 Joint International Conference on Computational Linguistics, Language Resources and Evaluation, LREC-COLING 2024 - Main Conference Proceedings. - : European Language Resources Association (ELRA). ; , s. 14111-14121
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Konferensbidrag (refereegranskat)abstract
- In order to investigate the strengths and weaknesses of Audience Response System (ARS) in text-to-speech synthesis (TTS) evaluations, we revisit three previously published TTS studies and perform an ARS-based evaluation on the stimuli used in each study. The experiments are performed with a participant pool of 39 respondents, using a web-based tool that emulates an ARS experiment. The results of the first experiment confirms that ARS is highly useful for evaluating long and continuous stimuli, particularly if we wish for a diagnostic result rather than a single overall metric, while the second and third experiments highlight weaknesses in ARS with unsuitable materials as well as the importance of framing and instruction when conducting ARS-based evaluation.
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