| 1. |
- Johansson, Anna, 1975-
(författare)
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Societal risk and safety management : Policy diffusion, management structures and perspectives at the municipal level in Sweden
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This compilation thesis investigates risk and safety management at the Swedish local governmentallevel. It sets special focus on municipal implementation of overall international and nationalstrategies and objectives regarding holistic, cross-sectorial and multi-strategic risk and safetywork, and the prevention of accidents and injuries.The overall aim for this thesis have been to empirically map and provide an overview of theadministrative structures for, and the prevailing management perspectives applied in the societalrisk and safety management in Sweden, as well as to study the diffusion of strategic intentions forthis area down to the municipal level.Three different sources constitute the thesis empirical base: two different set of official planningdocuments, written by Swedish municipal officials on commission of the local politiciansand one set of data from a survey investigation with municipal officials representing differentdepartments/functions. The documents were investigated using content analysis, while datafrom the survey were analyzed using statistical measures.This thesis provides through its empirical works an outlook on the general characteristics andarchetypical features of the Swedish local level’s administrative structures and managementperspective on risk and safety management; and proposes a municipal typology and a set of valuecharacters for allocation and institutionalization of risk and safety-tasks. This thesis also suggestsa conceptual framework for overviewing risk and safety management’s systemic steering elementsin its framework report. Based on the findings made, it seems as if the local level’s compliance tothe strategic level’s ambitions for the risk and safety area is hindered by practical implementationdifficulties and that much work remains in order to reach stated strategic objectives regardingholistic, inter-sectorial and multi-strategic management approaches, and preventive risk andsafety work.
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| 2. |
- Matson, Inga-Lill, 1951-
(författare)
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Grus i maskineriet? : Några kommunala tjänstemäns, politikers, föräldrars och lärares syn på en skola för alla
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to investigate experiences, perceptions and experiences of "a school for all" in one municipality by means of a case study. The municipality is medium-sized and, for many years, has had a clearly expressed intention of providing "a school for all". This means that all pupils are included in regular comprehensive school classes, where no separate schools or groups are available for pupils with intellectual disabilities.The empirical material consists of three studies. The pilot study is a licentiate thesis published in 2007, with a societal bias and is based on web-based documentation and interviews with politicians and civil servants (n=5). This study describes regional administrators’ initiatives to promote the implementation of ”a school for all” within the entire municipality. A major finding was the importance of committed and engaged leadership. Bronfenbrenner’s (1979) model for ecological systems constitutes the theoretical starting point. The respondents in sub-studies I and II, which are the focus in this section of the thesis, are parents (n=14) and teachers (n=8). The common denominator is children/pupils who have an intellectual disability, and study according to the curriculum for special schooling but are taught in regular comprehensive school classes. Previous research into inclusion and national policy documents are of central concern to this thesis. Interpretative Phenomenological Analysis is employed as an interpretative tool for the interviews.Parents discuss the benefits of "a school for all"; good role models, social relationships and opportunities for the child to develop both socially and intellectually. They also describe how they must always be prepared to fight for their child, "keeping a watchful eye" on the school, and they imply that it is never possible to "become complacent". Teachers' attitudes and knowledge are described as crucial. A few parents wanted to have the opportunity to choose a special school for children with intellectual disabilities (ID). Their arguments are presented. In the teacher interviews, a conviction emerges about the importance of "a school for all" for the pupils' self-image, social and academic development. Organizational support, in-service training and skills’ development are seen as the prerequisites for successful inclusion, as well as educational strategies such as family groups and model learning. Respondents indicate that inclusion works most satisfactorily between years 1 and 6 in the comprehensive school and is viewed more detrimentally between years 7 and 9, in order to be better viewed again in the upper secondary school (senior high school) and the reasons for this are discussed. The case study contributes to a broader understanding of the processes of implementation and change regarding inclusion of pupils with special school status and the importance of understanding the connections and relationships between the levels within Bronfenbrenner’s ecological systems theory which directly or indirectly affect the child’s/pupil’s development and well-being.
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| 3. |
- Ekberg, Margareta Stigsdotter, 1955-
(författare)
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Dom kallar oss värstingar : Om ungas lärande i mötet med skola, socialtjänst och polis
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- It is of primary concern, both from the perspective of the individual and of society at large, to take measures to prevent the occurrence of a negative development amongst young people. The starting point of this dissertation is the notion that interpersonal interactions that occur between people contribute to a process of learning, thus focus is placed upon the pedagogic interactions between society's authorities and young people in trouble. How such interactions contribute to the process of learning regarding the young people, and what that learning entails, is seen as a vital pedagogic question. The overriding aim of the dissertation is to identify aspects of learning that occur during the interactions between society's authorities and young people in trouble, in order to contribute to an understanding of how such interactions can be developed in a constructive manner.The thesis is based on the theories of man as a social being, dependent on relationships and interaction for the process of knowledge. The empirical study includes interviews with teachers, social workers, police officers and young people. Vignettes have formed the basis of discussions about the measures and initiatives taken by society and the types of experience the young people feel the measures and initiatives have led to. Since an element of authority is a component of the relationship between the representatives of society and the young people, the concept of governmentality formulated by Foucault has been used in the process of analysis. Also von Wright's concepts of punctual and relational perspective have been used in this process. The purpose of this study is to attempt to determine what consequences the various perspectives taken in the interactions may lead to, in relation to the knowledge these young people develop about themselves and about society.The result shows that society's representatives among themselves have different views of young people in trouble. Young people's experiences of interactions with society's representatives argue for the fact that their backgrounds often direct the course of the interaction and its contents. Young people testify about irrelevant measures and initiatives taken by society; that they are subject to prejudice and that the principle of "equality before the law" is not observed. Their experience has led them to feel that they have less of human dignity. The dissertation ends up in a discussion about the prerequisites necessary, in order that pedagogic interactions between a person in authority and young people in difficulties may proceed from a relational perspective. The ability to take the young person's perspective would thereby be a central aspect in the discussion about what measures and initiatives taken by society are appropriate to change a troubled lifestyle.
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| 4. |
- Englundh, Elizabeth, 1953-
(författare)
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Folkrätt för barn som pedagogiskt åtagande : Statligt ansvar - regionalt lärande?
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on the problem of learning processes in an organization that has decided to implement the UN Convention on the Rights of the Child (CRC). It is based on an assumption that there is interdependency between learning about the CRC and its implementation. The aim is to understand the conditions for individual learning and group learning in the organization. The empirical material consists of 52 interviews, notes and written material from the UN, the Swedish government, and regional levels. The research design is qualitative and the method used is abduction and retroduction. Sensitizing concepts have also been used. The regional context is a county council which has decided to implement the CRC by educating a "pilot-group", and whose task will be to integrate the CRC in the organization. The theoretical frame is mainly constructivistic; learning is an "inside-out" process. It is the individual who does the learning, but these individuals meet in the pilot-group and create knowledge based on their own experiences. The most significant results point out that learning about the CRC is a prerequisite for implementation. Once the individuals have learned about the CRC and how to understand and interpret its implicantions, they also know what has to be done in the administration in order to speed upp and secure implementation. Other important results show how the individuals act depending on to their position in the organization. The administration directors show passive resistence by not including the question on the agenda. The operations managers show active resistence by not taking the CRC into consideration in their contracts "because then you have to show what you have accomplished".
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| 5. |
- Erikson, Lars, 1958-
(författare)
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Föräldrar och skola
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to develop a typology of the relationship between parents and schools by clarifying different meanings of that relationship. The study is anchored in a tradition within the sociology of knowledge which stresses the ongoing interpretative struggle between different social groups (Mannheim 1928/1968). Based on this theoretical approach, and in the light of international research, four models of the parent–school relationship are developed. Each model is related to an overall system of meaning, thereby clarifying competing conceptualizations of central concepts such as “parent” and “involvement”. The partnership model (1) stresses that it is in the children’s best educational interests to encourage cooperation between parents and schools. I argue that this model was originally based on the concept of equality, but that this concept was replaced in the 1980s by those of efficiency and learning. The user participation model (2) entails formal involvement of parents in the governance of individual schools. Participatory democracy, I argue, is one component in an overall system of meaning for this model. The other is efficiency, a concept that is related to changes in school governing bodies and school management during the 1980s. The choice model (3) emphasizes the rights of parents to choose among schools for the sake of their own children. Despite different interpretations of what choice entails, I argue that this model of the parent–school relationship can be related to an overall system of meaning in which the autonomous civil citizen is in focus. The separation model (4) takes as its starting point the differences between parents (home) and teachers (school) and problematizes the endeavour to achieve cooperation between the two. I argue that one component in the overall system of meaning associated with this model could be termed constitutive differences, a component that is also embedded in the concept of teacher professionalism. Two other components of the separation model are equality and integrity, the latter from the vantage point of children and young people. The thesis also analyses the parent–school relationship in the Swedish historical context, using the four models and the concepts mentioned above as analytical tools. In the first period, beginning with the reports of the 1940 School Committee and the 1946 School Commission, the focus was on the partnership model and the separation model. The user participation model was introduced in connection with a proposal to establish local governing bodies in the mid-1970s, and the choice model emerged, in the Swedish context, in the early 1990s.
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| 6. |
- Folkman, Sara
(författare)
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Distans, disciplin och dogmer - om ett villkorat lyssnande i förskolan : En studie av lyssnandet i en Reggio Emiliainspirerad pedagogik
- 2017
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Studiens syfte är att undersöka hur olika aspekter av "lyssnande" tar sig uttryck i en Reggio Emiliainspirerad pedagogik - även kallad "lyssnandets pedagogik". Genom intervjuer med nitton pedagoger och arton barn på sex förskolor undersöks lyssnandebegreppet utifrån tre huvudsakliga frågeställningar: Hur gestaltar sig själva lyssnandeakten - det vill säga vad konstituerar enligt pedagogerna ett lyssnande förhållningssätt och hur beskriver barnen sina upplevelser av att lyssna och vara lyssnad till i en förskolekontext; hur visar sig barnens röst - vilka av barnens alla olika intressen får gensvar och vilka får det inte, samt vad är det enligt pedagogerna "möjligt att tänka" i en Reggio Emiliakontext. Intervjusvaren tolkas utifrån utvecklingspsykologisk teoribildning enligt Daniel Stern och ett diskursanalytiskt perspektiv enligt bland annat Michel Foucault. Resultaten visar att "lyssnande" på de Reggio Emiliainspirerade förskolorna inordnas i specifika lyssnandetekniker som riktar pedagogernas lyssnande i vissa riktningar och strävar bort från det omedelbara och det spontana. Lyssnandeteknikerna leder in barnens kunskapande i givna ramar och omdirigerar deras eget meningsskapande i riktning mot vad man som barn bör och inte bör skapa mening kring. Även förskolornas organisation och iscensättningen av den pedagogiska miljön ger budskap till barnen om vad som betraktas som önskvärt och värdefullt i den förskolepedagogiska praktiken. Resultaten tyder också på att den Reggio Emiliainspirerade pedagogiken på de undersökta förskolorna är bärare av en kultur där man som pedagog undviker att ifrågasätta det man tycker är problematiskt i den egna verksamheten. Istället inordnar sig pedagogerna inom Reggio Emiliaideologins ramar i vad som kan kallas "Reggiodiskursens doxa".
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| 7. |
- Mollberger Hedqvist, Gun, 1950-
(författare)
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Samtal för förståelse : Hur utvecklas yrkeskunnande genom samtal?
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study belongs in the tradition of working-life research. In this tradition, the point of departure lies in working people’s experience in their occupation. Through reflection on this experience and studies in the occupational field the researcher seeks to elucidate and develop occupational knowledge and skills.As a teacher I have long been preoccupied with how teachers may develop their occupational skills. Teachers wish to promote others’ learning, but how do they themselves learn to be good teachers? In the present work I wish to elucidate how teachers can develop their occupational skills through discourse. Equally, I wish to gain a better understanding of my own professional experience as a teacher and supervisor. These two goals are interconnected.I hope to develop an insight that not only shows my dilemma in a supervision situation but also illustrates the teacher’s challenge when he or she is to develop professional skill as a supervisor. On the one hand the supervisor needs to listen with an open mind to the person being supervised; but on the other, given knowledge places so many constraints upon listening that openness becomes impossible. Can the teacher experience his or her situation in such a way that this dilemma may be avoided? To deepen and modify my answer to this question I carried out fieldwork in my own occupational field. I have studied such teachers’ accounts of their meetings with children as have emerged from two discourse situations: child conferences and group supervisions.The teachers’ discourse shows that the issue is to understand what one has experienced – understanding is the starting point for the development of occupational skill. An attitude of open listening, to oneself and in interaction with others, is a precondition for occupational skills to grow. In other words, a space for reflection is needed if understanding is to be achieved through the medium of discourse.
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| 8. |
- Brundin, Malin, 1972-
(författare)
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Stability of bacterial DNA in relation to microbial detection in teeth
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The fate of DNA from dead cells is an important issue when interpreting results from root canal infections analysed by the PCR technique. DNA from dead bacterial cells is known to be detectable long time after cell death and its stability is dependent on many different factors. This work investigated factors found in the root canal that could affect the recovery of microbial DNA. In an ex vivo experiment, DNA from non-viable gram-positive Enterococcus faecalis was inoculated in instrumented root canals and recovery of DNA was assessed by PCR over a two-year period. DNA was still recoverable two years after cell death in 21/25 teeth. The fate of DNA from the gram-negative bacteria Fusobacterium nucleatum and the gram-positive Peptostreptococcus anaerobius was assessed in vitro. DNA from dead F. nucleatum and P. anaerobius could be detected by PCR six months post cell death even though it was clear that the DNA was released from the cells due to lost of cell wall integrity during the experimental period. The decomposition rate of extracellular DNA was compared to cell-bound and it was evident that DNA still located inside the bacterium was much less prone to decay than extracellular DNA.Free (extracellular) DNA is very prone to decay in a naked form. Binding to minerals is known to protect DNA from degradation. The fate of extracellular DNA was assessed after binding to ceramic hydroxyapatite and dentine. The data showed that free DNA, bound to these materials, was protected from spontaneous decay and from enzymatic decomposition by nucleases.The main conclusions from this thesis were: i) DNA from dead bacteria can be detected by PCR years after cell death ex vivo and in vitro. ii) Cell-bound DNA is less prone to decomposition than extracellular DNA. iii) DNA is released from the bacterium some time after cell death. iv) Extracellular DNA bound to hydroxyapatite or dentine is protected from spontaneous decomposition and enzymatic degradation.
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| 9. |
- Kallberg, Pernilla, 1971-
(författare)
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Två lärarkategoriers arbete med sociala relationer i övergången från förskoleklass till årskurs 1
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Denna studie undersöker två lärarkategoriers, i studien benämnda som förskoleklass-lärare och grundskol-lärares, allmändidaktiska arbete med sociala relationer i övergången mellan förskoleklass och årskurs 1. Detta är ett relationellt arbete som sker över tid och handlar om att samordna vuxnas och barns handlingar och uppfattningar i en utbildningsmiljö. Samordnandet syftar till att möjliggöra en undervisningsmiljö och utgör i övergången en viktig del av hur barn upplever sammanhang och mening. Med utgångspunkt i ett deltagande i de två lärarkategoriernas pedagogiska praktiker syftar studien till att få en fördjupad förståelse av den mening lärare i förskoleklass respektive grundskolans år 1 ger sitt didaktiska arbete med sociala relationer i övergången. Med en tolkande ansats och med hjälp av begrepp, inspirerade av teorin om professionella representationer, fördjupas förståelsen av lärares handlingar som uttryck för den mening som ges arbetet.Den mening lärare ger sitt arbete med sociala relationer handlar övergripande om att underlätta för barn och vuxna att möta skilda kulturella och sociala undervisningssammanhang. I resultatet framkommer att lärares arbete med sociala relationer ges en något skild framtoning i respektive skolform. Förskoleklassen beskrivs som en mer socialt inriktad praktik där grupprocesser och normer blir ett tydligt undervisningsinnehåll till skillnad mot årskurs 1 där sociala relationer succesivt sammantvinnas med hela undervisningssammanhanget, främst i form av klassrumsregler. I lärares handlingar framträder hur normer och värden, relationer och samverkan tillsammans med strukturer och organisation utgör delar av lärares arbete med sociala relationer. Det är ett arbete som till stor del är erfarenhetsbaserad. Analyserna visar hur de två lärarkategoriernas handlingar tar form och ges mening utifrån gränsdragande processer som klargör skillnaderna mellan de båda utbildningspraktikerna förskoleklass och årskurs 1. Samverkan mellan förskoleklass och årskurs 1 bidrar till ett upprätthållande av skillnader i synen på barn, verksamheternas innehåll och hur respektive yrkesroll gestaltas. Mening för arbetet med sociala relationer ges därmed olika innebörd för olika lärarkategorier.Studien bidrar till att belysa hur lärares målmedvetna handlingar för att skapa en fungerande undervisningsmiljö i övergången blir särskilt värdefulla ur utbildningssynpunkt, i form av uppmärksammade socialisationsprocesser.
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| 10. |
- Söderlund, Anita
(författare)
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Barn i skola och fritidshem : en studie kring samverkan
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose of this thesis is to focus on the children, by investigating whether various organisation models, integrated, interactiv and mixed co-operation, for co-operation between teachers and recreation instructors showed differences in regard to the children's development, well-being, and ability to absorb knowledge. Did various co-operation models for school/day centre affect the children's school performance, peer and adult relationship, well-being, and general school and day centre experiences? Were there any differences related to the school and living areas? Were there any differences between children with day centre experience, and those who had none when it comes to school subjects, school performance, well-being, self-confidence, and relations with friends? The children's best and worst memories from their day centres are also studied.The theoretical frame of reference for this study is Bronfenbrenner's ecological theory of human development. A sample of 1229 children from grade three (age 9) from three different years and 282 children from grade six (age 12) are included in the study. The children in grade 6 were studied in grade three. The children answered questionnaires in grade 3 and 6 and the teachers assessed the children's well-being and levels of knowledge.Children are from nine different schools. The schools also represent areas with different socio-economic backgrounds, i.e. inner-city schools, suburban schools, and schools located in multicultural settings. The results showed as a whole no differences between the different co-operation models concerning school performance, wellbeing, social competence and relations to peers and adult. Children in the multicultural settings were more positive in their attitudes towards school than the children in the other areas but they performed less well in mathematics and Swedish language. The children in the inner-city had the highest scores. There were no differences between living areas in the children's attitudes towards the day centre.Children who had attended day centres were more often rated by their teachers as being more pleased with their performance than children who had not attended day centres. Moreover, more children, expressed as a percentage, who had participated in day centre activities were judged to be fearless and willing to answer questions than those children who had not participated in day centre activities. Many children mentioned relations with peers and staff as examples of their best memories from the school/day centre. Can any conclusions be made about which of the three co-operation models-integrated, interactive, or mixed - is the best? There was no simple pattern showing that any one form of co-operation would offer more advantages to the children than any other.
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