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- Bagshaw, Dale, et al.
(författare)
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General Introduction
- 2007
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Ingår i: DRACON International: Empowering students to handle conflicts through school based programmes. - Malmö : MUEP (Malmö University Electronic Publishing). - 918881033X ; , s. 13-44
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Researchers from Australia, Malaysia and Sweden form part of DRACON International (DRAma for CONflict management) and share the basic view that drama can be an effective way for adolescents to learn to handle conflicts constructively. The main aims of the DRACON project have been: - to develop research methods in order to map students´ conflicts and strategies for handling conflicts and to study the effects of various drama exercises on individual, class and school levels; - to contribute to the development of a theory of conflict processes in different cultures in order to explain the effects of different types of interference´s in adolescents´ conflicts; - to develop and test integrated drama programmes giving adolescents in the three different cultures the opportunity of handling conflicts in a more constructive way. This book is the result of several years of collaborative teamwork between researchers from Australia, Malaysia and Sweden and aims at providing a starting-point for further development of drama and conflict management in educational settings.
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| 2. |
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| 3. |
- Friberg, Mats, et al.
(författare)
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Teenagers as third-party mediators
- 2007
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Ingår i: DRACON International. Bridging the Fields of Drama and Conflict Management: Empowering students to handle conflicts through school based programmes.. - Malmö : (Studia psychologica et paedagogica, series altera CLXX). Malmö: MUEP (Malmö University Electronic P. - 918881033X ; , s. 312-371
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Researchers from Australia, Malaysia and Sweden form part of DRACON International (DRAma for CONflict management) and share the basic view that drama can be an effective way for adolescents to learn to handle conflicts constructively. The main aims of the DRACON project have been: -to develop research methods in order to map students´ conflicts and strategies for handling conflicts and to study the effects of various drama exercises on individual, class and school levels; -to contribute to the development of a theory of conflict processes in different cultures in order to explain the effects of different types of interference´s in adolescents´ conflicts; -to develop and test integrated drama programmes giving adolescents in the three different cultures the opportunity of handling conflicts in a more constructive way. This book is the result of several years of collaborative teamwork between researchers from Australia, Malaysia and Sweden and aims at providing a starting-point for further development of drama and conflict management in educational settings.
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| 4. |
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| 5. |
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| 6. |
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| 7. |
- Malm, Birgitte, et al.
(författare)
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Empowering students to handle conflicts through the use of drama
- 2007
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Ingår i: Journal of Peace Education. - : Informa UK Limited. - 1740-0201 .- 1740-021X. ; 4:1, s. 1-20
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Tidskriftsartikel (refereegranskat)abstract
- DRACON (DRAma for CONflict management) is an interdisciplinary and comparative action research project aimed at improving conflict handling among adolescent schoolchildren through the use of educational drama. The main purpose of our research has been to develop an integrated programme using conflict management as the theory and practice, and drama as the pedagogy, in order to empower students through an integrated, school-based programme to manage their own conflict experiences in all aspects of their lives. In our studies we have used different forms of selfreported data, such as questionnaires, diaries and questions requiring problem solving. Interviews with students and their teachers as well as observations have been used; drama exercises have also been video-recorded for further analysis. While students found it difficult to articulate their understanding of conflicts verbally, their engagement in the reconstruction of conflicts disclosed their grasp of the components of a conflict clearly enough. Peer teaching was found to be an effective method of teaching about conflict management. Results within DRACON have shown promising results with regard to empowering students to manage their own conflicts.
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| 8. |
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| 9. |
- Stigmar, Martin, 1963-
(författare)
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Metakognition och Internet : Om gymnasieelevers informationsanvändning vid arbete med Internet
- 2002
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis describes what happens when a group of high-school students practice their ability to reflect upon their learning (metacognitive training) and then solve tasks with information collected on the Internet. The overall aim of the thesis is to make an explorative investigation to find out if exercises of metacognitive type can support the use of information for high-school students in their work with the Internet. The dissertation also aims at making clear what significance certain pre-requisites have for metacognitive training, ie if the students attend vocationally or theoretically oriented programmes and the attitude of the teacher towards metacognitive exercises. There are a number of reasons why I have chosen to investigate the field of learning and information and communication technology (ICT). The use of the Internet to search for information in school work has increased. An important reason to investigate these issues is that the use of ICT in itself doesn´t seem to mean improved learning, according to existing research. A central question to study is where the pedagogical surplus value lies in the use of the Internet in school work? In the thesis it is argued that it is not enough to provide schools with computers and Internet connections, but that something more is needed in order to achieve a development in teaching with ICT. During one year 40 students in theoretically and vocationally oriented programmes are being monitored together with their English teachers, in four different actions. The collection of data was done exploratively by interviews, logbook notes, observations and the SOLO-taxonomy. The result is accounted for in four case studies. During the action the professionalism of the teacher in creating beneficial teaching environments, by contextualizing the metacognitive exercises to things that challenge the students' internal motivation, turned out to be central. Furthermore it was shown that the students in the vocationally oriented programmes had most use of developing their reflective ability.
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