| 1. |
- Anderstaf, Susanna, 1964-, et al.
(författare)
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‘Sometimes we have to clash’ : how preschool teachers in Sweden engage with dilemmas arising from cultural diversity and value differences
- 2021
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Ingår i: Intercultural Education. - : Taylor & Francis. - 1467-5986 .- 1469-8439. ; 32:3, s. 296-310
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Tidskriftsartikel (refereegranskat)abstract
- The research presented in this paper explores how preschool teachers in Sweden negotiate tensions stemming from perceived cultural dilemmas among themselves, the children they work with, and the children´s parents or guardians. The aim in characterising this process of negotiation is to expand knowledge about how to adapt pedagogically to the increasing diversity of the preschool sector in Sweden. The study is based on focus group interviews with preschool teachers who work in schools where nearly 70% of the children are newly arrived immigrants or have parents or guardians who were born in a country other than Sweden. The interview data were subjected to a thematic analysis. Three themes emerged: Circumventing conflicts by keeping preschool peaceful; Culture as a barrier and opportunity for dealing with dilemmas; and engaging with conflicts as a means of developing the preschool profession. The themes are discussed in relation to Gert Biesta’s concepts of the rational community and the community of those who have nothing in common.
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| 2. |
- Anderstaf, Susanna, 1964-, et al.
(författare)
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"Sometimes we have to clash" : How Swedish preschool teachers' engage with cultural value differences
- 2017
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Ingår i: 27th EECERA Annual Conference. ; , s. 171-171
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Konferensbidrag (refereegranskat)abstract
- Research aims: This study aims to contribute knowledge about how preschool teachers engage with tensions stemming from cultural value differences among teachers, caregivers, and children.Relationship to previous research works: Motivating this work is current socio-cultural circumstances in Sweden in which preschool teachers are negotiating divergent curricular demands that simultaneously promote cultural diversity and a common tradition. Consequently, teachers are experiencing an increased burden to address societal expectations concerning cultural diversity without appropriate communicative and conceptual tools (Björk Willén et. al, 2013; Lunneblad, 2006).Theoretical and conceptual framework: We draw on Biesta’s (2006) – via Lingis (1994) - conception of the rational community (RC) and the community-without-community (CwC) as an interpretive framework.Paradigm, methodology and methods: Project data was gathered through a series of focus group interviews with teachers in two preschools in Sweden, using stimulus materials designed to elicit discussion about value conflicts and cultural diversity.Ethical Considerations: Informed consent was obtained from all study participants.Main finding or discussion: Teacher engagement with questions of culture and values were organized around discussions of actual and imagined disagreements between teachers and caregivers about activities with preschool children. Analysis through the lens of RC and CwC revealed that teachers on the one hand, reinforced societal values and avoided conflict through invocation of the language of the rational community; on the other hand, from a CWC perspective, they developed insights about the value of conflict as means of gaining insight into the perspectives and cultures of the caregivers, as well as about their professional development.Implications, practice or policy: Project findings have implications for the development of pedagogical and policy tools related intercultural processes in preschool education practice and research.
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| 3. |
- Ardila-Ardila, A., et al.
(författare)
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HUMANS: una batería neuropsicologica para la evaluación de pacientes infectados con VIH-1 : [Humans: a neuropsychological battery for evaluating HIV-1 infected patients]
- 2003
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Ingår i: Revista de Neurocirugía. - 1514-3716. ; 36:8, s. 756-762
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Forskningsöversikt (refereegranskat)abstract
- Objective. To develop a neuropsychological test battery in Spanish for the cognitive evaluation of HIV-1 infected patients. Development. Departing from the suggestions presented by the work group of the National Institute of Mental Health (USA), a neuropsychological assessment battery was developed. It was named HUMANS (HIV/University of Miami Annotated Neuropsychological test battery in Spanish). This battery includes the following domains: 1) attention and speed of processing information, 2) memory, 3) executive function, 4) language, 5) visuospacial/visuoconstructive abilities, and 6) motor abilities. Administration takes about 3-4 hours. The English parallel version of this battery has been successfully used in English for over a decade with HIV-1 infected patients. In the paper the development and adaptation to Spanish language of the HUMANS neuropsychology section is presented Conclusions. HUMANS neuropsychological test battery fulfill the recommendations presented by the workgroup of the National Institute of Mental Health for evaluating HIV-1 infected patients. Studies regarding validity and reliability are still required.
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| 4. |
- Barkhuus, Louise, et al.
(författare)
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Social Infrastructures as Barriers and Foundation for Informal Learning : Technology Integration in an Urban After-School Center
- 2012
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Ingår i: Computer Supported Cooperative Work. - : Springer. - 0925-9724 .- 1573-7551. ; 21:1, s. 81-103
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we explore the relationship between social learning environments and the technological ecologies that practitioners, learners, and researchers develop to sustain them. Through an examination of ethnographic research conducted at an urban after- school learning program we show how social, technological and power infrastructures influence learning and interaction in this setting. Adopting a holistic approach we examine how technologies are integrated into activities in this program to support the learning of the after-school youth. We emphasize both positive and negative infrastructures that contribute to the learning environment and discuss how identifying these infrastructures are one of the first steps towards understanding and informing technology design in informal learning settings.
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| 5. |
- Barkhuus, Louise, et al.
(författare)
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Technologies and social learning in an urban after-school center
- 2011
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Ingår i: Proceedings of the 2011 ACM annual conference on Human Factors in Computing Systems Extended Abstracts. - New York : Association for Computing Machinery (ACM). - 9781450302685 ; , s. 273-282
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Konferensbidrag (refereegranskat)abstract
- In this paper we explore this relationship between social learning environments and the technological ecologies that practitioners, learners, and researchers develop to sustain them. Through an examination of ethnographic research conducted at an urban after-school learning program we gain insight into social, technological and power infrastructures that influence learning and interaction in this setting. Adopting a holistic approach we examine how technologies are integrated into activities in this program to support the learning of the after-school youth. We emphasize both positive and negative infrastructures that contribute to the learning environment and discuss how identifying these infrastructures are one of the first steps towards understanding and informing technology design in informal learning settings.
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| 6. |
- Baumer, Sonja, et al.
(författare)
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Promoting narrative competence through adult-child joint pretense : Lessons from the Scandinavian educational practice of playworld
- 2005
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Ingår i: Cognitive development. - : Elsevier BV. - 0885-2014 .- 1879-226X. ; 20:4, s. 576-590
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Tidskriftsartikel (refereegranskat)abstract
- This paper examines the effects of the playworld educational practice on the development of narrative competence in 5- to 7-year-old children. The playworld educational practice is derived from play pedagogy and the theory of narrative learning, both developed and implemented in Scandinavia. The playworld practice consists of joint adult-child pretense based in a work of children's literature, discussion, free play, and visual art production. When compared to children under a control intervention (conventional school practices without pretend play), children who participated in the playworld practice show significant improvements in narrative length, coherence, and comprehension, although not in linguistic complexity. These findings provide further evidence concerning the role of pretense in the narrative development of young children.
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| 7. |
- Burbano, X., et al.
(författare)
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Impact of a selenium chemoprevention clinical trial on hospital admissions of HIV-infected participants
- 2002
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Ingår i: HIV Clinical Trials. - 1528-4336 .- 1945-5771. ; 3:6, s. 483-491
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: To evaluate the impact of selenium chemoprevention (200 μg/day) on hospitalizations in HIV-positive individuals. Method: Data were obtained from 186 HIV+ men and women participating in a randomized, double-blind, placebo-controlled selenium clinical trial (1998-2000). Supplements were dispensed monthly, and clinical evaluations were conducted every 6 months. Inpatient hospitalizations, hospitalization costs, and rates of hospitalization were determined 2 years before and during the trial. Results: At enrollment, no significant differences in CD4 cell counts or viral burden were observed between the two study arms. Fewer placebo-treated participants were using antiretrovirals (p < .05). The total number of hospitalizations declined from 157 before the trial to 103 during the 2-year study. A marked decrease in total admission rates (RR = 0.38; p =.002) and percent of hospitalizations due to infection/100 patients for those receiving selenium was observed (p = .01). As a result, the cost for hospitalization decreased 58% in the selenium group, compared to a 30% decrease in the placebo group (p = .001). In the final analyses, selenium therapy continued to be a significant independent factor associated with lower risk of hospitalization (p = .001). Conclusion: Selenium supplementation appears to be a beneficial adjuvant treatment to decrease hospitalizations as well as the cost of caring for HIV-1-infected patients.
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| 8. |
- Burbano, X., et al.
(författare)
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Thrombocytopenia in HIV-infected drug users in the HAART era
- 2001
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Ingår i: Platelets. - : Informa UK Limited. - 0953-7104 .- 1369-1635. ; 12:8, s. 456-461
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Tidskriftsartikel (refereegranskat)abstract
- The present case-control study compared 26 HIV+ drug users having persistent thrombocytopenia (TCP< 150 000/mm(3)) with 54 available age, gender and HIV CDC classification matched controls with normal platelet counts. Participants were followed longitudinally over a 2-year period (1998-2000), and hematological alterations evaluated in relationship to antiretroviral treatment, drug use and nutritional (selenium) status. Demographic information and medical history, including antiretroviral treatment were obtained. Blood was drawn for complete cell blood count, T lymphocytes and viral load. Sixty-nine percent of the individuals with persistent TCP and 49% of the controls were receiving antiretrovirals. At baseline, no significant differences in CD4 existed between the two groups. Over time, CD4 cell count declined in the cases (P = 0.05) and a significantly higher proportion of the cases (38%) developed AIDS (CD4< 200 cell/mm(3)), as compared to the controls (18%, P = 0.004). A high risk for development of thrombocytopenia was observed with specific drug use (heroin 2.96 times, P = 0.0007), selenium levels below 145 mug/l (6 times, P = 0.008), and abnormal liver enzyme (SGOT) levels (2 times, P = 0.002). Together, these results indicate a number of factors that may be sensitive predictors of thrombocytopenia, which, despite antiretroviral treatment, appears to be related to more rapid disease progression in drug users.
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| 9. |
- Cole, Michael, et al.
(författare)
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Creating hybrid after-school enrichment activities
- 2012
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Ingår i: LEARNing Landscapes. - : Leading English Education and Resource Network. - 1913-5688. ; 5:2, s. 35-43
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In this commentary we propose a collaborative strategy for the creation of informal learning activities in after-school settings that are also shared sites of learning, re-search, and development. We briefly trace the history of a research program—“UC-Links”—whose defining feature is a form of collaboration between institutions of higher learning and local community institutions responsible for youth in the after-school hours. These collaborations thrive only to the degree that “mutual appropria-tion” can be negotiated between partners, and it is within mutual appropriation that new possibilities for creative cross-generational and cross-cultural informal learning activities are materialized.
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| 10. |
- Cole, Michael, et al.
(författare)
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Social Imaginaries about digital technologies and education in the afterschool hours : The reality is more interesting than the dream
- 2013
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Ingår i: Biennial Meeting of the Society for Psychological Anthropology.
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Konferensbidrag (refereegranskat)abstract
- In recent years, a great deal of research and government money has been spent promoting the development of a digital infrastructure to support educational activities of grade school children attending after-school programs in a variety of “informal learning” environments. Based upon several years of ethnographic observations in a digitally-enriched afterschool setting in a poor, mostly African American, subsidized housing center, we have found such activities to be rich sites for understanding the way that youth media practices interact with, and enter into, activities specifically designed to enhance children’s learning through the use of powerful and attractive digital tools. The digital tools in this case included carefully designed simulations and stop motion animation. The activities included learning about parallel circuits as part of a physics curriculum and learning about the ocean and inhabitants as part of a curriculum unit on marine science. This research shows in rather stark manner the ways in which activities emanating from the school and the local cultural norms of the child participants in the after-school setting interact, often in conflictual ways that work against the best laid plans of the elders, while revealing educational potentials from hybridization in the circumstances of the local, after-school idioculture. Fostering participatory culture practices: Practical video production in an after-school program.
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