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Bildning
- 2021
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Samlingsverk (redaktörskap) (populärvet., debatt m.m.)abstract
- Hur skall svenskämnet förhålla sig till bildning i en tid där skolan alltmer styrs av färdighetsdiskurser och instrumentell mätning? Svensklärarföreningens årsskrift 2020 ger inga tydliga svar på denna komplexa fråga utan låter forskare och lärare inom både lärarutbildningen och skolan diskutera bildning från en rad olika infallsvinklar. Häri finns tio intressanta artiklar som tillsammans bygger upp en spännande helhet. Läs dem, diskutera dem, och låt dem få bli till inspiration för den bildning som vår tids svenskämne kräver.
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- Fahnehjelm, Kristina Teär, et al.
(författare)
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Ocular characteristics in 10 children with long-chain 3-hydroxyacyl-CoA dehydrogenase deficiency : a cross-sectional study with long-term follow-up.
- 2008
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Ingår i: Acta Ophthalmologica Scandinavica. - : Wiley. - 1395-3907 .- 1600-0420 .- 1755-375X .- 1755-3768. ; 86:3, s. 329-337
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Tidskriftsartikel (refereegranskat)abstract
- PURPOSE To present long-term ocular complications and electroretinographic (ERG) findings in children with long-chain 3-hydroxyacyl-CoA dehydrogenase (LCHAD) deficiency - a life-threatening metabolic disease - and the relation to age at diagnosis, treatment and other clinical parameters. METHODS Ten children with LCHAD deficiency underwent repeated ophthalmological evaluations including ERG. RESULTS All 10 children developed chorioretinal pathology. Regardless of age at diagnosis, initiation of treatment and age at examination, inter-individual differences were present. Profound chorioretinal atrophy, severe visual impairment and progressive myopia had developed in two teenagers. Milder chorioretinopathy with or without subnormal visual acuity was present in all other children. ERG was pathological in seven children. The chorioretinopathy often started in the peripapillary or perimacular areas. In one patient, unilateral visual impairment was associated with fibrosis. CONCLUSION Early diagnosis and adequate therapy might delay but not prevent the progression of retinal complications. Late diagnosis with severe symptoms at diagnosis, neonatal hypoglycaemia and frequent decompensations may increase the progression rate of the chorioretinopathy. LCHAD deficiency, a potentially lethal disease, is sometimes difficult to diagnose. Unusual chorioretinal findings should alert the ophthalmologist to the long-chain 3-hydroxyacyl-CoA dehydrogenase deficiency, especially if there is a history of neonatal hypoglycaemia or failure to thrive.
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- Levinsson, Magnus, et al.
(författare)
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Fixar Läsfixarna läsningen?
- 2017
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Ingår i: Undersöka och utveckla undervisning. - Lund : Studentlitteratur AB. - 9789144114170 ; , s. 31-48
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Nemeth, Ulrika, 1968-
(författare)
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Det kritiska uppdraget : Diskurser och praktiker i gymnasieskolans svenskundervisning
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study is to investigate constructions and discourses of criticality, and how these are related to teachers’ conceived subject of Swedish concerning the development of students’ critical consciousness. The study is qualitative, and is based on three different materials: focus talks between teachers, international and national policy documents and frameworks, and classroom observations. The theoretical framework combines Bernstein’s code theory (classification framing, elaborated and restricted code, knowledge structures) and critical literacy as outlined by Freire, particularly the concept of critical transitivity. The analytical framework combines tools from systemic functional linguistics (transitivity, modality) and van Leeuwen’s discourse analysis (actors, activities and legitimations), where discourses are seen as recontextualizations of social practices. The research questions posed are:How are educational, critical practices constructed as discourses in international policy documents and frameworks and in the national curriculum for the subject of Swedish, and how do they relate to the critical task of the subject of Swedish?How do teachers of Swedish construct the critical task in relation to their conceptions of the nucleus and boundaries of the subject, and of its knowledge practices?Which critical textual practices are or could be shaped within the subject of Swedish?Analyses of policy documents show that high-status actors (OECD and EU) and the Swedish national curriculum constructions of the critical are legitimated by unquestionable reality claims, and are associated with clusters of discourses as aspects of competences and skills. The analysis of the focus talks and the classroom instruction shows that some of these discourses are included in conceptions and legitimations of the critical. Some of these are also included in teachers’ discourses of the critical tasks. These tasks are mostly seen as external and are mainly realized by unreflected doing, and are therefore not part of teachers’ intrinsic conceptions of what criticality in the subject of Swedish should embrace. Teachers’ intrinsic critical task is only enacted as an exception, turning the critical task into a wished one. The exceptions, however, seem to be realized in generally strongly framed practices, where students “see” things based on Swedish subject knowledge. The results indicate that the subject of Swedish might provide specific ways to move towards critical transitivity, and a fruitful encounter of such a transitivity and Bernstein’s vertical discourse.
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- Nemeth, Ulrika, 1968-
(författare)
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Jakten på den godkända texten : Läspraktiker och internetanvändning på gymnasieskolan
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis presents a case study from an authentic school practice, where seven students, in their second year of a social sciences program in an upper secondary school, use internet texts in various learning situations. The aim of the study is to map the reading practices of students encountering internet texts. The main data consists of observations, audio and screen recordings, written instructions, and screen shots of the sites visited. Reading practices are analysed, drawing on concepts from New Literacy Studies and Systemic Functional Grammar, including literacy events, literacy in terms of text culture, textual norms, abstraction, authority and modality as a scale of reliability. The results reveal that meaning making resources such as colours, amount of writing and images and choice of fonts all seem to be parts of students’ conceptions of reliability. These textual norms result in learning situations in which students search for texts with predominantly dense writing promoting encyclopaedic knowledge. These highly authoritative texts can be hard to understand for the students, something that the text analyses indicate. In comparison to text books, the internet texts used show, a higher level of authority and abstraction, reinforced by grammatical metaphors. Most situations in the study include peer interaction, but the most obvious learning potential resides in situations with a clear reading goal, where students work in groups and where negotiation is part of the meaning making process. The pedagogical implications of the study suggest the potential for students to achieve a higher degree of understanding of the encountered internet texts, through group work, and discussions concerning the impact of different layouts and the demands of verbal language. Another potential concerns methods for avoiding critical literacy being reduced to trivial visual scanning, via discussions focusing on criteria for reliability evaluations. It is suggested that increased teacher awareness concerning the types of internet texts the students will encounter in authentic situations may contribute to students’ field and genre insight.
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