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- Lundh Snis, Ulrika, 1970-, et al.
(author)
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Nordic Innovation Networks in Education : Dealing with Educational Challenges with Cross Boarder Collaboration and User Driven Design
- 2012
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In: Uddevalla Symposium 2012<em> </em>. - 9789197794343 ; , s. 553-571
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Conference paper (peer-reviewed)abstract
- This is an EU-funded project related to cross boarder collaboration for educational purposes supported by information and communication technologies between Danish, Norwegian and Swedish schools. The project started in 2011 and extends to 2014 so this empirically dominated paper reports on early findings related to cross-border collaboration challenges. The aim of the project is to develop innovative cross-border teaching models by the means of user-driven, practice-based co-design processes between practitioners and researchers. In the first year, 18 classes from 13 schools in Denmark, Norway and Sweden in the Öresund-Kattegatt-Skagerack region participated. Organized in so called Nordic class-match groups (consisting of students and teachers from one class in each country) new cross-border teaching models are co-created, tested and evaluated in an iterative process. Since teaching models are subject dependent, the project develop teaching models in several subject domains, i.e. math, language, science and social studies / history. Heretofore findings show, however, that organizational and technical issues have superseded and squeezed out subject-oriented discussions due to surprisingly many practical issues that needed to be handled first. We have identified three major thresholds to overcome. The first is related to technical difficulties in schools when diverse IT systems are to be synchronized. The second threshold concerns scheduling coordination difficulties in order to allow synchronous cross boarder collaboration. The third threshold concerns linguistic and communication difficulties rooted in participants communicating in their respective Nordic language. Being able to communicate within Nordic languages are explicit learning goals in all three schools systems, and therefore part of the project aim and consequently all participants are expected to use their native languages when communicating. The next phase of the project is therefore to find solutions to these technical, organizational and linguistic barriers, and already now we see some barrier breaking models taking shape in the active network of Nordic teachers, students, school leaders, IT support teams and researchers.
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- Petersen, Ann-Louise, 1949-
(author)
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Market Orientation of the Swedish School from an Institutional Perspective : How does the School Acquire the Characteristics of a Company?
- 2008
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In: Uddevalla Symposium 2008: Spatial Dispersed Production and Network Governance. - Trollhättan : University West. ; , s. 571-586
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Conference paper (peer-reviewed)abstract
- In the beginning of the 1990´s the Swedish public school changed from a management by rules to a management by objectives and results. Thereby the school has to cope with a market oriented system, acting like a company where the pupils and their parents are looked upon as the clients of the school. As a consequence of that the school management is facing a new position. The role of the headmaster has become more multifaceted than before. The headmaster is expected to exercise the public authority, promoting the teachers in their pedagogical skills and also be a business manager. The reorganisation of the school has caused problems among the teachers, the pupils as well as the headmasters. In this article I try to clarify the reasons why the transition to a market oriented system is especially problematic in the school sector. From a theoretical perspective I discuss the school from its former institutional form; as part of the public managed administration, and its present institutional form; a mixture of the previous form and a business company. Turning to a new kind of management requires an understanding of a variety of norms. The implication of this discussion clarifies what kind of possibilities and obstacles the school faces when turning to a market oriented system. One such obstacle is that the school is not used to act independently, to create its own distinct character and demonstrate its self image. I therefore give an example of how to create the self image of an organisation. The example is taken from research on the Study Associations belonging to the free organisations, the Liberal Adult Education (in Swedish folkbildningen). Like a business company the Study Associations are used to emphasize their ideas by their self image. When adapting to the new conditions of the market the Study Associations were eager to keep their character. The analytic model used to analyse the self images of the Study Associations is in this article proposed to be used as a tool for creating a self image of the school unit. The tool is thought of to improve the communication in both an internal and an external perspective of the school. It aims to infuse the teaching, the routines and the attitudes of the staff and the pupils with meaning based on norms and values of the school.
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- Petersen, Ann-Louise, 1949-
(author)
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Marknadsorientering inom folkbildningen : fritt och frivilligt i ett nytt ljus
- 2006
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Doctoral thesis (other academic/artistic)abstract
- This study is about how the study associations belonging to the liberal adult education deal with their role under New Public Management (NPM). Since the beginning of the ’90’s the study associations have been engaged in the state program for education of the unemployed. State financed education of the unemployed was in the beginning managed by objectives with direct grants. After about five years the direct grants were discontinued, and the responsibility for this education was transferred to the local authority. With different kinds of competitive purchase systems the study organizations became actors on the educational market. Key issues of voluntary organizations are the ideas or the particular nature for which they were created, and which forms the basis for their activities. When introducing competitive markets these ideas risk being bent in order to meet the demands of the market. The question of this dissertation is how the study associations describe their identity when they move from being the receiver of grants under management by objectives into being self-financed actors on the educational market. By using rhetoric analyses this thesis shows how a discourse of the liberal adult education can be transferred and used in a new context of an education for the labor market. In this context the argumentation is characterized by the rhetoric of a professional. At the same time the language of pathos remains. In the new way of talking about their activities, pathos and logos have been combined so that both directions are important for the commissioned education. Some examples of expressions of pathos are free and voluntary (fritt och frivilligt) which historically has been an objective of the liberal adult education. In the new context this notion stands out as a pedagogical way of working for participants with needs for particular support.
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- Petersen, Ann-Louise, 1949-
(author)
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Matematik behöver också en berättelse : ett pedagogiskt ledarskap med fokus på elevens motivation
- 2012
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In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. - 1504-9922. ; 6:1, s. 1-17
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Journal article (peer-reviewed)abstract
- Svenska elever visar över tid i internationella jämförelser försämrade resultat i matematik (TIMSS, 2008; PISA, 2009; PISA, 2003). Detta har lett till att ledarskapet i lärarens pedagogiska utövning fått en ökad uppmärksamhet (Granström, 2007; Skolverket, 2009; Skolverket, 2010). Dessutom har regeringen gjort en särskild satsning i det så kallade matematiklyftet, en nationell fortbildning för matematiklärare med start hösten år 2012 (U2012/2103/GV). Forskning har visat ett positivt samband mellan elevens självuppfattning eller självbild och elevens skolprestationer i ämnet matematik (Linnanmäki, 2002; Tapia & Moldavan, 2007). Däremot är det inte lika lätt att hitta forskning som handlar om hur ett ledarskap i matematikundervisning på klassrumsnivå utövas som bidrar till att stärka elevens självbild. Frågeställningen i artikeln handlar om hur berättelsen som redskap i matematikundervisningen kan bidra till att stärka elevens självbild och därmed förändra elevens negativa attityder till ämnet. En studie, mattitydprojektet, har genomförts tillsammans med fyra matematiklärare som undervisar sex klasser i årskurs 1 på gymnasiet. Under ett läsår samarbetar forskare och lärare utifrån ett aktionsforskningsperspektiv. Som komplement till lärarens genomgångar och elevers räkneövningar ger läraren under matematiklektionen utrymme för berättelser i klassen utifrån en modell som presenteras i artikeln. Resultatet av projektet visar att lärarna i sitt pedagogiska ledarskap blivit mer medvetna om sammanhangets betydelse för att motivera eleverna att arbeta med matematik. De upplevde eleverna mer positiva på matematiklektionen. En attitydundersökning visar att eleverna generellt sett upplever matematikämnet som mer intressant efter projektet i jämförelse med innan. Antalet icke godkända betyg har minskat betydligt i jämförelse med motsvarande elevgrupp under tidigare läsår.
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- Petersen, Ann-Louise, 1949-, et al.
(author)
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Pedagogical Use of Laptops in a One-to-One Environment in a Swedish Primary School
- 2012
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In: Contemporary Educational Technology. - : Ali Simsek Ed. & Pub.. - 1309-517X. ; 3:4, s. 249-264
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Journal article (peer-reviewed)abstract
- This article focuses on computing in teaching. It focuses on the differences between a traditional view of teaching and a view where the teacher no longer is the knowledge broker but more of a coordinator or a coach. The empirical examples stem from a research project called "One computer one pupil", a study of two classes in year three with children aged 9 and two classes in year five with children aged 11 in a Swedish primary school. When the project started the pupils had been using the computers for about 2,5 years. In contrast to the teacher in grade five, the classes in year three had teachers with a great interest in developing ICT. The children became very skilled in using ICT and working with the laptop was very popular. According to the theoretical model of Voogt (2008), features of a "traditional pedagogy", like prescriptions of the activities, were mixed with elements of an "emerging pedagogy", where the pupils in collaboration performed their tasks in a creative way. However, some of the classroom work was quite unfocused relative to the goals of the subject. Instead of using the technology to reach the goals of the subject, the technology more or less became a goal in itself. To follow up ten Brummelhuis’ and Kuiper’s (2008) terms technology push and educational pull, we have added the term "technology pull."
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- Petersen, Ann-Louise, 1949-
(author)
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Pedagogiskt ledarskap i matematikundervisning
- 2010. - 1
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In: Lärande i och för det nya arbetslivet. - Lund : Studentlitteratur. - 9789144070629 ; , s. 103-124
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Book chapter (other academic/artistic)
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