| 1. |
- von Porat, Anette, et al.
(författare)
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High prevalence of osteoarthritis 14 years after an anterior cruciate ligament tear in male soccer players: a study of radiographic and patient relevant outcomes.
- 2004
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Ingår i: Annals of the Rheumatic Diseases. - : BMJ. - 1468-2060 .- 0003-4967. ; 63:3, s. 269-273
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Tidskriftsartikel (refereegranskat)abstract
- Objective: To identify the consequences of an anterior cruciate ligament (ACL) tear in a cohort of male soccer players 14 years after the initial injury with respect to radiographic knee osteoarthritis and patient relevant outcomes. Methods: Of 219 male soccer players with an ACL injury in 1986, 205 (94%) were available for follow up after 14 years; 75% of the cohort (154/205) answered mailed questionnaires (KOOS, SF-36, and Lysholm knee scoring scale) and 122 of these consented to weight bearing radiographs. Results: Radiographic changes were found in 95 (78%) of the injured knees, while more advanced changes, comparable with Kellgren-Lawrence grade 2 or higher, were seen in 50 (41%). In the uninjured knees more advanced changes, comparable with Kellgren-Lawrence grade 2 or higher, were seen in five knees (4%). No differences were seen between surgically and conservatively treated players. The patient relevant outcome was affected and did not differ between subjects with and without radiographic changes. Eighty per cent reported reduced activity level. Conclusions: A high prevalence of radiographic knee osteoarthritis was seen in male soccer players 14 years after an ACL disruption. The injury and the osteoarthritis, irrespective of the treatment provided to these patients, often result in knee related symptoms that severely affect the knee related quality of life by middle age.
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| 2. |
- Bagger, Anette, 1974-, et al.
(författare)
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Directions of intentionalities in special needs education in mathematics
- 2020
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Ingår i: Educational Studies in Mathematics. - : Springer. - 0013-1954 .- 1573-0816. ; 104, s. 41-63
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Tidskriftsartikel (refereegranskat)abstract
- This article builds upon a systematic review of 53 articles in international research journals and makes three main contributions. First, it develops a method for identifying motives, values, and assumptions in research by analysing segments of text in journal articles. Second, it represents a reflective account of research within the field of mathematics education. Third, it captures the ongoing directions of intentionalities inherent in the diverse field of special education mathematics and, thereby, some of the characteristics of the core issues in this field. Three directions of intentionalities were identified: towards teachers and teaching competence, towards enhanced mathematical achievement, and towards every student's learning. The results indicate that each direction has specific limitations and potentials. In order to improve special education mathematics, we recommend that researchers and practitioners remain broadly informed and involved in all three directions of intentionalities.
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| 3. |
- Bagger, Anette, 1974-, et al.
(författare)
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How Research Conceptualises the Student in Need of Special Education in Mathematics
- 2015
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Ingår i: Development of Mathematics Teaching. - Linköping : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789197393492 ; , s. 27-36
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Konferensbidrag (refereegranskat)abstract
- The focus of this paper is the conceptualisation of students in special educational needs in mathematics (SEM students) in the research fields of mathematics and special education. A difference between fields regarding the perspectives taken on the SEM student is obvious in the reviewed articles. Those in the special educational field were individual oriented in their view of the difficulties, whilst reviewed articles from the field of mathematics education more often discuss socio-cultural settings. The content in the selected 28 articles reveals that the overall conceptualisation of SEM student has to do with the social construct of the SEM student, as well as with students’ experiences, affects, and prerequisites; with the specific training methods or interventions applied; with special areas in the subject of mathematics; with special groups of students; and with teachers’ knowledge about all these factors.
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| 4. |
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| 5. |
- Bagger, Anette, 1974-, et al.
(författare)
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Investigating the politics of meaning(s) in Nordic research on special education mathematics : developing a methodology
- 2018
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Ingår i: Perspectives on professional development of mathematics teachers. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402421 ; , s. 141-150
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Konferensbidrag (refereegranskat)abstract
- This paper aims to develop a methodology to explore the politics of meaning in special education mathematics research. Mediated meaning, directions of intentionalities and perspectives on special education have been analysed in eight reviewed articles. Results indicate that the politics of meaning in the Nordic sample are about processes of normalisation and effectiveness through methods and approaches. The teacher is emphasised as the centre for change and development also when it comes to organisational factors. Disabilities are not researched, perhaps cloaked by an overall relational approach or due to research paying attention to milder difficulties. The deve- loped methodology seems to be fruitful and will be applied on a broader international sample.
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| 6. |
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| 7. |
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| 8. |
- Bagger, Anette, et al.
(författare)
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Moments of inclusion and equity in the mathematics classroom
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper presents findings from a pilot study on equity and inclusion in the mathematics classroom. The pilot study is part of the project: Mathematics education for Inclusion and Equity (MInE) and has been ethically approved by the Swedish Ethical Review Authority. Moments of inclusion and equity is a concept that we explore and develop during this pilot. By inclusion and equity in mathematics we imply teaching that contributes to student empowerment, and their ability and agency to learn through striving for every student’s opportunity to participate (see Bagger 2017; Roos, 2019).
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| 9. |
- Bagger, Anette, 1974-, et al.
(författare)
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The shared duty of special educational support in mathematics : borders and spaces in degree ordinances for pre-service teachers
- 2020
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Ingår i: Borders in mathematics pre-service teacher education. - Cham : Springer. - 9783030442910 - 9783030442927 ; , s. 141-161
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Bokkapitel (refereegranskat)abstract
- This chapter investigates the future shared duties of special education pre-service teachers in mathematics and mathematics pre-service teachers for primary school to support students in need of support in mathematics. Within the Swedish context, teacher education training policy frames special education teachers in mathematics (STms) as the historians of schooling, in that they carry specific knowledge about how students in need of support have been treated earlier, and recognise that current practices and policies have been motivated by the history and culture of Swedish schools. This framing also suggests that they have the expertise in supporting students in need of special support and an understanding of specific disabilities or prerequisites for learning that these students can have. In contrast, mathematics teachers for primary school (MTPs) are framed as being responsible for the overall education taking place in classrooms, being willing to collaborate and learn from other professions involved in the students learning and development, and needing to pay attention to those other professions’ experiences and knowledge. In addition, the teacher education training policy indicates that MTPs are supposed to cooperate, listen, and reflect, whereas STms are to lead, be independent, analyse, and drive school development. Furthermore, the position, role, and authority of STms are not supported by the Swedish Education Act. This together with the sometimes contradictory roles identified by each of the profession’s goals in their degree ordinance could put MTPs’ and STms’ shared duties at risk, and creates a need for negotiation. A possible way forward, in order to counteract this risk, might be shared courses during teacher training. This could presumably prepare for future negotiations and collaborations of roles and responsibilities.
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| 10. |
- Gellerstedt, Linda, et al.
(författare)
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Newly-graduated nurses' experiences of a trainee programme regarding the introduction process and leadership in a hospital setting : a qualitative interview study
- 2019
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Ingår i: Journal of Clinical Nursing. - : Wiley. - 0962-1067 .- 1365-2702. ; 28:9-10, s. 1685-1694
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Tidskriftsartikel (refereegranskat)abstract
- AIM AND OBJECTIVES: This study aimed to describe newly-graduated nurses' experiences of introduction processes and leadership within a hospital trainee programme.BACKGROUND: For many, being a newly-graduated nurse is associated with stress, influenced by the challenge of the transition to independent nurse, coupled with the loss of mentorship due to nurse turnover and rapidly changing demands.METHODS: A qualitative design with an inductive approach was chosen and four focus groups were convened. A total of nineteen nurses were included in the study. Data were analysed using qualitative content analysis. COREQ was used as EQUATOR checklist.FINDINGS: The analysis resulted in three themes: Need for an introduction when facing a complex reality, Striving to stand on my own, and The importance of having an accessible and multi-skilled manager. The transition is a complex, dynamic and demanding process.CONCLUSIONS: The orientation process from student to becoming an independent nurse is a challenging period. A flexible manager and a readily accessible leadership facilitate the newly-graduated nurse's striving to become an independent nurse. The study demonstrates that a trainee programme and support are essential in this process. There are indications that today's newly-graduated nurses have high expectations of coaching from the manager during the orientation process.RELEVANCE TO CLINICAL PRACTICE: The hospital setting and its organisation are rapidly changing in relation to the increasing number of patients and their health status. In addition, there is a need for newly-graduated nurses to secure regrowth, to fill the ranks of experienced nurses leaving the field. Newly-graduated nurses increasingly perceive a gap between their training and clinical realities, thus necessitating changes in tutoring and their introduction to the work. This article is protected by copyright. All rights reserved.
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