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- Mårald, Erland, et al.
(författare)
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Exploring the use of a dialogue process to tackle a complex and controversial issue in forest management
- 2015
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Ingår i: Scandinavian Journal of Forest Research. - : Informa UK Limited. - 0282-7581 .- 1651-1891. ; 30:8, s. 749-756
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the use of a dialogue process to approach complex issues related to forest management. Aninterdisciplinary research team set up an experimental dialogue process concerning the use of introduced tree speciesin Southern Sweden for the purposes of climate change adaptation. The process involved stakeholders at a regionallevel, including those with divergent opinions regarding introduced tree species and their use in forestry. Through aprocess of repeated meetings and exchanges with researchers, the participant’s knowledge was deepened and grouprelationships developed such that the group was able to jointly formulate a set of policy recommendations. Theinvestigation revealed that dialogue processes may improve decision-making by identifying priorities for action orfurther research. However, when a collaborative process targets complex environmental issues on larger geographicaland temporal scales, as matters about forests typically do, a collaborative process must be integrated with externalactors and institutions in order to attain tangible outcomes. Consequently, to fully access the benefits of usingcollaborative processes to handle complex challenges in forest policy and management, the connections betweenpolitical sphere, the private sector, authorities and research institutions must be concretely established.
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| 2. |
- Rist, Lucy, et al.
(författare)
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A new paradigm for adaptive management
- 2013
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Ingår i: Ecology and Society. - 1708-3087. ; 18:4, s. 63-
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Tidskriftsartikel (refereegranskat)abstract
- Uncertainty is a pervasive feature in natural resource management. Adaptive management, an approach that focuses on identifying critical uncertainties to be reduced via diagnostic management experiments, is one favored approach for tackling this reality. While adaptive management is identified as a key method in the environmental management toolbox, there remains a lack of clarity over when its use is appropriate or feasible. Its implementation is often viewed as suitable only in a limited set of circumstances. Here we restructure some of the ideas supporting this view, and show why much of the pessimism around AM may be unwarranted. We present a new framework for deciding when AM is appropriate, feasible, and subsequently successful. We thus present a new paradigm for adaptive management that shows that there are no categorical limitations to its appropriate use, the boundaries of application being defined by problem conception and the resources available to managers. In doing so we also separate adaptive management as a management tool, from the burden of failures that result from the complex policy, social, and institutional environment within which management occurs.
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| 3. |
- Rosvall, Camilla, et al.
(författare)
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Skrivstöttning i teori och praktik med exempel från Finland och Sverige
- 2023
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Ingår i: Ämnesdidaktiska perspektiv på språk och litteratur. Åttonde nordiska konferensen för modersmålsdidaktisk forskning (NNMF8), Uppsala universitet, 24-25 november 2021. - Uppsala : Uppsala universitet. - 9789198695045 - 9789198695052 ; , s. 225-243
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Konferensbidrag (refereegranskat)abstract
- En allt större mångfald, både kulturellt och språkligt, olika skrivkulturer och olika socialapraktiker i ett allt mer skrivande samhälle kräver förändringar även i skolans skrivpraktik.Syftet med artikeln är att undersöka begreppet stöttning i skrivande och öka kunskapen omstöttning utifrån hur begreppet idag förstås bland skrivdidaktiska forskare och exemplifieraanvändningen av stöttning i skolpraktik. Vi presenterar först en översikt av centrala bidragtill förståelsen och utvecklingen av teoribildningen kring begreppet stöttning i skrivdidaktiskforskning. Sedan analyserar vi deskriptivt hur stöttning realiseras i två olika klassrumssituationer, den ena i årskurs fyra i en svensk skola i Sverige och den andra i årskurs sju i ensvensk skola i Finland. Analysen uppmärksammar olika perspektiv på stöttning i skrivandesåsom grader av planerad (stöttning på makronivå) och spontan stöttning (stöttning påmikronivå), stöd och stöttning (materiell stöttning med artefakter och interaktionell stöttningi form av mellanmänsklig interaktion) samt cirkulationen av olika lager av texter som in- ochut-texter. Resultaten av analysen visar att begreppet stöttning fortsättningsvis är starktförankrat i ett sociokulturellt perspektiv parallellt med att begreppet som sådant allt meraktualiseras i ett skrivande samhälle och således blir allt mer komplext. Begreppets komplexitet riskerar att fjärma teoribildningen från skrivpraktiken och kräver en explicit kunskapom skrivstöttning av lärarna. De två exemplifieringarna av hur stöttning kan se ut i två olikaklassrumssituationer visar dessutom att praktiken innehåller många olika element som bördokumenteras för att teorierna kring stöttning ska kunna vidareutvecklas.
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| 5. |
- Sturk, Erika, Fil. dr, 1971-, et al.
(författare)
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The teaching of writing in theory and practice at teacher education programs in Finland and Sweden
- 2023
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Konferensbidrag (refereegranskat)abstract
- Writing is central to pupils’ education, employment, meaningful lives, and for citizenship in a global world. In school, pupils need to enhance writing proficiency in different school subjects as writing is not a generic competence but disciplinary specific. Teacher education is a crucial instance to prepare for teaching in the 21st century. However, there is a dilemma in teacher education concerning how to integrate theory and practice (Darling-Hammond, 2014). Therefore, an important challenge is to prepare student teachers for their future teaching of writing based on theory of disocurses of writing (Ivanič, 2004, 2017) and multimodal theories (Kress, 2010), understood in practice.This paper presents insights from a pilot study in primary teacher education programs at two universities, in Finland and in Sweden. In the pilot study a model for Reflective Observation of School writing (ROS model; Sturk, 2022) has been used with the aim to prepare student teachers for the teaching of writing across disciplines. The ROS model was implemented in the fall of 2022 and included lectures, seminars, and classroom observations in school practice. The data used in this presentation are student teachers’ examinations and answers on a questionnaire, and three university lecturers research notes.Preliminary results suggests that there are benefits and challenges with the model. The ROS model has potential to provide the student teachers with tools to analyze and reflect over the teaching of writing, and the reflective seminar seemingly provides the student teachers a scaffolded opportunity to develop a common terminology to talk about the teaching of writing across disciplines. We are interested in discussing challenges, e.g., student teachers’ challenge to read theoretical articles; framing of multimodal perspectives on writing; student teachers as observers in classroom studies. This will help us to develop the research project.ReferencesDarling-Hammond, L. (2014). Strengthening Clinical Preparation: The Holy Grail of Teacher Education. Peabody journal of education, 89(4), 547-561.Ivanič, R. (2004). Discourses of Writing and Learning to Write, Language and Education, 18(3), 220-245, DOI: 10.1080/09500780408666877Ivanič, R. (2017, May 4–5). Round table on discourses of writing, and writer identity. [Conference session]. LITUM symposium, Umeå, Sweden.Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.Sturk, E. (2022). Writing across the curriculum in compulsory school in Sweden. [Doctoral thesis, Umeå University].
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