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| 2. |
- Alexandersson, Ulla, 1950, et al.
(författare)
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Estetiska lärprocesser
- 2016
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Ingår i: Läs- och skrivportalen, Skolverket, Stockholm. ; :Tematiska arbetssätt och digitala verktyg
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Artikeln belyser estetiska lärprocesser som både estetiska uttryck i sig men också som medel för att lära något annat (t ex läsa och skriva).
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| 3. |
- Alexandersson, Ulla, 1950, et al.
(författare)
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Om lärande och undervisning
- 2016
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Ingår i: Läs- och skrivportalen, Skolverket. ; :Tematiska arbetssätt och digitala verktyg
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Några perspektiv på lärande med relevans för elever med eller utan intellektuell funktionsnedsättning.
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| 4. |
- Atış-Akyoli, N, et al.
(författare)
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Perceptions of "Best Friend" as Expressed by Preschool Children in Turkey and in Sweden
- 2021
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Ingår i: International Journal of Progressive Education. - : Pen Academic Publishing. - 1554-5210. ; 17:4, s. 390-404
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Tidskriftsartikel (refereegranskat)abstract
- In this study we ask the following questions concerning the concepts of ‘friendship’ and ‘best friend’ from a cross-cultural perspective: Do children have different concepts about what ‘friendship’ and ‘best friend’ can be? Does having a different cultural background determine how teachers and other staff who work with children at the preschool stage (as well as the children’s parents) entertain different ideas about potential differences between the child’s conception of ‘friendship’? We wish to examine what perceptions about ‘friendship’ children who live in Turkey and Sweden have. We are curious to discover whether any cross-cultural differences can be identified or whether, no matter what their cultural background may be, children are more similar to each other in this regard than previously known? The preschool context of the child’s development instantiates an important social- and cultural meeting place that should promote the child’s understanding of the value of diversity. An awareness of different living conditions and cultures can help to develop in the child an ability to understand and empathize with other people’s conditions and values.
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| 5. |
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Att pussla ihop ett liv : om samverkan
- 2007
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Föräldrars berättelse om sin vardag när deras barn har autism-liknande tillstånd i kombination med intellektuell funktionsnedsättning.
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| 6. |
- Atterström, Andrea, et al.
(författare)
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Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment
- 2023
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Ingår i: International journal of disability, development and education. - : Taylor & Francis Group. - 1034-912X .- 1465-346X. ; 70:6, s. 1101-1119
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Tidskriftsartikel (refereegranskat)abstract
- Earlier research shows an arrest in reading and writing development among 9-12-year-old students with severe speech and physical impairment, SSPI. This article explores what five students with SSPI who have reached beyond beginner's phase without arrest in their literacy development have experienced as significant for their reading and writing development. The research design was explorative and case based. It contained researcher-participant longitudinal dialogues focusing on the students' experiences of literacy learning. Computer assisted email interviews were used. A semi-structured interview manual guided each dialogue. With the use of augmentative and alternative communication (AAC) systems and assistive technology devices, the participants could read and write (with alphabetical print in Swedish) independently. The analysis revealed four themes of great importance for the students' development of alphabetical print literacy skills: assistive technology use in writing and reading, continuity in long-term pedagogical relationships, mutual persistence in communication, and visions of nearer goals and future work life. The results are discussed in relation to the theoretical frameworks of self-efficacy and the capability approach.
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| 7. |
- Hakvoort, Ilse, 1960, et al.
(författare)
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Action research in Sweden
- 2019
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Ingår i: Building Learning Communities for Peace. Action Research Reports from Croatia. Greece, Sweden and the United Kingdom. - : Learning Communities for Peace project. ; , s. 28-49
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This report gathers the processes and results of the action research projects that took place within the framework of Learning Communities for Peace, a European project funded by Erasmus+ Programme of the European Union as a Strategic Partnership Project (2016-1-SE01-KA201-022164) and the Evens Foundation. The project was launched in November 2016, with the firs partners’ meeting in Sweden, and lasted until 31 of August September 2019.
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| 8. |
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| 9. |
- Hakvoort, Ilse, 1960, et al.
(författare)
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EU-PROJEKT – SAMVERKAN I MÅNGFALD
- 2020
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Ingår i: Samverkan genom uppdrag Lärdomar för universitetet och samverkande partners i utbildnings- och forskningsuppdrag.. - : Göteborgs universitet. - 9789186857264 ; , s. 137-155
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Malmqvist, Johan, 1960-, et al.
(författare)
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But was it Trustworthy? : Methodological Experiences From a Study of a Hard-to-Reach Group of Students in Need of a Flexible Research Approach
- 2024
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Ingår i: International Journal of Qualitative Methods. - : Sage Publications. - 1609-4069. ; 23
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Tidskriftsartikel (refereegranskat)abstract
- Pedagogical research on experiences of learning among students with severe speech and physical impairment (SSPI) is sparse. This may be due to a lack of research-on-research methodology literature about students with SSPI, as they are difficult to find and there are barriers to their participation in mainstream research. Hence, method development is especially important regarding these students, who cannot participate when traditional inquiry methods are used. This article's objective is therefore to advance method development by means of a retrospective investigation. The empirical findings consist of documented experiences from a previous study of students with SSPI (henceforth, "literacy study"). A computer-assisted email dialogue technique was developed in the literacy study's pilot study and eventually used in the main study, to investigate the students' experiences of their literacy development. The aim of this study is to retrospectively and critically examine the scientific trustworthiness of a methodological research approach based on an email dialogue technique used exploratively in the literacy study, to investigate the literacy development among the students grounded in their own experiences, and to contribute methodological experiences gained from that study regarding the relationship between the use of verification strategies and checking techniques. The computer-assisted email dialogue approach was necessary because the few participants were spread over great geographical distances. The approach was developed as an explorative and flexible inclusive research design and was used within the tradition of participatory research. The students in both the pilot and main studies (8-16 years of age) were treated as collaborators rather than research subjects. Both the verification strategies and techniques regarding trustworthiness criteria were found to be important for trustworthiness. The main conclusion, based on our experiences in this retrospective investigation, is that it is necessary to continuously and thoroughly focus on trustworthiness issues throughout the research process to obtain trustworthy findings.
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