| 1. |
- Henningsson-Yousif, Anna
(författare)
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Skolperspektiv : Utveckling av verktyg för analys av politikers, lärares och elevers resonemang om skolan
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The major objective has been to create tools for analyzing the reasoning regarding the school the different actors involved - pupils, teachers, school and politicians show. A subordinate aim was to explore relevance in this connection of eight studies carried out by the author 1979 – 1999 concerning three basic areas: the pedagogical processes at the school level, at the teacher education level and at the level of school change. I conclude that a recurring question is that of the relevance and the sense of meaningfulness experienced by those involved in different educational processes. In one of the eight empirical studies, termed the compulsory-school teacher study (1997), an approach to analyzing what teacher trainees find relevant in their work in schools is presented, involving two basic concepts, those of the event space and the relational space. In considering these concepts in terms of Alfred Schutz' theory of the lifeworld, I rename the relational space the space of contemporaries. A new study is also reported in this thesis – Teachers and schoolpoliticians in the pedagogical process of school change, the LoP-study. In considering the earlier eight studies in conjunction with the LoP-study, I find the studies to have dealt with personal processes and societal processes as well as pedagogical processes in how the parties involved reason in talking about the school. Three different aspects of the processes are distinguished: meta-aspects, connected with the aims a given process has; core aspects, connected with what one concretely does; and approach aspects, pertaining to how the persons involved relate to each other and to the process. In analyzing the LoP- interviews carried out with use of the tools developed – enabling different processes and aspects of these to be analyzed – I find marked individual differences in the patterns of different aspects of the processes involved. The width of the event space and of the space of contemporaries on the part both of the teachers and of the politicians were found to vary considerably. A conclusion drawn is that further development of the tools created would be worthwhile. It also seems possible to apply these tools to other areas, such as those of the scientific community with its research processes and of the political community with its steering processes.
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| 2. |
- Ivarsson, Pia-Maria, 1957-
(författare)
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Barns gemenskap i förskolan
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study is about children’s communities. It is also about children’s everyday interaction in a pre-school setting and how they utilise interactional and institutional resources to construct peer communities and to group themselves within them. The peer communities discussed in this study are embedded in an institutional context, namely the pre-school setting.To capture this phenomenon an ethnographic approach was used. Included in the benefits of choosing this approach are the opportunities to study everyday practices and children’s activities in a pre-school setting. Participant observations, child interviews and video recordings were used when the data were subsequently constructed and analysed.One feature underlying the pre-school setting as a social context is the organisation of time and space. Time and space structure children’s activities and their material and immaterial resources and social relations. This is shown in an example related to a little boy’s (Mattias) story of everyday practices in pre-school. Another illustrative example of how time and space form the structure for routines and social relations is when the children play a game called ‘the ting-a-ling train’. Still another example of an interesting finding was discovered when the children swung together in the pre-school playground.The preschool conditions allow children to construct their own strategies to gain access to the interactive space, where their negotiations and the organisation of time and space are of vital importance. Another important finding is that activity and talk about activity are functions that are inter-related and that children use as interactional resources.When the children become members of a pre-school group they are at the same time constructed as pre-schoolers. They are ‘doing-being’ pre-schoolers and at a same time constructing the everyday practice called pre-school. Interaction and social context are entwined, which means that a study of children’s peer communities in a pre-school setting offers valuable knowledge about the world of children and about the pre-school as a social context.
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| 3. |
- Nihlfors, Elisabet, 1952-
(författare)
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Skolchefen i skolans styrning och ledning
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis addresses the problem of how it is possible to understand the governing system for the school sector by studying how the relationship between the government and municipalities comes to the fore in the position held by the directors of education, who are the administrative directors of education in the municipalities. In order to put the position of the directors of education in its place in the government´s system for adminsitrating the school sector, we have studied how this office developed to be a part of the central adminsitration of school acivities in the municipalities. The study includes an analysis of how the position and function of this office changes up until the 1990´s, as well as what experiences the directors of education who serverd during the 1990´s had of the control and adminsitration of matters in the school sector.The empirical material of the study consists partly of documents and litterature - particularly hostoric texts, and partly of a questionnaire and interviews. The questionnaires have been carried out among all of the directors of education that served during the whole 1990´s. The results of the study show that the changes in the government´s system for governing the school sector have rendered the system itself seomwhat obscure. Positions of responsibility have not become clear. Hidden control becomes visible by the way in which economic issues are handled and by the existence of the agreement on school development - both of which are control instruments in the school sector, but not parts of the national control and adminsitration system. Underpressure has been developed in which the government, through its decrees, has strengthened the school level in issues that need to be solved in the municipal level in the present system, whithout the municipal level actually beeing strengthening.
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| 4. |
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| 5. |
- Wijk, Katarina, 1972-
(författare)
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Planning and Implementing Health Interventions : Extrapolated Theories of Health Education and Constructed Determinants of Risk-Taking
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Health interventions are usually preceded by calculations of risks, i.e. ascribed or supposed problem(s). An initial series of meta-reviews (n=5+14) revealed that there is a lack of research that problematises the planning and implementation of educational health interventions, and that reviews in the area of health interventions overwhelmingly focus on effectiveness and outcomes. Based on this, two systematic reviews, a total of 42 peer-reviewed articles, describing educational sexual health interventions targeting youths, have been conducted. The aim of the initial meta-reviews (n=5+14) was to investigate how to improve search and analysis techniques and then in a first systematic review (n=21) to analyse how risk-taking adolescents, from Europe and North America, were ‘constructed’. A further aim was to extrapolate explicit and/or implicit theoretical premises and possible divergences among them. On the basis of the first analysis, methods were refined and a second review (sample n=21) from the same population was carried out. Results revealed that causal relations regarding risk were presented as operating non-mutually, as one-sided or as reciprocal causes between environmental, behavioural and personal determinants or antecedents. Normative descriptions of ascribed problems were shown as possibly legitimating interventions. Pedagogical strategies embraced more or less conscious use of pedagogical theories. Some articles, where an explicit theory was presented, were regarded as not convergent when comparing the explicit theory with tacit assumptions extrapolated from the text. Other texts combined different theories without any apparent reflection. The results of this study could contribute to improved review techniques, enhance quality assessment of empirical research and extend the review-approach by emphasising how theoretical premises are reflected on in the planning and implementation phases of health interventions. Results also offer an opportunity for reflecting on how risk-taking is constructed. A protocol of critical questions that ought to precede planning and implementing of health interventions is proposed.
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| 6. |
- Bruneau, Anne, et al.
(författare)
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Advances in Legume Systematics 14. Classification of Caesalpinioideae. Part 2: Higher-level classification
- 2024
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Ingår i: PhytoKeys. - Sofia : Pensoft Publishers. - 1314-2011 .- 1314-2003. ; 240, s. 1-552
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Tidskriftsartikel (refereegranskat)abstract
- Caesalpinioideae is the second largest subfamily of legumes (Leguminosae) with ca. 4680 species and 163 genera. It is an ecologically and economically important group formed of mostly woody perennials that range from large canopy emergent trees to functionally herbaceous geoxyles, lianas and shrubs, and which has a global distribution, occurring on every continent except Antarctica. Following the recent re-circumscription of 15 Caesalpinioideae genera as presented in Advances in Legume Systematics 14, Part 1, and using as a basis a phylogenomic analysis of 997 nuclear gene sequences for 420 species and all but five of the genera currently recognised in the subfamily, we present a new higher-level classification for the subfamily. The new classification of Caesalpinioideae comprises eleven tribes, all of which are either new, reinstated or re-circumscribed at this rank: Caesalpinieae Rchb. (27 genera / ca. 223 species), Campsiandreae LPWG (2 / 5-22), Cassieae Bronn (7 / 695), Cera-tonieae Rchb. (4 / 6), Dimorphandreae Benth. (4 / 35), Erythrophleeae LPWG (2 /13), Gleditsieae Nakai (3 / 20), Mimoseae Bronn (100 / ca. 3510), Pterogyneae LPWG (1 / 1), Schizolobieae Nakai (8 / 42-43), Sclerolobieae Benth. & Hook. f. (5 / ca. 113). Although many of these lineages have been recognised and named in the past, either as tribes or informal generic groups, their circumscriptions have varied widely and changed over the past decades, such that all the tribes described here differ in generic membership from those previously recognised. Importantly, the approximately 3500 species and 100 genera of the former subfamily Mimosoideae are now placed in the reinstated, but newly circumscribed, tribe Mimoseae. Because of the large size and ecological importance of the tribe, we also provide a clade-based classification system for Mimoseae that includes 17 named lower-level clades. Fourteen of the 100 Mimoseae genera remain unplaced in these lower-level clades: eight are resolved in two grades and six are phylogenetically isolated monogeneric lineages. In addition to the new classification, we provide a key to genera, morphological descriptions and notes for all 163 genera, all tribes, and all named clades. The diversity of growth forms, foliage, flowers and fruits are illustrated for all genera, and for each genus we also provide a distribution map, based on quality-controlled herbarium specimen localities. A glossary for specialised terms used in legume morphology is provided. This new phylogenetically based classification of Caesalpinioideae provides a solid system for communication and a framework for downstream analyses of biogeography, trait evolution and diversification, as well as for taxonomic revision of still understudied genera.
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| 7. |
- Heikkilä, Mia, 1975-
(författare)
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Kommunikativa resurser för lärande : Barns gester, blickar och tal i tre skolmiljöer
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this research has been to study how schools create possibilities for children to learn. Possibilities to communicate and to interact are seen as closely linked to a process of learn-ing in line with contemporary thinking of learning (Kress, 2003; Säljö, 2000; Selander, 2005). The theoretical starting point has been to consider use of modes in communication a means for participating in social activities in school activities (Kress & van Leeuwen, 2001; Kress, 2003; Kress & Jewitt, 2003). Participation is a central notion in the study of multimodality, where focus is at children communication through the use of modes.The empirical material consists of ethnographic video recordings made in three Swedish ur-ban school settings from 2000 through 2003. The children were five, six and seven year olds during the study. Detailed transcripts and analysis of the use of the three modes speech, gesture and gaze were made of fifteen activities.The analyses focus on how the use of modes can be seen as means for taking different posi-tions of participation in activities. The fifteen sequences are presented in five different themes. The themes include; silence at school, the place of the body at school, how the physical object ‘rubber’ is a sign of competence of ‘right and wrong’, how negotiation appears in school settings as a way of doing gender, and finally, an analysis of how a changed social function of a content transforms positions of participation. The themes generally discuss how school ideologies are shown in communication.By showing how children use modes in different situations and for different social reasons to participate in school activities, the analyses also show how a social setting and physical objects contribute to what positions are chosen, and when. The variations of the use of modes in the different school settings can be seen as signs of a changed principal for categorization, and thereby, how is further more argued, how that connects to children’s learning.
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| 8. |
- Svärd, Ola, 1946-
(författare)
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Examensarbetet – en kvalitetsindikator inom högre utbildning? : exemplet högskoleingenjörsutbildning
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on the concept of quality in higher education, more particularly quality of the degree project. The overarching issue is whether an assessment of the quality of a degree project can be used for evaluating the quality of the entire programme where it forms a part. The subject is partly initiated by the design of the quality evaluation system in Sweden introduced in 2011, in which a quality indicator function of the degree projects is vital.The notion of quality in degree projects is analyzed through three perspectives – as articulated in the research literature, as stated in the policy documents and curriculum documents regarding a Swedish engineering programme, and as experienced by the actors – examiners and supervisors – of this same programme. If the three perspectives testify with reasonably equal meaning to the concept of quality, an indicator function of degree projects can be considered appropriate.Different methods have been combined. The policy documents are investigated by a qualitative and quantitative textual analysis, while the perceptions of the examiners and supervisors are explored by in-depth interviews. Results are interpreted by using an arena concept proposed by Lindensjö & Lundgren, and an analysis system suggested by Bernstein.The results show that quality of a degree project is an ambiguous notion, and that different aspects of quality are reflected in the three perspectives. The conclusion is that assuming a quality indicator function of a degree project is problematic and not self-evident.In a formal sense, the degree project course is clearly separated from other modules of the programme, i.e. it is strongly classified. At the same time it is weakly framed and the actors feel near-total freedom in implementing it.Conceivable consequences of the evaluation system used in Sweden since 2011 are also discussed. Uniformity in the design of the degree project course can be expected, as well as undervaluation of the conditions for the programme and the teaching processes of it.
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| 9. |
- Folke-Fichtelius, Maria, 1952-
(författare)
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Förskolans formande : Statlig reglering 1944–2008
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Preschool is a central part of Swedish family life. The manner in which the state regulates preschool through laws, ordinances, and various kinds of written objectives has an impact on many people in the Swedish society. The thesis examines the development of preschool state regulation from the 1940s until 2008. The starting point of the study is a draft for a new Education Act, put forward in 2003, which proposed that preschool should be integrated into the school system as a new form of school. The purpose of the study is to generate knowledge about the state regulation of Swedish preschool, and how it has contributed to the shaping of preschool as a societal institution. Questions considered in the analysis are how regulation delimits preschool as a social category, what role this regulation assigns preschool in relation to other actors and societal institutions involved in early childhood education and care, and what principles this regulation is based on. The study has evolved within the research tradition of curriculum theory as developed in studies in educational politics. The analysis is carried out as a text analysis, where the concepts of boundary work, official classification and activity system serve as important analytical tools. Texts produced within the formal chain of decision and legislation: directives for committees, government white papers, ministerial task forces, bills, legislative texts etc., form the empirical foundation for the study. The analysis shows that economic as well as legal and ideological governing instruments are used in the shaping of the framework of preschool. These frameworks are indicated in the form of different boundary markers that delimit preschool as a specific category and arrange it in relation to other categories. The boundaries indicated by these boundary markers have been subject to extensive discussion during the formulation process. Through this boundary work, preschool has been constructed as a full time preschool, commissioned to provide both education and care. The boundaries of this commission are in some respects indistinct and contain several overlapping elements with regards to family, social services and school. At the same time, preschool holds a fixed core with more distinct boundaries, in the form of a part time public preschool delimited by time and age and regulated by far-reaching legislation regarding the rights of children to attend. Owing to this construction, preschool may balance several different and partly contradictory demands placed on it by other institutions and by different interest groups, while at the same time maintaining a core of identity of its own. In that sense, preschool may be described as a boundary object. Thus, when it is suggested that preschool should constitute a form of school and be placed in the more formal regulation structures of the school system, the balance of this construction is challenged.
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