| 1. |
- Al-Khateeb, Mukdad, et al.
(författare)
-
A Spatial Sustainable Development Model Based on Partnership between Government, Community and Specialist in Baghdad
- 2016
-
Ingår i: Creative Education. - : Scientific Research Publishing, Inc.. - 2151-4755 .- 2151-4771. ; 7:14, s. 1881-1890
-
Tidskriftsartikel (refereegranskat)abstract
- Iraq is facing fatal challenges: internal, external and natural that are threatening the well-being of the Iraqi community at present and certainly jeopardizing the sustainable development at all levels of Sustainable Development (SD)-Capitals: natural, human and social, and manufactured/financial. This paper is intended to discuss on establishing a Sustainable Neighborhood in Baghdad, where it could serve as an experimental project to test the forms of expenditure that would guarantee the best eco-efficient transformation of expenditure to Sustainable Development Goals (SDGs). The paper illustrates the challenges of SD and the factors that would exacerbate their effect unless dealing with through scientific-well managed procedures based on green growth policiesand sustainable development strategies.
|
|
| 2. |
- Al-Khateeb, Mukdad, et al.
(författare)
-
Sustainable University Model for Higher Ed-ucation Iraq
- 2014
-
Ingår i: Creative Education. - : Scientific Research Publishing, Inc.. - 2151-4755 .- 2151-4771. ; 5:5, s. 318-328
-
Tidskriftsartikel (refereegranskat)abstract
- Education can become another burden on the development unless addresses the internal, external and natural challenges by Sustainable Universities that provide an educational, cultural and teaching model through a sustainable development strategy. This paper tends to illustrate the dif-ferent challenges of sustainable development in Iraq coupled with the full ignorance of the concept and principles of sustainability and suggests a model for a sustainable university. Although the suggested model is rather complicated, but it is crucial to encompass the different affects of human resources on the sustainable development capitals, at and beyond, the university campus.
|
|
| 3. |
- Amhag, Lisbeth
(författare)
-
Creativity in and between Collaborative Peer Assessment Processes in Higher Distance Education
- 2013
-
Ingår i: Creative Education. - : Scientific Research Publishing. - 2151-4755 .- 2151-4771. ; 4:7A, s. 94-104
-
Tidskriftsartikel (refereegranskat)abstract
- The study investigates in what ways the combination of self-assessment and collaborative peer assessment can sup-port students’ creative- and critical abilities, as well as providing opportunities for meta-cognitive learning. The study is informed by sociocultural theories research traditions and computer supported collaborative learning, CSCL. Data were collected from 22 student teachers peer assessment processes, including peer feedback and self-assessment dur-ing two consecutive 15 credit web-based courses. The analytical framework was based on Toulmin’s argument model (1958) and Hattie and Timperley´s (2007) feedback model. The results provide a broader perspective on collaborative peer assessment processes by distinguishing, identifying and describing the meaning content in the students´ peer feedback and self-assessment, and the relationships between these. Quality of content and creativity in formulating the responses, can be linked to creativity as “higher order thinking skills”. Peer assessment processes can thus func-tion as creative exercises or as a tool to support such skills.
|
|
| 4. |
- Bojner Horwitz, Eva, et al.
(författare)
-
A Ten-Step Art-Based Program to Mitigate Exhaustion among Students and Teachers—What Would Our Ancestors Say?
- 2023
-
Ingår i: Creative Education. - 2151-4755 .- 2151-4771. ; 14:8
-
Tidskriftsartikel (refereegranskat)abstract
- There is robust evidence that the arts can be used to support mental health and well-being. However, there has been little exploration of the history of these types of activities. We believe it is meaningful to examine history to learn how best to manage and support those suffering from poor mental and physical health today. A clinically tested 10-step art-based program for ex- hausted students and patients has been developed over the course of twenty years of clinical practice and was created through a “learning by doing” con- cept, in which embodied knowledge was gained by participants undertaking “guided” bodily experiences. We found that the program led to an increase in conscious awareness of well-being among students and teachers. This article discusses the variation of the original program, adjusted to fit the needs of students and teachers in higher academic programs today. We also construct a bridge between past and present, by conducting a historical literature review. By doing this, we bring to light knowledge that our ancestors held about the signs and signals that we today could interpret as indicators of stress.
|
|
| 5. |
- Bojner Horwitz, Eva, et al.
(författare)
-
Developing a Sustainable and Healthy Working Life with the Arts: The HeArtS Programme—A Research Dialogue with Creative Students
- 2022
-
Ingår i: Creative Education. - 2151-4755 .- 2151-4771. ; 13
-
Tidskriftsartikel (refereegranskat)abstract
- There are few studies on how to use art to prepare students, through higher education, to lead a sustainable and healthy working life. In order to enhance and develop the learning environments regarding creativity and health in higher academic education curricula, more studies are needed. Studies link- ing the United Nations’ Sustainable Development Goals (SDGs) from the agenda 2030 into higher education practice are also few. The aim of this study is to gather information from creative music students to be able to build an educational platform for “arts & health” that facilitates a sustainable future working life for students. The results from two focus group interviews were used to develop an interview guide for five following in-depth individual in- terviews. The analytical lens that was used to conduct the interviews was based on a phenomenological hermeneutic method. The complete interpre- tation of the study is: “Educating meaning instead of perfection—Building a Health-Arts-Sustainability (HeArtS) platform”. According to our results, mean- ing is not created by doing things that you are good at. The students want a curriculum where the focus is on challenges; skills that you are not good at and therefore need stimulating. The students want more collective self-aware- ness and body awareness training and sharing in their curricula. The results strongly imply that art-based curricula or the art intervention programs in- creasingly practiced in academia can be effective for enhancing workplace creativity and sustainable health in working life. Therefore, we suggest that higher educational programs should employ more art-related creativity train- ing programs in the future.
|
|
| 6. |
- Djärf, Agneta Ljung, 1961, et al.
(författare)
-
Patterns of variation: a way to support and challenge early childhood learning?
- 2013
-
Ingår i: Creative Education. - 2151-4755 .- 2151-4771. ; 4:7A1, s. 33-42
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose in this article is to elaborate on how the use of patterns of variation designed by variation theory can challenge and develop the early childhood education (ECE) practice. The analysis is based on six learning study (LS) projects conducted in Swedish ECE. A LS is a systematical, theoretical based de- velopment of teacher professionalism, often in close cooperation with researchers. The projects included 17 teachers, 140 children and 7 researchers. The video documented empirical material consists of 16 analysis meetings, 14 interventions and 407 pre-, post-, and delayed posttests. Each project is a concrete example of the use of patterns of variation to increase early childhood learning. In all cases a tendency of qualitative changes in children’s ways of discerning the object of learning could be noticed. The purpose is to search for how this can be understood from a variation theoretical perspective. The main focus is on changed ways of performing the interventions to search for how patterns of variation were used to create and capture the learning situations throughout the projects. One of our findings is that we have seen that it takes more than one intervention for the teachers to capture which aspects of the object of learning are critical in the targeted group, but as the iterative process allows them to try out the design more than once, they manage to find them. The second finding is that the teachers changed focus from taken for granted assumptions of each child to focusing on their own design to facilitate the child’s learning. Finally, the aspect supposed to be discerned has to vary against an invariant background to be discerned by the chil- dren, and to separate the principle from the representation is needed to be able to generalize their new knowledge
|
|
| 7. |
- Eriksson Lindstrand, Anna, et al.
(författare)
-
Playful learning about light and shadow : a learning study project in early childhood education
- 2016
-
Ingår i: Creative Education. - 2151-4755 .- 2151-4771. ; 7:2, s. 333-348
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of the project was to explore how a learning study (LS) based on variation theory could support the development of playful physics learning in early childhood education. The study explored what patterns of variation used during a three-cycle LS challenged and developed children’s ways of discerning why a shadow occurred. The empirical material comprised a screening (n = 7), three video-documented interventions, and 78 individual pre- and post-test interviews (n = 39) at 4 - 5 years old. Three somewhat different patterns of variation were implemented within a playful frame in the three groups. The results indicate low and non/significant improvements in cycle A, somewhat higher and significant improvements in cycle B, and substantially higher and significant improvements in cycle C. The study indicates a promising ability to combine a playful approach with the variation theory perspective to stimulate children’s understanding of a quite advanced scientific phenomenon. The careful process of identifying potential critical aspects, the awareness of the relationship between the whole and its parts, and the concretization of simultaneity are discussed as key aspects of these findings.
|
|
| 8. |
- Eriksson Lindstrand, Anna, et al.
(författare)
-
Playful learning about light and shadow : a learning study project in early childhood education
- 2016
-
Ingår i: Creative Education. - : Scientific Research Publishing, Inc.. - 2151-4755 .- 2151-4771. ; 7:2, s. 333-348
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of the project was to explore how a learning study (LS) based on variation theory could support the development of playful physics learning in early childhood education. The study explored what patterns of variation used during a three-cycle LS challenged and developed children’s ways of discerning why a shadow occurred. The empirical material comprised a screening (n = 7), three video-documented interventions, and 78 individual pre- and post-test interviews (n = 39) at 4 - 5 years old. Three somewhat different patterns of variation were implemented within a playful frame in the three groups. The results indicate low and non/significant improvements in cycle A, somewhat higher and significant improvements in cycle B, and substantially higher and significant improvements in cycle C. The study indicates a promising ability to combine a playful approach with the variation theory perspective to stimulate children’s understanding of a quite advanced scientific phenomenon. The careful process of identifying potential critical aspects, the awareness of the relationship between the whole and its parts, and the concretization of simultaneity are discussed as key aspects of these findings.
|
|
| 9. |
- Forsberg Ahlcrona, Mirella, 1954-, et al.
(författare)
-
Mathematics and Puppet Play as a Method in the Preschool Teacher Education
- 2018
-
Ingår i: Creative Education. - : Scientific Research Publishing, Inc.. - 2151-4755 .- 2151-4771. ; 09:10, s. 1536-1550
-
Tidskriftsartikel (refereegranskat)abstract
- This study explores students'€™ perceptions and understanding of mathematics as a subject and using aesthetic expressions in their own mathematics teaching in preschool, more specifically, with puppet play as a method. In all teacher education in Sweden, mathematics in preschool is taught in different ways, which means that the teaching about the aesthetic possibilities as a part of the teaching of mathematics in preschool varies. The main purpose of the study has been to investigate students’ mathematical development in preschool practice based on the changes made in the educational and methodological implications during teacher education. The data collection consists of texts from 73 students. The qualitative content analysis focuses on the students’ descriptions of understanding and meaning of mathematics and aesthetics in their own teaching with the children. The results show that the methodological implications in the course’s organization and structure enabled a variation of qualitative changes in the students perceptions and beliefs about mathematics and aesthetics, but also that the conceptual languages of mathematics could be varied and concretized by new methodological strategies.
|
|
| 10. |
|
|
| 11. |
- Forsberg, Elenita, 1961-, et al.
(författare)
-
An Academic Reflection as an Examination after High-fidelity Simulation in Nursing Education
- 2020
-
Ingår i: Creative Education. - Irvine, CA : Scientific Research Publishing. - 2151-4755 .- 2151-4771. ; 11:12, s. 2806-2821
-
Tidskriftsartikel (refereegranskat)abstract
- Introduction: Today’s healthcare is complex and the need for quick decisions and care can be crucial for the patient’s well-being. For the students, it is essential to develop clinical competence during their nursing education. Aim: The aim of the study was to explore how an individual written academic reflection as an examination after high-fidelity simulation can support student nurses’ learning experiences of clinical competence when a developed questionnaire was used to stimulate in-depth reflection. Method: After the intervention of using an academic reflection as an examination after high-fidelity simulation during the fourth semester of the nursing programme, 107 individually written academic reflections were collected from students during 2017-18. A questionnaire with seven open-ended questions was developed to stimulate the reflection of students’ learning experiences of clinical competence. Based on Kolb’s experiential learning cycle, a deductive content analysis was used with focus on the students’ learning experiences. Results: The students expressed that the performed simulated scenario in connection with the individual written academic reflection made them aware of the strengths and weaknesses in their ability to clinical reasoning and patient safety. Furthermore, the importance of communications skills emerged. The students highlighted the use of the closed loop structure for communication in the team, and the necessity to involve the patient more in clinical situations. During the simulation scenarios, the students appreciated in having the opportunity to be an observer for developing knowledge concerning clinical competence. Conclusion: By implementing an examination that provides an opportunity for time for an in depth-reflection, creates effectively professional development. The academic reflection as an examination appears to be a good learning experience such as the clinical competence became visible for the students. Integrating reflective writing continuously during the nursing education can contribute progression of students’ skills to write an academic reflection. Copyright © 2020 by authors and Scientific Research Publishing Inc.
|
|
| 12. |
- Forsberg, Elenita, 1961-, et al.
(författare)
-
Virtual Patient Cases for Active Student Participation in Nursing Education — Students’ Learning Experiences
- 2019
-
Ingår i: Creative Education. - Irvine, CA : Scientific Research Publishing. - 2151-4755 .- 2151-4771. ; 10:7, s. 1475-1491
-
Tidskriftsartikel (refereegranskat)abstract
- Virtual Patient cases (VP cases) promote learning, teaching, and assessment of clinical reasoning and can stimulate and motivate active learning experiences in nursing education. The aim of the study was to investigate the use of VP cases for active student participation in nursing education regarding students’ learning experiences of clinical reasoning. After an intervention using VP cases in the graduate nursing program, 174 evaluation questionnaires were collected from the students. The questionnaire consisted of open-ended questions that covered students’ learning experiences using VP cases. Deductive content analysis was used with a focus on the students’ learning experiences. The results showed that the use of the VP cases provided a comprehensive view of the patient and encouraged the students to broaden their thinking and helped them in drawing conclusions and in structuring their problem-solving. The VP cases also stimulated their learning process and reflection. Their knowledge was challenged, and this motivated them to search for more knowledge that was then followed up in the VP cases. The students found that the VP cases provided support in translating theoretical knowledge into clinical reasoning, and they facilitated the application of theory in practice and encouraged the students to use their clinical reasoning. The VP cases allowed for self-evaluation, which was a motivating force and increased their awareness of their abilities for clinical reasoning. Learning experiences from VP cases seem to be applicable in higher education and seem especially useful in enabling nursing students to apply theory in their clinical practice. Experiential learning theory supports the learning experiences from VP cases in clinical reasoning. In addition, working with VP cases seems to promote active student participation. Copyright © 2019 by author(s) and Scientific Research Publishing Inc.
|
|
| 13. |
- Fälth, Linda, 1973-, et al.
(författare)
-
Intensive Reading with Reading Lists : An Intervention Study
- 2015
-
Ingår i: Creative Education. - : Scientific Research Publishing, Inc.. - 2151-4755 .- 2151-4771. ; 6, s. 2403-2409
-
Tidskriftsartikel (refereegranskat)abstract
- The study aimed to examine how the decoding, for students with decoding difficulties were affectedby an intervention with reading lists. A total of 60 students participated in the study,distributed randomly into intervention groups and control groups, one cohort of primary schoolchildren and one with junior high school students. Each group included 15 students. The studywas conducted as an intervention with with pre- and post-test where the students’ decodingability were tested. The intervention included 20 occasions of 10 minutes training with readinglists by “Wendick model of intensive reading”. The study also aimed to investigate how the decodingperformance of the students in the intervention appeared depending on the age of the students.Therefore, the study was conducted with students from both primary school and high school. Theintervention group in primary school showed increased decoding ability compared to the controlgroup at all tests. The results also showed that the intervention with reading lists had had a goodinfluence on young children's development of decoding. In junior high school, the interventiongroup increased more, or equal, compared to the control group, and the largest increase for theintervention group was on the pseudoword reading test.
|
|
| 14. |
- Hammar Chiriac, Eva, Biträdande professor, 1961-, et al.
(författare)
-
Teacher´s Talk about Group Work Assessment before and after Participation in An Intervention
- 2019
-
Ingår i: Creative Education. - : Scientific Research Publishing, Inc.. - 2151-4755 .- 2151-4771. ; 10:9
-
Tidskriftsartikel (refereegranskat)abstract
- Previous research has shown that teachers use an indistinct vocabulary, employ few concepts, and expose an embryonic professional language when talking about group work assessment, thus indicating a lack of a professional language. Building on Granström´s three different modes of language use everyday, pseudo-meta- and meta-language, the purpose of this article was to examine the teachers use of languages when talking about group work assessment. Specifically, if and how teachers use of modes of languages are influenced by them partaking in 1) a study about assessment in group work and 2) in an intervention in form of a short educational session. Data were gathered from interviews with eight teachers working in years five and eight in five Swedish compulsory schools and analysed both qualitatively and quantitatively. The results revealed that all of the teachers use Granstöms mode of languages to a varying degree when talking about assessment in cooperative situations. A core finding was that intervention in the form of a short education influenced the teachers way of talking in a positive way. By participating in the intervention, the teachers developed and expanded their mode of language, thereby promoting the use of a common professional language about group work assessment.
|
|
| 15. |
- Hansson, Johan, 1974-
(författare)
-
Educational Activities at the Sami Folk High School 1942-1982
- 2015
-
Ingår i: Creative Education. - : Scientific Research Publishing, Inc.. - 2151-4755 .- 2151-4771. ; 6:9, s. 880-897
-
Tidskriftsartikel (refereegranskat)abstract
- The Sami folk high school started in 1942 as a school for young Sami that needed more education that the Swedish folk school or nomadic school offered its pupils. The school was managed by the Swedish mission society, an organization within the Swedish church. The school was successful but struggled with financial problems. The result was that a foundation with Sami representation managed the school instead after 1972. The following year was even more successful. The number of students increased, and the management could offer more courses and their curriculum had more Sami elements than earlier. However, there was also some conflicts during the 1970s. The largest one being the language boycott addressing the issue of Sami languages at the Sami folk high school as a subject in the school, and as an important part of the Sami culture and identity. This article describes the education of the Sami folk high school’s first 40 years with the help of a model for Sami pedagogy developed by Keskitalo and Määttä. The model shows that the education is to a large extent affected by outer factors—self determination, as well as inner factors—language issues and the curriculum.
|
|
| 16. |
- Holgersson, Thomas
(författare)
-
How to formulate relevant and assessable learning outcomes in statistics
- 2016
-
Ingår i: Creative Education. - : Scientific Research Publishing. - 2151-4755 .- 2151-4771. ; 7:4, s. 669-675
-
Tidskriftsartikel (refereegranskat)abstract
- Course syllabuses, outlines or similar academic documents specifying the content of a course will often be a helpful tool both for teachers and students to grasp the content and purpose of a course. In many cases, however, the compilation of such documents is a painstaking process for the educator designing it, and is a task that many teachers will shun. In this paper we propose a fairly simple pedagogical model for designing specific learning outcomes that the students are expected to attain after completion of a course.
|
|
| 17. |
- Holmqvist Olander, Mona, 1961-, et al.
(författare)
-
Theoretical appropriation in pre-school teachers’ expressions after in-service training
- 2013
-
Ingår i: Creative Education. - 2151-4755 .- 2151-4771. ; 4:7A2, s. 11-16
-
Tidskriftsartikel (refereegranskat)abstract
- Purpose: The aim of this article is to describe pre-school teachers’ learning of a theoretical framework, introduced in an in-service training by describing the ways they implicitly and explicitly appropriate the theoretical framework. Methods: This paper is the second analysis from a course evaluation that aimed to develop a group of 24 pre-school teachers’ knowledge and use of learning study. The empirical material was collected after a course funded by the Swedish National Agency of Education. The participants (n = 24) were all highly experienced pre-school teachers selected by their municipal employers. The course consisted of literature studies, theoretical discussions and practical work in the form of a learning study project focusing on the teachers’ own practices. They were divided into seven groups. Each group conducted one learning study. After the course, the pre-school teachers answered an evaluation and one of the questions analyzed here was: “Has your understanding of children’s learning developed during the course and, if so, in what way?” The answers were analyzed to show whether and how the theoretical framework was appropriated and expressed in their practice. Results: The result shows that all teachers understood the meaning of the concept of“variation” in the theoretical framework to mean variation of aspects of the content instead of variation of methods. Half of the teachers (n = 12) also used the concepts of variation theory properly, even if the question did not require them to do so. In total, 12 out of 24 participants used the concepts from the theoretical framework, namely: object of learning, critical aspects, variation, simultaneity and discernment.
|
|
| 18. |
|
|
| 19. |
- Horwitz, Eva Bojner, et al.
(författare)
-
Using Transdisciplinary Interpretative Analysis to Understand the Reactions of Preschoolers to Live Classical Music
- 2022
-
Ingår i: Creative Education. - : Scientific Research Publishing, Inc.. - 2151-4755 .- 2151-4771. ; 13:08, s. 2417-2432
-
Tidskriftsartikel (refereegranskat)abstract
- What researchers see in pre-school children’s reactions to live classical piano music, and how this knowledge can be interpreted into a broader societal context, is the focus of this study. The specific purpose was to see how a transdisciplinary group of researchers, interpreted 32 pre-school children’s reactions when listening to a short live classical professional piano concert, Beethoven’s piano sonata No. 23, Op. 57 “Appassionata”, first movement. The children were video recorded before, during and after the piano concert and were asked to draw self-figure drawings before and after the live concert. Through body language and cognitive/verbal reactions, interviews, analyses of movements and self-figure drawings, rich data from the pre-school child- ren were analyzed and discussed. The concert affected the children in differ- ent ways and as interpreted from the narratives from the pre-school teachers; the children were absorbed and energized many days after the concert. Re- search collaborations across disciplinary boundaries are needed to deepen the knowledge of how music can contribute to children’s creativity, curiosity, physical security, and creative learning for the coming school year. We need to look deeper into the meaning of kinesthetic musicality in pre-school con- texts and more frequently ask in what ways knowledge is taught and orga- nized.
|
|
| 20. |
- Häll, Lars O., 1981-
(författare)
-
Exploring collaborative training with educational computer assisted simulations in health care education : An empirical ecology of resources study
- 2012
-
Ingår i: Creative Education. - : Scientific Research Publishing, Inc.. - 2151-4755 .- 2151-4771. ; 3:6A, s. 784-795
-
Tidskriftsartikel (refereegranskat)abstract
- This study explores collaborative training with educational computer assisted simulations (ECAS) in health care education. The use of simulation technology is increasing in health care education (Issenberg et al., 2005; Bradley, 2006), and research is addressing the techniques of its application. Calls have been made for informing the field with existing and future educational research (e.g. Issenberg et al., 2011). This study investigates and examines collaboration as a technique for structuring simulation training. Part of a larger research and development project (Häll et al., 2011; Häll & Söderström, 2012), this paper pri- marily utilizes qualitative observation analysis of dentistry students learning radiology to investigate the challenges that screen-based simulation technology poses for collaborative learning. Grounded in Luckin’s ecology of resources framework (Luckin, 2010) and informed by computer-supported collabora- tive learning (CSCL) research, the study identifies some disadvantages of free collaboration that need to be dealt with for collaboration to be a beneficial technique for ECAS in health care education. The dis- cussion focuses on the use of scripts (Weinberger et al., 2009) to filter the interactions between the learner and the more able partner, supporting the collaborative-learning activity and enhancing learning with ECAS in health care education.
|
|
| 21. |
- Hällgren, Camilla, 1973-
(författare)
-
Art Blended Research and Children’s Gender Identity Making
- 2015
-
Ingår i: Creative Education. - : Scientific Research Publishing, Inc.. - 2151-4755 .- 2151-4771. ; 6:22, s. 2333-2350
-
Tidskriftsartikel (refereegranskat)abstract
- The intention with this article is to explore how visuals and written text may combine to further understandings about complex matters such as gendered aspects of the human condition. To do so, I bring together my professional practices as researcher and artist by theorizing, conceptualizing and visualizing aspects of children’s gender identity making. As such, this article is conceptual rather than empirical and covers issues about learning, existentialism, social constructivism, children, identity, and gender. It also exemplifies what I call Art Blended Research, an approach that draws on the insight of that there is more to see than meets the eye. In conclusion, the strength of this approach does not lie in the ability to explain what is. Instead, the strength of Art Blended Research is found in possible explorations and inspirations of what might be.
|
|
| 22. |
- Högberg, Hjördis, et al.
(författare)
-
Dialogue between Midwives and Parents-to-Be about Alcohol, from a Life Cycle Perspective—An Intervention Study
- 2015
-
Ingår i: Creative Education. - : Scientific Research Publishing, Inc.. - 2151-4755 .- 2151-4771. ; 6, s. 489-500
-
Tidskriftsartikel (refereegranskat)abstract
- The objective was to investigate the use of alcohol during pregnancy among parents-to-be and to develop and evaluate a method for a dialogue about alcohol from a life cycle perspective. The study was a quasi-experiment. An intervention group (IG) with 238 couples and a comparison group (CG) with 271 couples participated. All of the participants were recruited at public antenatal care clin- ics (ANC) in Sweden. At registration, the midwife had a dialogue about alcohol with the IG, and the intervention was evaluated using questionnaires in pregnancy weeks 12 and 33. Alcohol consump- tion, alcoholism in the family, social support, and source of information were measured. More than 91% of all pregnant women reported that they never drank alcohol either at registration or late in pregnancy, with no difference between the intervention group and the comparison group. Their male partners had a different pattern; 6% abstained from alcohol and about half of them drank alcohol two to four times a month. Nine percent of the participants had experienced an alcohol-de- pendent parent and 35% of the couples reported alcoholism in either of their families. Most women (92%) stated that the partner’s support to give up alcohol was important. After the intervention, more women in the IG were offered alcohol-free alternatives. About 40% of the partners had re- duced their alcohol consumption; they received less social support for alcohol reduction than the pregnant women. A majority, 68%, of the women in the IG stated ANC as the most important source of information about alcohol and pregnancy, compared to 53% in the CG (p < 0.001). After the intervention, a higher proportion of women in the IG were offered alcohol-free alternatives and ANC became the most important source of information about alcohol. Involving the partner in counseling about alcohol-restriction during pregnancy may be a useful health promotion strategy.
|
|
| 23. |
- Jensen, Arne, 1939, et al.
(författare)
-
A Normative Model for Regional University Network Collaboration in Education
- 2012
-
Ingår i: Creative Education. - 2151-4755 .- 2151-4771. ; 3, s. 1034-1042
-
Tidskriftsartikel (refereegranskat)abstract
- Increasing demand for more specialized courses and programs increases the need for universities to dif-ferentiate their educational offer and portfolio. Increasing the course portfolio combined with small stu-dent populations and at the same time ensuring high quality is a difficult challenge for most universities given their budget limitation and the access they have to educators in the specialized disciplines within their own organization. Pooling, coordination and utilization of resources through network creation and university collaborations is one option for coping with this challenge. This paper develops a normative model for intraregional university network collaboration in education aiming at preparing students for work in a particular industry. The paper deals with network organization, principles of operation, course struc-ture, course delivery, and supporting activities.
|
|
| 24. |
- Just, Edyta, 1977-
(författare)
-
Daring the Meaning, or Cyberspace that Matters. Criticism-Creativity and Online Education
- 2018
-
Ingår i: Creative Education. - : Scientific Research Publishing. - 2151-4755 .- 2151-4771. ; 9:13, s. 2016-2036
-
Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on online education and generic competences such as criticism and creativity. It brings to the fore theories that address processes of meaning making (i.e., a psychological constructionist account of the brain basis of emotion-the conceptual act model (Lindquist et al., 2012; Barrett et al., 2014) and reflect on various patterns of meaning making comprising those that lead to criticism and creativity (i.e., the Deleuzian and Guattarian (1987; 2009) philosophical accounts of affect, concept and stratum) to inspire pedagogical practices that aim to create critically-creative abilities among students. Concomitantly, it seeks to reflect on how such pedagogical undertakings can be actualized in online education and on the possibilities online environment offers to promote criticism and creativity among graduates. By posing questions related to teaching methods, learning activities, software and hardware, and their combinations in online education, and by addressing and problematizing concepts and phenomena of immersion and DFI-digital facial image, I will make an effort to not only highlight, what I call, the promises of cyberspace, but also ponder on how the aforementioned pedagogical practices can be actualized online.
|
|
| 25. |
- Just, Edyta, 1977-
(författare)
-
Daring to Dare : Theoretical Experiment for Pedagogical Practices and Body-Brain-Embedded Subject
- 2016
-
Ingår i: Creative Education. - : Scientific Research Publishing. - 2151-4755 .- 2151-4771. ; 7:2, s. 293-301
-
Tidskriftsartikel (refereegranskat)abstract
- This article discusses and experiments with a psychological constructionist account of the brain basis of emotion—the conceptual act model (Lindquist et al., 2012; Barrett et al., 2014) and the Deleuzian and Guattarian (1987; 2009) philosophical accounts of affect, concept and stratum. Why those two? The conceptual act model theorizes process of meaning making of external and internal sensations including experience of emotions. Deleuze and Guattari, with their accounts, reflect on various patterns of making meaning comprising those that lead to self-/criticism and creativity. Since it is crucial to think about teaching practices that support students in daring to challenge, problematize and generate new meaning of experienced sensations, theories that address meaning making processes are of particular relevance. This article shows that those theories alone and once exposed to an experiment may possibly inspire pedagogical undertakings that aim to create self-/critically-creative abilities among students, but also add to the ways of conceptualizing subject, body, mind and brain.
|
|
| 26. |
- Just, Edyta, 1977-
(författare)
-
The Body and the Brain in Classrooms: On Matter and Social Context
- 2020
-
Ingår i: Creative Education. - : Scientific Research Publishing, Inc.. - 2151-4755 .- 2151-4771. ; 11, s. 693-709
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper, the body as subject is seen as the focus of learning generic skills and competences such as criticism and creativity where learning is conceptualized as a complex making of meaning. I want to deepen an understanding of meaning making processes and of what occurs in learning skills and competences such as criticism and creativity. I will attempt to do it by focusing on the embodiment and embeddedness of a learner. I will work with a psychological constructionist account of the brain basis of emotion— the conceptual act model (Lindquist et al., 2012; Barrett et al., 2014), my own theoretical reflections, which are built on the conceptual act model and the Deleuzian and Guattarian (1987, 2009) philosophical accounts of affect, concept and stratum, and the theories developed within the field of Gender Studies that focus on body/matter and intersectionality. By discussing various theories in an experimental manner (i.e., I read theories that belong to different fields of knowledge such as Neuroscience, Philosophy, Gender Studies together to find out what results this may have), I will try to reflect on meaning making processes and on what occurs in learning skills and competences such as criticism and creativity but also on the implications this may have for pedagogy.
|
|
| 27. |
|
|
| 28. |
- Lämås, Kristina, et al.
(författare)
-
Students’ performance in venous blood specimen collection practice before internship : an observation study
- 2022
-
Ingår i: Creative Education. - : Scientific Research Publishing. - 2151-4755 .- 2151-4771. ; 13:07, s. 2340-2353
-
Tidskriftsartikel (refereegranskat)abstract
- Introduction: Newly trained nurses experience a lack of preparedness in practical skills, and research shows that students and newly trained nurses have deficiencies in performing practical skills such as venous blood specimen collection. There is a lack of knowledge regarding the level of accuracy reached by students after training at clinical training centres and before entering clinical practice. The aim of this study was to assess the performance of venous blood specimen collection among nursing students after regular education and training at the clinical training centre but before starting an internship. Methods: Twenty-three nursing students were observed and video-recorded. An observation protocol was developed based on a validated questionnaire measuring adherence to valid guidelines, and a model for practical skills performance. Data were analysed using descriptive statistics. Results: A large variation was found in students’ performance with respect to information provided to the patient, patient identification procedures, and tourniquet procedures. The students gave adequate information in 39% of cases, accurately performed patient identification in 83% of cases, and accurately performed the tourniquet procedure in 22% of cases. Conclusions: Many nursing students are not prepared to practice on real patients. It is therefore important for university lecturers to develop more efficient teaching methods and to communicate students’ skill levels to the supervisor at the clinic, in order for the clinical training to be adapted to a suitable level. There is a need for further research on how to close the gap between the university and internship in order to ensure patient safety.
|
|
| 29. |
- Markusson Winkvist, Hanna, 1970
(författare)
-
Persisting Patterns - Graduate Degrees and Gender Ratio in Sweden 1960 -1990
- 2016
-
Ingår i: Creative Education. - : Scientific Research Publishing, Inc.. - 2151-4755 .- 2151-4771. ; 7:11, s. 1582-1603
-
Tidskriftsartikel (refereegranskat)abstract
- This article addresses the ratio of women in Swedish academia on the graduate level, in particular the distribution of Ph.D. degrees among disciplines during the era of expansion in higher education. In the decades succeeding World War II, the Swedish educational system underwent pervasive changes, which among other things, were aimed at channeling a larger part of the population into higher education. This was a matter of national interest, as increased success in undergraduate studies would enhance the general level of competence and help promote Sweden as part of the cutting edge in research. In order to assess findings in previous research, this study examines the distribution in fields, field size, and periods of substantial growth in Ph.D. degrees, and their correlationswith changed gender ratios. Trends regarding women with Ph.D.s on an aggregated level show a gradual increase beginning in conjunction with the massive growth from 1969 to 1974. This expansion does not entail a boom in the ratio of women, albeit women increased exponentially over these years; during the 1960s women were still scarce. The gradual and steady increase is evident throughout the whole period, but the gender gap remains wide on an aggregated level; in 1990, one in four Ph.D. graduates was a woman. Examining this picture by field provides a more elaborate view. The crucial question is: If size matters, do crowded fields reveal greater gender imbalance than less crowded ones? After the upturn in the early 1970s, the relative gender gap in these disciplinary domains cannot exclusively be described as a successively, yet slowly, diminishing gap. The narrative of a linear process over time resulting in enhanced gender balance on the graduate level should be modified to reflect that trends indicate a fluctuating pattern where the low ratio of women is persistent rather than progressive.
|
|
| 30. |
- Maud, Lunden, 1959, et al.
(författare)
-
Topics and Epistemological Trends in Swedish Bachelor Theses in Radiography
- 2016
-
Ingår i: Creative Education. - : Scientific Research Publishing, Inc.. - 2151-4755 .- 2151-4771. ; 7:6, s. 852-860
-
Tidskriftsartikel (refereegranskat)abstract
- Abstract When investigating the general state of radiography, an allied health care education in Sweden, one possible starting point is to conduct a review of Bachelor theses from radiography education programmes. The nature and function of the thesis can have an academic or professional perspec- tive or a combination of both. The review of the theses can give insight into both the current state and the future of radiography. The aim of this study was to explore the contemporary theoretical, topical and methodological trends in Bachelor theses in the field of radiography. An explorative design with a qualitative approach using content analysis was employed to determine the addressed theoretical framework, topics, research questions, and designs and methods used in Bachelor theses in radiography. The theoretical framework gave the impression of a discipline with a great deal of imported knowledge, showing a theoretical pluralism. The analysis of research questions yielded four topics: evidence based care, evidence behind imaging, work environment and additional minor trends. The research designs used, involve literature review of other re- search and interviews. The students use qualitative, quantitative and mixed methods, whereas quality content analysis holds an exceptional position for analysis. Academically oriented theses should focus on knowledge of the subject, and it can therefore be claimed that the analysis of Bachelor theses provides a window into the state of radiography and can thereby have an impact on the development of radiography as a discipline. Keywords Radiography, Bachelor Theses, Explorative Design, Content Analysis
|
|
| 31. |
- Nielsen, Susanne, 1969, et al.
(författare)
-
Authentic Situations Motivate Medical Students for Dealing with Medical Insurance Issues
- 2012
-
Ingår i: Creative Education. - : Scientific Research Publishing, Inc.. - 2151-4755 .- 2151-4771. ; 3:1, s. 120-125
-
Tidskriftsartikel (refereegranskat)abstract
- In this study, e-learning based on authentic situations was used as a pedagogic method to stimulate medi-cal students to reflect over their own learning styles and to prepare them for dealing with medical insur-ance issues in their future profession. The aim was to explore the learning styles used by the students in a Social medicine course when e-learning, based on authentic situations was used as a pedagogical ap-proach. A learning style questionnaire by Kember, Biggs and Leung, and a course evaluation question-naire designed by the authors were used. Seventy-seven students answered the questionnaires and the questionnaires were analysed by Mann-Whitney U-test, and Fisher’s test was used as a pair comparison. One hundred forty comments made by the students were analysed using content analysis. The results showed that: 69% of the students regarded e-learning as a very good/good pedagogical method to study medical insurance. Men had a significantly higher rate of surface learning than women. A majority of the students thought that it was positive to take part of peer students’ assignments but they highlighted the risk of plagiarism and cheating. The students made use of the flexibility in this type of learning which suited their lifestyle.
|
|
| 32. |
- Regber, Susann, 1956-, et al.
(författare)
-
Improved Learning Support with Minor Costs and Little Efforts : Students with a Disability in Higher Education and Their Perspectives of the Learning Support
- 2021
-
Ingår i: Creative Education. - Irvine, CA : Scientific Research Publishing. - 2151-4755 .- 2151-4771. ; 12:11, s. 2624-2641
-
Tidskriftsartikel (refereegranskat)abstract
- In line with the sustainable development goals of Agenda 2030, the higher education institutions strive to achieve the values of an accessible and inclusive higher education for all students. The number of students with disabilities in higher education is rising in several countries. Studies exploring the students’ perspectives of the learning support are lacking. This study explored the students’ perspectives of the learning support provided for students with disabilities in higher education. Interviews with twelve students with various disabilities studying at a university in Sweden were held between 2018 and 2020. Data were analyzed using content analysis. Findings resulted in four categories: 1) A need for specific learning support based on each individual disability, 2) A satisfaction with the given learning support, 3) The student’s disability in relation to their work-based internship, 4) The students’ proposals to ease the study journey. In general, students appreciated having a mentor, a note taker, being able to sit in a smaller room during exams or having extended examination time. The students suggested improvements that could be realized with minor costs and small efforts. To meet the criteria of an inclusive and accessible higher education institution, a good learning support is of great importance. © 2021 by author(s) and Scientific Research Publishing Inc.
|
|
| 33. |
- Svonni, Charlotta, 1974-
(författare)
-
At the Margin of Educational Policy : Sámi/Indigenous Peoples in the Swedish National Curriculum 2011
- 2015
-
Ingår i: Creative Education. - : Scientific Research Publishing. - 2151-4755 .- 2151-4771. ; 6:9, s. 898-906
-
Tidskriftsartikel (refereegranskat)abstract
- According to international and national legislation, the Sámi people in Sweden have the right to self-determination; more specifically, they have the right to form their own education. Current compulsory education is guided by the national curricula, Lpo 11. Thus, the curricula heavily in- fluence education in schools throughout the country. In this paper, a content analysis is performed to explore the Lpo 11 from an Indigenous perspective, and it scrutinizes if and how Sámi culture, values, traditions and knowledge are salient in the curricula. The results show that the Sámi the- matic only has a minor place in the Lpo 11. Furthermore, there are no knowledge requirements including the Sámi thematic in the syllabi. In relation to expectations in international conventions and national legislation addressing Indigenous peoples and national minorities, there is a need of a higher degree of the Sámi thematic in the curriculum.
|
|
| 34. |
- Thollander, Patrik, et al.
(författare)
-
Exploring Transactional Analysis in Relation to Post-Graduate Supervision—A Balancing Process
- 2014
-
Ingår i: Creative Education. - : Scientific Research Publishing. - 2151-4755 .- 2151-4771. ; 5:4, s. 185-196
-
Tidskriftsartikel (refereegranskat)abstract
- The PhD student supervision process is an important process, and the need for PhD students, who often form the backbone of the research community, to receive professional, inspiring and efficient supervision cannot be understated. This paper explores the benefits and values of Transactional Analysis (TA) as a way to further understand and work with PhD supervision. Using TA and the legitimacy ladder applied on PhD education, a modified model for increased understanding of the PhD student supervision process is presented, and is then related to empirical findings from a questionnaire among PhD students. The model shows for example the need for the supervisor to balance his or her role towards the PhD student, and suggests that professional PhD student supervision means moving from a Parent to Child relationship between the supervisor and the PhD student, towards a more mature Adult to Adult relationship.
|
|
| 35. |
- Torpsten, Ann-Christin, 1952-
(författare)
-
Multilingual students strategies for participation in language contexts : Students tell about language, language development and language competence in a school practice
- 2017
-
Ingår i: Creative Education. - : Scientific Research Publishing. - 2151-4755 .- 2151-4771. ; 8:5, s. 678-692
-
Tidskriftsartikel (refereegranskat)abstract
- In order to increase knowledge and understanding of school as language practice,a life story approach is used to study multilingual pupils’ narratives abouttheir nine years in compulsory school. Texts with the heading My SchoolYears are interpreted. Experiences of being outside and initially lacking accessto the linguistic contexts in school as well as approaches to linguistic competenceor incompetence emerge from the analysis. The pupils’ overall languagepotential is invisible. Other findings are efforts toward what can be describedas linguistic uniformity, school and education and development of the pupils’social and cultural capital and linguistic competence.
|
|
| 36. |
- van Bommel, Jorryt, 1974-, et al.
(författare)
-
Problem Solving in Early Mathematics Teaching―A Way to Promote Creativity?
- 2018
-
Ingår i: Creative Education. - : Scientific Research Publishing. - 2151-4755 .- 2151-4771. ; 09:12, s. 1775-1793
-
Tidskriftsartikel (refereegranskat)abstract
- This article presents results from a design research study where 145 six-year-old were taught mathematics through problem solving. In the article, the implementation of the first problem solving task within the study—“the tower task”—is explored together with interviews focusing on the children’s perceptions of the task as well as of problem solving in general. The results indicate that the children experienced the task as fun and accessible even though very few of them could solve it with ease. Further, the children seemed to make use of and develop their creativity by working on the problem-solving task. In the article, possibilities and limitations whit implementing problem solving in early mathematics education are discussed.
|
|
| 37. |
- Westin, Thomas, et al.
(författare)
-
Gamers versus the Index
- 2012
-
Ingår i: Creative Education. - 2151-4755 .- 2151-4771. ; 3:8B, s. 25-30
-
Tidskriftsartikel (refereegranskat)abstract
- This paper presents an ethnographic study of pupils within a trial programme (P2), aimed at developing an upper secondary education for so-called ‘gamers’ who had ‘dropped out’ of school. It was done to fol-low up a previous trial programme (P1), since many young persons have problems with school. The main question examined here is: If we found situations where the learning worked, by means of social respon-sitivity, what components were active? How were meaningful affordances created? The trials may be un-derstood from a historical perspective on orality and literacy. Print enabled words to be embedded in space as indexes (tables, lists etc) rather than in time (as orality implies). The index is practiced at the core of traditional school today, with attendance lists and schedules (controlling time and space) and school-books (finalizing the word). Digital culture challenges these structures where the word is not as finalized, and literacy may include other modalities than writing. School is a culture conservative context, which fights back this transformation with more control, through the use of indexes and constraints on digital culture. As contrast, P2 replaced the schedule with full workdays. This enabled the use of commercial off-the-shelf (COTS) computer games, especially massively multiplayer online (MMO) games, as re-placement for schoolbooks (not all books). The study is based on interviews with the pupils as well as daily participatory observations for two years. Further, data about attendance over two years and grades at the start and end of P2 are presented. The results show that most of the pupils returned to school, became interested in learning again and got grades. They expressed a sense of freedom, which is closely related to the voluntary aspect of playing a game. In other words, to do things for the sake of the actitivity itself, ra-ther than some external learning goal. The paper concludes with a comparison between P2 and traditional school, based upon the study and suggests future research. A review of related research is also included.
|
|
| 38. |
- Ziegert, Kristina, 1957-, et al.
(författare)
-
How the Final Swedish Clinical Exam Prepares the Nursing Students for Their Future Challenges-Qualitative Analysis
- 2014
-
Ingår i: Creative Education. - Irvine, CA : Scientific Research Publishing. - 2151-4755 .- 2151-4771. ; 5:21, s. 1887-1894
-
Tidskriftsartikel (refereegranskat)abstract
- The national clinical final examination (NCFE) plays an important role in order to measure the level of knowledge and performance of nursing students. Our findings indicate that the design of the NCFE is beneficial for the students’ clinical reasoning and problem solution in the caring situation. The aim of this study was to investigate the experiences of the NCFE from lecturers who corrected the written part examination. A further aim was to study the lectures and the RN during observation in the bedside part of the examination. The NCFE is divided into two parts: a theoretical (written) part and a practical (bedside) part. In nursing education it is essential to assess nursing competencies for the future professional role such as the assessment of clinical competence that has become central to evaluate what outcomes are assessed. In addition, it provides a valuable approach to measure the level of knowledge and performance of nursing students. Future development of the NCFE is necessary regarding the degree to which the examination meets learning objectives and educational results.
|
|
| 39. |
|
|
