| 1. |
- Schütz, Patrick, et al.
(författare)
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Comparative structural analysis of human DEAD-box RNA helicases
- 2010
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Ingår i: PloS one. - : Public Library of Science (PLoS). - 1932-6203. ; 5:9
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Tidskriftsartikel (refereegranskat)abstract
- DEAD-box RNA helicases play various, often critical, roles in all processes where RNAs are involved. Members of this family of proteins are linked to human disease, including cancer and viral infections. DEAD-box proteins contain two conserved domains that both contribute to RNA and ATP binding. Despite recent advances the molecular details of how these enzymes convert chemical energy into RNA remodeling is unknown. We present crystal structures of the isolated DEAD-domains of human DDX2A/eIF4A1, DDX2B/eIF4A2, DDX5, DDX10/DBP4, DDX18/myc-regulated DEAD-box protein, DDX20, DDX47, DDX52/ROK1, and DDX53/CAGE, and of the helicase domains of DDX25 and DDX41. Together with prior knowledge this enables a family-wide comparative structural analysis. We propose a general mechanism for opening of the RNA binding site. This analysis also provides insights into the diversity of DExD/H- proteins, with implications for understanding the functions of individual family members.
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| 2. |
- Collins, Ruairi, et al.
(författare)
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Biochemical discrimination between selenium and sulfur 1 : a single residue provides selenium specificity to human selenocysteine lyase
- 2012
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Ingår i: PLoS One. - Stockholm : Karolinska Institutet, Dept of Medical Biochemistry and Biophysics. - 1932-6203.
-
Tidskriftsartikel (refereegranskat)abstract
- Selenium and sulfur are two closely related basic elements utilized in nature for a vast array of biochemical reactions. While toxic at higher concentrations, selenium is an essential trace element incorporated into selenoproteins as selenocysteine (Sec), the selenium analogue of cysteine (Cys). Sec lyases (SCLs) and Cys desulfurases (CDs) catalyze the removal of selenium or sulfur from Sec or Cys and generally act on both substrates. In contrast, human SCL (hSCL) is specific for Sec although the only difference between Sec and Cys is the identity of a single atom. The chemical basis of this selenium-over-sulfur discrimination is not understood. Here we describe the X-ray crystal structure of hSCL and identify Asp146 as the key residue that provides the Sec specificity. A D146K variant resulted in loss of Sec specificity and appearance of CD activity. A dynamic active site segment also provides the structural prerequisites for direct product delivery of selenide produced by Sec cleavage, thus avoiding release of reactive selenide species into the cell. We thus here define a molecular determinant for enzymatic specificity discrimination between a single selenium versus sulfur atom, elements with very similar chemical properties. Our findings thus provide molecular insights into a key level of control in human selenium and selenoprotein turnover and metabolism.
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| 3. |
- Forster, Martin, et al.
(författare)
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A randomized controlled trial of a standardized behavior management intervention for students with externalizing behavior
- 2012
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Ingår i: Journal of Emotional and Behavioral Disorders. - : SAGE Publications. - 1063-4266 .- 1538-4799. ; 20:3, s. 169-183
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Tidskriftsartikel (refereegranskat)abstract
- This study reports the results from a Swedish randomized controlled trial of a standardized behavior management intervention. The intervention targeted students with externalizing behavior in a regular education setting. First- and second-grade students (N = 100) from 38 schools were randomly assigned to either the intervention or an active comparison group. Observer, teacher, and peer ratings were collected at pretest, posttest (6 months later), and follow-up (14 months after pretest). Significant intervention effects were found on student externalizing behavior and teacher behavior management at both posttest and follow-up. The intervention effect on student externalizing behavior was mediated by change in teacher behavior. Moderating effects of demographic and classroom variables were explored, as well as the social validity of the intervention. The results are discussed in relation to cost-effectiveness and feasibility of behavioral interventions in typical school settings.
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| 4. |
- Forster, Martin, et al.
(författare)
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Charlie och Komet : utvärdering av två lärarprogram för elever med beteendeproblem
- 2005
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I de flesta klasser finns det elever med beteendeproblem. Dessa elever beskrivs ofta som svåra att undervisa, de kräver lärarens oavbrutna uppmärksamhet och uppfattas rent allmänt som besvärliga. Att tidigt uppvisa beteendeproblem innebär samtidigt ökad risk för olika typer av svårigheter senare i livet. Denna rapport utvärderar hur två lärarbaserade program kan hjälpa dessa elever. Resultaten baseras på 135 lärare från 63 skolor med elever i årskurs 1 och 2. Lärarna rekryterades under tre på varandra följande terminer. Lärarna fördelades slumpmässigt till utbildning i programmet KOMET eller CHARLIE. En del av lärarna som fick CHARLIE fick vänta i sex månader innan utbildningen påbörjades. På så sätt kunde effekterna av programmen jämföras med utvecklingen i en klass utan program. Från varje klass valdes en elev med beteendeproblem ut, det vill säga 135 elever. Denna rapport handlar om programmens effekter för dessa elever. Lärarskattningar, kamratskattningar, självskattningar och observationer genomfördes efter randomiseringen, efter sex månader och efter 14 månader. Resultaten visar inga statistiskt säkerställda skillnader mellan grupperna efter sex månader. Efter 14 månader hade eleverna i KOMET-gruppen mindre beteendeproblem, i synnerhet hyperaktivitet. De hade även mindre kamratproblem. KOMET hade även positiva effekter på lärarnas beteenden efter 14 månader. Det var drygt dubbelt så stor chans att en elev i KOMETgruppen skulle bedömas som ett lyckat fall efter 14 månader jämfört med en elev i CHARLIEgruppen.
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| 5. |
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| 6. |
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| 7. |
- Karlberg, Tobias, et al.
(författare)
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Structure of human argininosuccinate synthetase.
- 2008
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Ingår i: Acta Crystallogr D Biol Crystallogr. - 0907-4449. ; 64:Pt 3, s. 279-86
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Tidskriftsartikel (refereegranskat)abstract
- Argininosuccinate synthetase catalyzes the transformation of citrulline and aspartate into argininosuccinate and pyrophosphate using the hydrolysis of ATP to AMP and pyrophosphate. This enzymatic process constitutes the rate-limiting step in both the urea and arginine-citrulline cycles. Previous studies have investigated the crystal structures of argininosuccinate synthetase from bacterial species. In this work, the first crystal structure of human argininosuccinate synthetase in complex with the substrates citrulline and aspartate is presented. The human enzyme is compared with structures of argininosuccinate synthetase from bacteria. In addition, the structure also provides new insights into the function of the numerous clinical mutations identified in patients with type I citrullinaemia (also known as classic citrullinaemia).
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| 8. |
- Strömbeck, Johan, et al.
(författare)
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Outcome of a Multi-modal CBT-based Treatment Program for Chronic School Refusal
- 2021
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Ingår i: GLOBAL PEDIATRIC HEALTH. - : Sage Publications. - 2333-794X. ; 8
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Tidskriftsartikel (refereegranskat)abstract
- School refusal (SR) can have several negative consequences, but effective treatments are available. When chronic, school absence requires comprehensive treatment. This study evaluates an intervention for SR based on a Cognitive Behavioral Therapy (CBT) model, Hemmasittarprogrammet (HSP). Attendance, anxiety, depression, quality of life, and emotional and behavioral symptoms were measured at pre-treatment, post-treatment, and follow-up. The participants (n = 84; 69% male) were SR students between 10 and 17 years old and their parents. School attendance increased after treatment and at follow-up. The proportion of students totally absent from school decreased and the number of students with an acceptable level of school attendance increased. Levels of anxiety and depression were lower both post-treatment and at follow-up for the youths and their parents. HSP, a promising treatment program for school refusal, builds on the literature of CBT-based programs, which has been shown to be effective for SR treatment. However, more research about the effectiveness of the program is needed. Future studies should have a stronger research design, include a measure of fidelity, and be evaluated independent of the founders of the program under investigation.
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| 9. |
- Aidanpää, Jan-Olov, et al.
(författare)
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Developments in rotor dynamical modeling of hydropower units
- 2009
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Ingår i: Proceedings of the IUTAM Symposium on Emerging Trends in Rotor Dynamics. - Dordrecht : Encyclopedia of Global Archaeology/Springer Verlag. - 9789400700192
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Konferensbidrag (refereegranskat)
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| 10. |
- Alsmark, Cecilia M., et al.
(författare)
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The louse-borne human pathogen Bartonella quintana is a genomic derivative of the zoonotic agent Bartonella henselae
- 2004
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Ingår i: Proceedings of the National Academy of Sciences of the United States of America. - : Proceedings of the National Academy of Sciences. - 0027-8424 .- 1091-6490. ; 101:26, s. 9716-9721
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Tidskriftsartikel (refereegranskat)abstract
- We present the complete genomes of two human pathogens, Bartonella quintana (1,581,384 bp) and Bartonella henselae (1,931,047 bp). The two pathogens maintain several similarities in being transmitted by insect vectors, using mammalian reservoirs, infecting similar cell types (endothelial cells and erythrocytes) and causing vasculoproliferative changes in immunocompromised hosts. A primary difference between the two pathogens is their reservoir ecology. Whereas B. quintana is a specialist, using only the human as a reservoir, B. henselae is more promiscuous and is frequently isolated from both cats and humans. Genome comparison elucidated a high degree of overall similarity with major differences being B. henselae specific genomic islands coding for filamentous hemagglutinin, and evidence of extensive genome reduction in B. quintana, reminiscent of that found in Rickettsia prowazekii. Both genomes are reduced versions of chromosome I from the highly related pathogen Brucella melitensis. Flanked by two rRNA operons is a segment with similarity to genes located on chromosome II of B. melitensis, suggesting that it was acquired by integration of megareplicon DNA in a common ancestor of the two Bartonella species. Comparisons of the vector-host ecology of these organisms suggest that the utilization of host-restricted vectors is associated with accelerated rates of genome degradation and may explain why human pathogens transmitted by specialist vectors are outnumbered by zoonotic agents, which use vectors of broad host ranges.
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| 11. |
- Berg, Benita, et al.
(författare)
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Support or Restriction : Swedish Primary School Teachers' Views on Mathematics Curriculum Reform
- 2015
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Ingår i: Views and Beliefs in Mathematics Education. - Wiesbaden : Springer Fachmedien Wiesbaden. - 9783658096144 ; , s. 67-80
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Konferensbidrag (refereegranskat)abstract
- This paper reports the results of a quantitative study on primary teachers' (n=253) views on the introduction of steering documents and national examinations for Grade 3. While the majority of the teachers experience the reform as empowering, some teachers feel the new curriculum and the national examination restrict their teacher professionalism. We found differences in how teachers viewed the reform depending on whether they had graduated before or after the reform in 1994. The differing views can be connected to teachers' beliefs about teacher professionalism and the relation between teaching, learning and maturing. We discuss our findings also in the light of curriculum development during the last four decades.
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| 12. |
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| 13. |
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| 14. |
- Bostrom, S., et al.
(författare)
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Evaluation of the Collaborative and Proactive Solutions Model in an Alternative Educational Setting
- 2024
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Ingår i: Education Sciences. - : Multidisciplinary Digital Publishing Institute (MDPI). - 2227-7102. ; 14:3
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to evaluate the Collaborative and Proactive Solutions (CPS) intervention in an alternative educational setting for students with behavioural problems. The effect of the CPS intervention on students’ off-task behaviour was studied using a single-subject experimental design that included two students with behavioural problems via systematic direct observations and direct behaviour ratings. The usability of the CPS intervention was investigated through questionnaires and interviews with the participating students and teacher assistant. The results revealed no significant effects of the CPS intervention on students’ off-task behaviour. The students and teacher assistant viewed the CPS intervention as acceptable but the teacher assistant’s ratings of the feasibility of the intervention were lower, together with the ratings of the extent to which the intervention matched the socio-political climate of the educational setting.
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| 15. |
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| 16. |
- Fohlin, Lisa, 1987-, et al.
(författare)
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School staff’s perceptions of implementing the Inclusive Behavioral Support in Schools framework in Swedish schools
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - 0031-3831 .- 1470-1170.
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Tidskriftsartikel (refereegranskat)abstract
- The Determinants of Implementation Behavior Questionnaire for school settings (DIBQ-S) was administered to examine questionnaire internal structure evidence and ascertain 127 Swedish school staff’s perceived barriers to and facilitators of implementing the Inclusive Behavioral Support in Schools program. Using confirmatory factor analysis, we tested a 3-factor model (capability, opportunity, motivation) corresponding to the Theoretical Domain Framework and the COM-B system. Measurement of motivation was suboptimal, but a 2-factor model exclusively retaining capability and opportunity had fair fit. The questionnaire showed overall fair internal structure evidence. Facilitators related primarily to motivation, whereas potential barriers related to capability, opportunity, and motivation. Teachers working in early school years perceived higher opportunity and capability than teachers working in later school years. School staff in the implementation team perceived higher opportunity than other school staff. The DIBQ-S could support school implementations by ensuring that the process feels coherent, manageable, and meaningful for frontline implementers.
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| 17. |
- Frick, Matilda, 1979-, et al.
(författare)
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Elever med adhd och autism : psykologiska och pedagogiska perspektiv
- 2023
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Bok (populärvet., debatt m.m.)abstract
- Boken presenterar konkreta strategier som kan användas i klassrummet för att främja lärande och delaktighet hos elever med adhd och autism.I den första delen, Psykologiska perspektiv, beskrivs diagnoskriterier, utredningsprocessen, hur adhd och autism uttrycks i vardagen samt en rad sociala och kognitiva förklaringsmodeller som är relaterade till tillstånden.Den andra delen, Pedagogiska perspektiv, knyter de psykologiska teorierna till olika vardagssituationer i skolan och redogör för olika strategier för stöd, såsom ledarskap i klassrummet, struktur i tid och rum, stöd för motivation, lärande och kamratrelationer. Boken riktar sig till specialpedagoger, speciallärare, lärare och skolpsykologer verksamma i skolan.
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| 18. |
- Galanti, Maria Rosaria, et al.
(författare)
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School environment and mental health in early adolescence - a longitudinal study in Sweden (KUPOL)
- 2016
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Ingår i: BMC Psychiatry. - : Springer Science and Business Media LLC. - 1471-244X. ; 16
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Tidskriftsartikel (refereegranskat)abstract
- Background: Longitudinal studies indicate strong associations between school proficiency and indicators of mental health throughout adulthood, but the mechanisms of such associations are not fully elucidated. The Kupol study is a prospective cohort study in Sweden set up in order to: (i) describe the association of school pedagogic and social environment and its specific dimensions with the risk of mental ill-health and psychiatric disorders in adolescence; (ii) evaluate the direct effects of school pedagogic and social environment on mental health and the effects mediated by the individual's academic achievements; and (iii) assess if school pedagogic and social environment are associated with mental ill-health through epigenetic mechanisms, in particular those involving genes regulating the response to stress.Methods: The Kupol cohort at baseline consists of 3959 children attending the 7th grade of compulsory school (13-14 years old) in 8 regions of central Sweden in the school years 2013-2014 or 2014-2015. Three follow-up surveys in subsequent years are planned. Teachers' and students' perceptions of the culture, climate and ethos of their schools, and students' mental ill-health are assessed at the whole school level by annual questionnaire surveys. In order to conduct epigenetic analyses saliva specimens are collected from a nested sample of students at inception and two years later. Further, class-, family-and child-level information is collected at baseline and during each year of follow-up. Self-reported information is being complemented with register data via record-linkages to national and regional health and administrative registers.Discussion: The topic being investigated is new, and the sample constitutes the largest adolescent cohort in Sweden involved in an ad hoc study. Epigenetic analyses centered on environmental cues to stress response are a thoroughly new approach. Finally a notable feature is the multi-informant and multi-method data collection, with surveys at the school, class, family, and student level. Collaboration and data access: interested investigators should contact the coordinating centre. Additional information is available on the study's website, http://kupolstudien.se/.
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| 19. |
- Grahn, Anna, 1973, et al.
(författare)
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Imported case of lassa fever in Sweden with encephalopathy and sensorineural hearing deficit
- 2016
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Ingår i: Open Forum Infectious Diseases. - : Oxford University Press (OUP). - 2328-8957. ; 3:4
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Tidskriftsartikel (refereegranskat)abstract
- © The Author 2016.We describe an imported case of Lassa fever with both encephalopathy and bilateral sensorineural hearing deficit. Absence of fever during hospitalization, initially nonspecific symptoms, and onset of hearing deficit in a late stage of disease probably contributed to delayed diagnosis (14 days after admittance to hospital). The pathogenesis of neurological manifestations of Lassa fever is poorly understood and no specific treatment was given. A total of 118 personnel had close contact with the patient, but no secondary cases occurred. This case highlights the importance of considering Lassa fever as a differential diagnosis in patients with recent travel to endemic areas.
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| 20. |
- Gutkin, Renaud, et al.
(författare)
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Slutrapport för det koncernstrategiska projektet Swerea Virtual Lab
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Simulering som verktyg för utveckling, tillverkning och provning av produkter i avancerade material är en stor och betydande del av Swereas ordinarie verksamhet. Swerea Virtual Lab är ett fokusområde inom Swerea AB. Swerea Virtual Lab är en kraftsamling för att hjälpa industrin att utöka sin virtuella produktutveckling. Swerea Virtual Lab är en unik samarbetspartner genom sin storlek, kompetens, materialbredd och förmåga att generera indata till beräkningsmodell, genomföra simuleringar och verifiera resultat i laboratorieskala. Swerea Virtual Lab är ett välkänt begrepp, en prioriterad samarbetspartner och den självklara forskningspartnern i EU projekt och i industriella utvecklingsprojekt i Europa och Sverige. Swerea Virtual Lab kännetecknas av tydlig kontaktstruktur, transparent process, hög kvalité och hög leveranssäkerhet. Swerea Virtual Lab vänder sig till alla branscher som har ett intresse av virtuell produktutveckling.
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| 21. |
- Hansson, Mattias, et al.
(författare)
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Bacterial ferrochelatase turns human: Tyr13 determines the apparent metal specificity of Bacillus subtilis ferrochelatase.
- 2011
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Ingår i: Journal of Biological Inorganic Chemistry. - : Springer Science and Business Media LLC. - 1432-1327 .- 0949-8257. ; 16:2, s. 235-242
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Tidskriftsartikel (refereegranskat)abstract
- Ferrochelatase catalyzes the insertion of Fe(2+) into protoporphyrin IX. The enzymatic product heme (protoheme IX) is a well-known cofactor in a wide range of proteins. The insertion of metal ions other than Fe(2+) occurs rarely in vivo, but all ferrochelatases that have been studied can insert Zn(2+) at a good rate in vitro. Co(2+), but not Cu(2+), is known to be a good substrate of the mammalian and Saccharomyces cerevisiae ferrochelatases. In contrast, Cu(2+), but not Co(2+), has been found to be a good substrate of bacterial Bacillus subtilis ferrochelatase. It is not known how ferrochelatase discriminates between different metal ion substrates. Structural analysis of B. subtilis ferrochelatase has shown that Tyr13 is an indirect ligand of Fe(2+) and a direct ligand of a copper mesoporphyrin product. A structure-based comparison revealed that Tyr13 aligns with a Met residue in the S. cerevisiae and human ferrochelatases. Tyr13 was changed to Met in the B. subtilis enzyme by site-directed mutagenesis. Enzymatic measurements showed that the modified enzyme inserted Co(2+) at a higher rate than the wild-type B. subtilis ferrochelatase, but it had lost the ability to use Cu(2+) as a substrate. Thus, the B. subtilis Tyr13Met ferrochelatase showed the same metal specificity as that of the ferrochelatases from S. cerevisiae and human.
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| 22. |
- Hultin, Hanna, et al.
(författare)
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Pedagogical and Social School Climate : Psychometric Evaluation and Validation of the Student Edition of PESOC
- 2019
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 63:4, s. 534-550
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Tidskriftsartikel (refereegranskat)abstract
- Previous studies indicate that school climate is important for student health and academic achievement. This study concerns the validity and reliability of the student edition a Swedish instrument for measuring pedagogical and social school climate (PESOC). Data were collected from 5,745 students at 97 Swedish secondary schools. Multilevel confirmatory factor analyses were conducted, and multilevel composite reliability estimates, as well as correlations with school-level achievement indicators, were calculated. The results supported an 8-factor structure at the student level and 1 general factor at the school level. Factor loadings and composite reliability estimates were acceptable at both levels. The school-level factor was moderately and positively correlated with school-level academic achievement. The student PESOC is a promising instrument for studying school climate.
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| 23. |
- Hultin, H., et al.
(författare)
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Psychometric Properties of an Instrument to Measure Social and Pedagogical School Climate Among Teachers (PESOC)
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 62:2, s. 287-306
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated the psychometric properties of a teacher-reported version of a Swedish school climate instrument called the Pedagogical and Social Climate (PESOC), which consists of 95 items covering cultural, structural and social factors. A sample of 348 teachers from 19 Swedish secondary schools was used. Multilevel confirmatory factor analysis conducted within a structural equation modelling framework indicated that the PESOC had a two-factor structure at the teacher level and a one-factor at the school level. The PESOC’s convergent validity was supported by the school-level correlations between PESOC and another established instrument (i.e., the Team Climate Inventory). Further validation studies of PESOC are needed with larger, more representative samples, and with information on important outcomes such as student achievement and wellbeing.
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| 24. |
- Högbom, Martin, et al.
(författare)
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Crystal Structure of Conserved Domains 1 and 2 of the Human DEAD-box Helicase DDX3X in Complex with the Mononucleotide AMP
- 2007
-
Ingår i: Journal of Molecular Biology. - : Elsevier BV. - 0022-2836 .- 1089-8638. ; 372:1, s. 150-159
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Tidskriftsartikel (refereegranskat)abstract
- DExD-box helicases are involved in all aspects of cellular RNA metabolism. Conserved domains 1 and 2 contain nine signature motifs that are responsible for nucleotide binding, RNA binding and ATP hydrolysis. The human DEAD-box helicase DDX3X has been associated with several different cellular processes, such as cell-growth control, mRNA transport and translation, and is suggested to be essential for the export of unspliced/partially spliced HIV mRNAs from the nucleus to the cytoplasm. Here, the crystal structure of conserved domains 1 and 2 of DDX3X, including a DDX3-specific insertion that is not generally found in human DExD-box helicases, is presented. The N-terminal domain 1 and the C-terminal domain 2 both display RecA-like folds comprising a central β-sheet flanked by α-helices. Interestingly, the DDX3X-specific insertion forms a helical element that extends a highly positively charged sequence in a loop, thus increasing the RNA-binding surface of the protein. Surprisingly, although DDX3X was crystallized in the presence of a large excess of ADP or the slowly hydrolyzable ATP analogue ATPγS the contaminant AMP was seen in the structure. A fluorescent-based stability assay showed that the thermal stability of DDX3X was increased by the mononucleotide AMP but not by ADP or ATPγS, suggesting that DDX3X is stabilized by AMP and elucidating why AMP was found in the nucleotide-binding pocket.
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| 25. |
- Johansson, Jonas
(författare)
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Litteraturhistoriskt undervisningsinnehåll – introduktion och respons
- 2022
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study aims to develop knowledge about the teaching of literary history in upper secondary school. Sub-study I explores: What content is foregrounded when upper secondary school teachers of Swedish introduce literary history? And what significance can different teaching content have for sparking interest? Sub-study II explores: What teaching content sparks students’ interest in literary history? And what other aspects of the teaching spark their interest in literary history according to the students themselves? The study is framed by didactics and curriculum theory and also theories about interest and teaching. The material consists of video recordings from ten different lessons when upper secondary teachers were introducing literary history in the course Swedish 2. The experiences of upper secondary school students of the teaching were collected using questionnaires and interviews. All students were enrolled in university preparation programmes in a medium-sized Swedish city. The results of the analysis in Sub-study I show a wide range of potential literary history teaching content. The study thus contributes new empirical knowledge about what forms (in terms of its content) literary history can take in its teaching. In the past, Swedish as a subject has been discussed to a large extent in relation to the conceptions of the subject of Swedish as a skills subject, as a cultural heritage subject, and as an experience-based subject. The results of the study are discussed in relation to these conceptions but make further contributions by concretizing the variety of teaching content that occurs in classrooms. The results of the analysis in Sub-study II show that upper secondary school students’ interest in literary history can be sparked in relation to different content in the teaching such as students experiences; intertextuality; similarities and differences between different periods; epochs, authors and works, and aesthetic elements. The analysis also revealed aspects that could be linked to the teachers’ ways of leading and organising the teaching. These were passion and engagement; content legitimation; interaction and participation; variety; structure and delimitation and grades or de-emphasis on performance. The many themes identified in Sub-study II contribute to revealing different ways of sparking interest in literary history. This is an important result in view of the fact that previous research has shown that students lack interest in literary history teaching. Together, the two sub-studies contribute to revealing new empirical knowledge about literary history teaching. Finally, there is a reflective discussion which illuminate the study in relation to different perspectives on classroom management.
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| 26. |
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| 27. |
- Karlberg, Louise, et al.
(författare)
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Low-cost drip irrigation of tomatoes using saline water: a suitable technology for southern Africa?
- 2007
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Ingår i: Agricultural Water Management. - : Elsevier BV. - 0378-3774 .- 1873-2283. ; 89:1-2, s. 59-70
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Tidskriftsartikel (refereegranskat)abstract
- Using saline water for. irrigation increases water productivity by freeing up fresh water that can be allocated to domestic or other uses. Drip irrigation is widely regarded as the most promising irrigation system in combination with saline water. Simple drip irrigation kits that are affordable for smallholder farmers have successfully been implemented for irrigation of vegetable gardens in several countries in sub-Saharan Africa. The possibility of using low-cost drip irrigation with saline water to successfully irrigate a common garden crop, tomatoes, was tested in this study. Two low-cost drip irrigation systems with different emitter discharge rates (0.2 and 2.5 1 h(-2)) were used to irrigate tomatoes (Lycopersicon esculentum Mill. cv. "Daniella") with water of three different salinity levels (0, 3 and 6 dS m(-1)). In addition, plastic mulch to minimise soil evaporation was also compared to a "bare soil" or uncovered treatment. Two consecutive tomato crops (spring and autumn) were produced during two growing seasons, starting from September 2003 and ending in April 2004, at the Hatfield Experimental Farm in Pretoria, South Africa. An average yield of 75 Mg ha(-1) was recorded for all treatments and seasons, which can be compared with the average marketable yield for South Africa of approximately 31.4 Mg ha(-1). Even at the highest irrigation water salinity (6 dS m(-1)), a yield above the average marketable yield was achieved, indicating that low-cost drip irrigation works well in combination with saline water. Furthermore, the study showed that the choice of drip irrigation system with regard to discharge rate is of minor importance when irrigating with saline water. However, combining low-cost drip irrigation with plastic mulch increased the yield by on average 10 Mg ha(-1) for all treatments. For the bare soil treatments, rainfall had an important role in the leaching of salts from the soils. Finally, the study showed that specific leaf area was higher at high irrigation water salinities, which is contrary to results from other studies. To be able to generalise the promising findings from this study, there is a need to mechanistically model the impact of different climates, soils and irrigation management practices, as well as the long-term sustainability of these systems.
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| 28. |
- Karlberg, Magnus, et al.
(författare)
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Dynamics of rotor systems with clearance and weak pedestals in full contact
- 2010
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Ingår i: 13th International Symposium on Transport Phenomena and Dynamics of Rotating Machinery 2010 (ISROMAC-13). - Red Hook, NY : Curran Associates, Inc.. - 9781617388484 ; , s. 531-536
-
Konferensbidrag (refereegranskat)abstract
- Many rotating machineries are supported by bearings with clearance, which are further clamped in, compared to the bearing stiffness, weak pedestals. As have been reported in several studies, it is essential to choose a proper clearance in order to avoid unwanted vibrations. When rotating machineries supported by bearings with clearance are subjected to stationary loads (gravity, magnetic pull etc.), it may not loose contact between the shaft and the bearing (i.e. full contact). However, even in full contact unwanted dynamics can occur which is of interest in this paper. It is found that the clearance give raise to anisotropic pedestal stiffness. It is further shown that some of the resonance frequencies decrease with the clearance.
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| 29. |
- Karlberg, Martin, 1969-, et al.
(författare)
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Hemmasittare och vägen tillbaka: Insatser vid långvarig skolfrånvaro
- 2015. - 1
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Bok (populärvet., debatt m.m.)abstract
- Att inte gå i skolan innebär ett stort lidande för den unge själv och för familjen runtomkring. Skolfrånvaro övergår ofta i arbetslöshet och utanförskap om inget görs. Det finns många goda skäl till att sätta in resurser tidigt för att hjälpa hemmasittare tillbaka till skolan. Boken Hemmasittare och vägen tillbaka beskriver ett arbetssätt som har hjälpt många elever tillbaka till skolan. Bakom metoden står Magelungen Utveckling AB som erbjuder kvalificerat behandlings- och förändringsarbete för barn, ungdomar, unga vuxna och deras familjer. Nu delar de med sig av sina erfarenheter till bland andra skolans elevhälsoteam, skolledare, BUP och engagerade föräldrar. Hemmasittare och vägen tillbaka tar bland annat upp:Hur kunde det bli så här och vad innebär det för elevens framtid?Vad kostar det att inte göra något?Inlärningsteori och beteendeanalysAtt få kunskap om problematikenAtt uppmuntra och förändra beteendenOm konsten att skapa allianser med elever, föräldrar, skolpersonalSamverkan och samordning en grundbult Kartläggning och att analysera information Förändringen steg för stegVidmakthållande, lika viktigt som alla föregående stegFörfattarna ger många praktiska tips, verkliga exempel och även formulär som behövs för insatserna. Hemmasittare och vägen tillbaka ger både en teoretisk, forskningsbaserad grund och är en praktisk handbok.
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| 30. |
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| 31. |
- Karlberg, Martin, 1969-, et al.
(författare)
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Pedagogisk psykologi
- 2015. - 1
-
Bok (övrigt vetenskapligt/konstnärligt)
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| 32. |
- Karlberg, Martin, 1969-
(författare)
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Skol-Komet : Tre utvärderingar av ett program för beteendeorienterat ledarskap i klassrummet
- 2011
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Children who express externalizing behaviors in school are at greater risk of school failure and peer rejection. They are also at greater risk of developing antisocial behaviors, addiction to drugs, mental health problems and delinquency. Many teachers experience difficulties in working with pupils expressing externalizing behaviors. The aim of this thesis is to evaluate a classroom behavior management program called Comet. The main principle of Comet is to get the teacher to use effective strategies when the pupil who is targeted for intervention, and the rest of class, are behaving appropriately and inappropriately. Two versions of the program are evaluated in the thesis: Comet for teachers (Comet-T) and Comet for parents (Comet-P). Three studies are committed to evaluate Comet-T. In the first study Comet-T was compared to an active control group. 100 children (aged 8) were randomized into Comet-T or the control group. At post test and follow-up Comet-T received a better results in reducing externalizing problems, peer problems and teacher behavior management. An analysis of mediators showed that changes in teacher behaviors mediated externalizing behavior. In the second study, children (aged 6 -13) were randomized into two groups. 44 pupils received Comet-T and 42 pupils received a combined intervention consisting of Comet-T at school and Comet-P at home. At post test and follow-up the results show that the combination of Comet-T and Comet-P reduced the externalizing behaviors at home more than Comet-T (only). However, there were no significant differences between the two conditions regarding decrease in externalizing behaviors at school. In the third study Comet-T was compared to a brief version called Comet-TB. At post test Comet-TB had a greater reduction of externalizing behaviors compared to Comet-T. The studies conclude that teachers can use behavior management techniques to decrease externalizing behaviors in the classroom. Furthermore, teachers cannot rely on parent management programs in order to decrease externalizing problems in school. Instead, behavior problems in school need to be solved within school settings. Finally, even a brief program can be effective in order to decrease externalizing behaviors.
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| 33. |
- Karlberg, Martin, 1969-
(författare)
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Skol-Komet skapar ömsesidig respekt och arbetsro
- 2011
-
Ingår i: Pedagogiska Magasinet. - Stockholm : Lärarförbundet. - 1401-3320.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Tomas Englund och Ingemar Engström har fel när de skriver att Skol-Komet saknar vetenskapligt stöd. Det menar forskaren Martin Karlberg i ett svar på artikeln "Behaviorismens återkomst i svensk skola" i Pedagogiska magasinet nr 2/11.
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| 34. |
- Karlberg, Martin, 1969-, et al.
(författare)
-
Skolk : sund protest eller riskbeteende?
- 2004
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Rapport (populärvet., debatt m.m.)abstract
- Synen på olovlig frånvaro från skolan – skolk – varierar. Grovt sett finns det två konkurrerande synsätt. Det ena betraktas skolk som berättigad protest mot en skola som inte förmår ge eleverna arbetsglädje och en sund reaktion på en skola som inte tillgodoser elevernas behov. Det andra synsättet är att skolk är ett uttryck för ungdomens en i hög grad riskfylld livssituation där skolmisslyckande går hand i hand med missbruk och kriminalitet. Den här rapporten belyser dessa två synsätt med hjälp av tidigare forskning och med data från Stockholms drogvaneinventering från 2002. Elever i grundskolans år 9 och gymnasiets år 2 som uppger att de skolkat jämförs med dem som inte gjort det vad gäller social bakgrund, drogvanor, annan kriminalitet samt skolanpassning. Resultaten visar att: · 34 procent av flickorna och 29 procent av pojkarna i grundskolans år nio hade skolkat minst en gång under den senaste tioveckorsperioden. Ungefär en elev per klass (fyra procent) hade skolkat mer än tio gånger. I gymnasieskolan hade 59 procent av flickorna och 57 procent av pojkarna skolkat under samma period. Ungefär var sextonde flicka och var tionde pojke i gymnasieskolans andra år hade skolkat mer än tio gånger. · Skolkarna var jämt fördelade över Stockholms alla stadsdelar. De skolkande eleverna kom oftare från hem med endast en förälder. Grundskoleleverna som skolkat mer än tio gånger hade dessutom oftare invandrarbakgrund och föräldrar med grundskola som högsta utbildning. Den övervägande majoriteten av skolkarna kom dock från helsvenska hem med föräldrar som förvärvsarbetade. · Skolkarna var som grupp betraktat avsevärt mer kriminella än övriga elever. Det gäller alla typer av undersökta brott, mängden brott, andel som debuterat tidigt med brottslighet och andel som åkt fast för polisen. Ungdomar som skolkat var också oftare själva offer för brottslighet. · Skolkarna var i högre utsträckning högkonsumenter av tobak, alkohol, lösningsmedel, narkotika, doping samt sömn-/lugnande medel utan läkarrecept. De var även överrepresenterade bland dem som debuterat tidigt med droger, en faktor som kraftigt ökar risken för framtida drogproblem. · De som skolkat trivdes något sämre i skolan, upplevde sig ha mindre kontroll över sin situation i skolan, hade mindre uthållighet, var oftare arga och irriterade, fuskade oftare i skolan samt mobbade oftare andra och blev själva oftare mobbade (notera att uppgifterna om mobbning gäller endast pojkar). Bland eleverna som skolkat var det även betydligt vanligare att sakna betyg i minst ett av kärnämnena svenska, engelska och matematik. · Skolkarna bestämde oftare själva när de skulle komma hem på kvällarna, färre av dem anförtrodde sig till föräldrarna vid problem och de umgicks mindre ofta med föräldrarna. Skolkarnas föräldrar kände mindre ofta till var barnen var på helgerna och vilka de umgicks med. De serverade också oftare sina ungdomar alkohol i hemmet. De ungdomar som skolkade umgicks oftare med kamrater som använder tobak, alkohol och narkotika respektive som hade åkt fast för polisen på grund av brottslighet. Flera av dem hade även debuterat sexuellt och det var vanligare bland dem att ha haft samlag utan preventivmedel. · Samtliga ovan uppräknade riskbeteenden ökade i förekomst ju mer ungdomarna hade skolkat. Det finns dock en liten grupp elever som skolkar regelbundet men som inte begått brott, använt droger etcetera. Sammantaget visar resultaten att de skolkande eleverna var kriminella i högre utsträckning än de som inte skolkat, flera av dem använde droger, de begick oftare allvarliga regelbrott i skolan och hade oftare ofullständiga betyg i kärnämnena, deras föräldrar hade sämre insyn i deras liv, de umgicks oftare med asociala kamrater och de hade oftare debuterat sexuellt samt haft oskyddad sex. Det finns således föga i resultaten som talar för att skolk ska betraktas som en konstruktiv, sund protest eller ett friskhetstecken. Resultaten talar istället för att skolk ska betraktas som en markör för en generell asocial karriär. Rapporten avslutas med en diskussion om skolans ansvar för att förebygga skolk.
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| 35. |
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| 36. |
- Karlberg, Martin, 1969-, et al.
(författare)
-
The Importance of School Pedagogical and Social Climate to Students’ Unauthorized Absenteeism – a Multilevel Study of 101 Swedish Schools
- 2022
-
Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis Group. - 0031-3831 .- 1470-1170. ; 66:1, s. 88-104
-
Tidskriftsartikel (refereegranskat)abstract
- While individual and family factors behind students’ school absenteeism are well-researched, fewer studies have addressed school climate factors. This study investigated the association between school climate in Swedish schools and students’ absenteeism. A multi-informant survey of school climate was conducted in 101 schools and analysed in relation to the history of absenteeism of 2770 students attending those schools in the 7th grade at inception, with follow-up until completion of the compulsory school (9th grade). Data on absenteeism was extracted from schools’ registers. Student (but not teacher) positive ratings of school climate were associated with lower absenteeism between the age of 13 and the age of 16. The associations between student rated school climate and absenteeism appeared stronger among students with highly educated parents.
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| 37. |
- Karlberg, Martin, 1969-, et al.
(författare)
-
The professional development needs of beginning and experienced teachers in four municipalities in Sweden
- 2020
-
Ingår i: Professional Development in Education. - London : Informa UK Limited. - 1941-5257 .- 1941-5265.
-
Tidskriftsartikel (refereegranskat)abstract
- This article reports findings from a larger study aimed at identifying the perceptions of teachers across four municipalities in Sweden on continuing professional development. It focuses on beginning teachersˡ, namely those who are in their first five years of their career. This study has been undertaken amidst growing concern that current models of in-service training in Sweden are not leaving the desired impact on teacher motivation and student achievement; that the teaching profession feels disengaged, disempowered, distrusted. It has been undertaken in a context which is finding it hard to attract teachers into the profession, and one where teacher attrition is high. The responses help to shed light on what the municipalities and teacher education institutions need to focus on in order to support new teachers. Implications are drawn out for schools, municipalities and teacher education institutions as they need to come together to engage in more collaborative ventures to ensure adequate and ongoing support to new teachers.
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| 38. |
- Karlberg, Martin, 1970-
(författare)
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Triad count estimation and transitivity testing in graphs and digraphs
- 1997
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Triads and transitivity are two concepts within the field of social network analysis that are closely related to each other. We study some estimation and testing problems related to those concepts, using the tools of graph theory; the results obtained could be applied to graphs representing other kinds of data than social relations. Throughout this thesis, we focus on the role of local networks. A local network for an individual in a friendship network may be regarded as the network between the friends of this person. Two local network attributes that we pay special attention to are the size and the density. The local size of a vertex is defined so that it counts the number of transitive relationships in which that vertex is involved; this definition is not undisputable in the digraph situation, since not all edges in the local network are counted using that definition. We define the local density of a vertex in such a way, that its expected value is equal to the expected overall density of the network under some commonly used simple random graph and random digraph models. When dealing with triad count estimation, we consider the situation when we have observed information about a probability sample of vertices in a graph or digraph; we let the amount of information observed for each vertex range from the vertex degree to the entire local network of that vertex. Horvitz-Thompson estimators (and variance estimators for those estimators) for the triad counts are given. A main result is that when local networks without information on the identities of the vertices in that network are observed, the triad counts may be expressed as sums of vertex attributes; this greatly facilitates the estimation based on vertex sampling designs more complex than simple random sampling. Transitivity testing is considered for graphs and digraphs that are observed in their entirety. We study two different kinds of transitivity tests; tests based on the counts of transitive and intransitive triads and triples, and tests based on the mean local density over all vertices. The null hypothesis used is that the graphs and digraphs observed have been generated according to some conditional uniform random graph model that does not imply a high degree of transitivity. The powers of the tests against random graph distributions that generate highly transitive graphs are examined in simulation studies. In other simulation studies, the tests are applied to a large set of school class sociograms. When (undirected) graphs are considered, the test based on the proportion of transitive triads out of the non-vacuously transitive ones is found to be best at detecting transitivity; for digraphs, the test based on the difference between the mean local density and the overall network density is the best transitivity detector.
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| 39. |
- Karlberg, Tobias, et al.
(författare)
-
The structures of frataxin oligomers reveal the mechanism for the delivery and detoxification of iron
- 2006
-
Ingår i: Structure. - : Elsevier BV. - 0969-2126. ; 14:10, s. 1535-1546
-
Tidskriftsartikel (refereegranskat)abstract
- Defects in the mitochondrial protein frataxin are responsible for Friedreich ataxia, a neurodegenerative and cardiac disease that affects 1:40,000 children. Here, we present the crystal structures of the iron-free and iron-loaded frataxin trimers, and a single-particle electron microscopy reconstruction of a 24 subunit oligomer. The structures reveal fundamental aspects of the frataxin mechanism. The trimer has a central channel in which one atom of iron binds. Two conformations of the channel with different metal-binding affinities suggest that a gating mechanism controls whether the bound iron is delivered to other proteins or transferred to detoxification sites. The trimer constitutes the basic structural unit of the 24 subunit oligomer. The architecture of this oligomer and several features of the trimer structure demonstrate striking similarities to the iron-storage protein ferritin. The data reveal how stepwise assembly provides frataxin with the structural flexibility to perform two functions: metal delivery and detoxification.
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| 40. |
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| 41. |
- Karlsson, Martin, et al.
(författare)
-
Using operational modal analysis to determine rotordynamic modes
- 2010
-
Ingår i: 13th International Symposium on Transport Phenomena and Dynamics of Rotating Machinery 2010 (ISROMAC-13). - Red Hook, NY : Curran Associates, Inc.. - 9781617388484 ; , s. 527-530
-
Konferensbidrag (refereegranskat)abstract
- Operational Modal Analysis (OMA) has lately been a more and more common tool in structural dynamics. The benefits compared to Experimental Modal Analysis (EMA) are that one does not need any artificial excitation and that the structure does not have to be at rest, which is a requirement of EMA. So far, OMA has won terrain for modal analysis of large structures such as buildings and bridges, and for vehicles such as helicopters and ships. For rotating equipment, OMA has not yet been widely used or evaluated. Rotordynamic modes depend on the operating condition of the rotating equipment (e.g. speed). Hence the fundamental requirement of EMA that the testing object should be at rest is not fulfilled. Mapping of critical speeds during start-up and coursing down gives some important operating information, but it will not give all modal information needed to validate a theoretical model or to verify the requirements of damping. The aim of this paper is to evaluate OMA for rotordynamical modal analysis. A numerical model of rotor is used as test object. The response is analyzed with various SSI methods. The results are presented in a Campbell diagram, showing the frequency dependent rotor modes as well as the structural modes. Values for the damping are presented in a root locus plot. These results agree well when comparing the results with a direct naturalvalue solver for the numerical model. It is concluded that OMA can be applied to rotordynamical applications. However, identifying corresponding modes at different speeds can be difficult at field measurements; hence the authors suggest further research and development of Operational Modal Analysis in this specific area.
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| 42. |
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| 43. |
- Klang, Nina, 1978-, et al.
(författare)
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Mathematical Problem-Solving Through Cooperative Learning-The Importance of Peer Acceptance and Friendships
- 2021
-
Ingår i: Frontiers in Education. - : Frontiers Media SA. - 2504-284X. ; 6
-
Tidskriftsartikel (refereegranskat)abstract
- Mathematical problem-solving constitutes an important area of mathematics instruction, and there is a need for research on instructional approaches supporting student learning in this area. This study aims to contribute to previous research by studying the effects of an instructional approach of cooperative learning on students' mathematical problem-solving in heterogeneous classrooms in grade five, in which students with special needs are educated alongside with their peers. The intervention combined a cooperative learning approach with instruction in problem-solving strategies including mathematical models of multiplication/division, proportionality, and geometry. The teachers in the experimental group received training in cooperative learning and mathematical problem-solving, and implemented the intervention for 15 weeks. The teachers in the control group received training in mathematical problem-solving and provided instruction as they would usually. Students (269 in the intervention and 312 in the control group) participated in tests of mathematical problem-solving in the areas of multiplication/division, proportionality, and geometry before and after the intervention. The results revealed significant effects of the intervention on student performance in overall problem-solving and problem-solving in geometry. The students who received higher scores on social acceptance and friendships for the pre-test also received higher scores on the selected tests of mathematical problem-solving. Thus, the cooperative learning approach may lead to gains in mathematical problem-solving in heterogeneous classrooms, but social acceptance and friendships may also greatly impact students' results.
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| 44. |
-
Ledarskap, sociala relationer och konflikthantering för lärare : Villkor och praktik
- 2021
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Kursboken Ledarskap, sociala relationer och konflikthantering för lärare riktar sig i första hand till lärarstuderande, men kan även med fördel läsas av verksamma inom de olika nivåerna i det svenska utbildningssystemet. Boken täcker in följande delar av den utbildningsvetenskapliga kärnan:• Hur kan lärare skapa nödvändiga förtroendefulla relationer med sina elever? • Hur han lärare axla rollen som pedagogisk ledare i olika situationer? • Hur kan lärare identifiera, hantera och förebygga mobbning? • Hur kan lärare på lämpligaste sätt behandla känsliga frågor rörande etik, moral och samlevnad? • Hur kan lärare bygga upp en fungerande föräldrasamverkan?• Hur och i vilka sammanhang kan demokratiska beslutsmetoder användas i undervisningen och i förändringsarbete i den enskilda skolan? Den utbildningsvetenskapliga kärnan är gemensam för alla lärarstuderande i Sverige och ska innehålla de grundläggande kunskaper och färdigheter som blivande förskollärare och lärare behöver. Den fungerar därmed som en gemensam bas och utgör i förlängningen grunden för ett gemensamt professionsspråk.
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| 45. |
-
Ledarskap, sociala relationer och konflikthantering för lärare
- 2021. - 1
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Kursboken Ledarskap, sociala relationer och konflikthantering för lärare riktar sig i första hand till lärarstuderande, men kan även läsas av verksamma inom de olika nivåerna i det svenska utbildningssystemet.
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| 46. |
- Lehtiö, Lari, et al.
(författare)
-
Structural basis for inhibitor specificity in human poly(ADP-ribose) polymerase-3.
- 2009
-
Ingår i: Journal of medicinal chemistry. - : American Chemical Society (ACS). - 1520-4804 .- 0022-2623. ; 52:9, s. 3108-11
-
Tidskriftsartikel (refereegranskat)abstract
- Poly(ADP-ribose) polymerases (PARPs) activate DNA repair mechanisms upon stress- and cytotoxin-induced DNA damage, and inhibition of PARP activity is a lead in cancer drug therapy. We present a structural and functional analysis of the PARP domain of human PARP-3 in complex with several inhibitors. Of these, KU0058948 is the strongest inhibitor of PARP-3 activity. The presented crystal structures highlight key features for potent inhibitor binding and suggest routes for creating isoenzyme-specific PARP inhibitors.
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| 47. |
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| 48. |
- Lidar, Malena, 1973-, et al.
(författare)
-
Manner of teaching and teaching traditions in Science Education : What do teachers emphasize?
- 2012
-
Konferensbidrag (refereegranskat)abstract
- Research questions, objectives and theoretical frameworkWhat the main contents of teaching in different subjects should be is a question that could and ought to be problematized. Different policies for what contents teaching should include and how it should be conducted shapes different presuppositions for teaching and for what the pupils have opportunity learn (cf. Fensham, 2009). That every pupil should be scientific literate to be able to take part in society have in many countries become a prominent goal in Science Education (Roberts, 2007). At the same time, there are goals in Science Education stating that pupils should be prepared for future studies in science, something that is relevant only for a minority of the pupils (Roberts, 1988). The difference between these goals for a teacher in Science Education could either be to put emphasis on the contents of the traditional academic subjects physics, chemistry and biology (to give the pupils a solid foundation for future education) or to focus more on the role of science in questions of ethical, social and political character in connection to questions about for example air pollution or global warming. These different purposes in science education create tensions concerning the subjects character (Ryder & Banner, 2011). Even though teachers are working to meet the same goals in the Science syllabuses, emphasis can be made differently, forming different manners of teaching (Munby & Roberts, 1998) that can be connected to different teaching traditions (Lundqvist, Almqvist & Östman, in press).The purpose of this study is to survey different manners of teaching practiced in Swedish Science Education in upper secondary schools and to qualify what features are characteristic in these manners, connected to teaching traditions. Teachers develop different manners of teaching that characterise their actions in the classroom (Munby & Roberts, 1998). The concept “manner of teaching” describes teachers’ actions in relation to epistemology since teachers are in a position to show privileged knowledge and values within the practice. The concept of curriculum emphases (Roberts, 1982) was invented to identify and describe the regularity within the epistemological dimension in teaching. Analysing Science syllabuses and Science textbooks, Roberts (in North America) and Östman (in Sweden) found different patterns concerning curriculum emphases in Science Education: correct explanation, structure of science, solid foundation, scientific skill development, self as explainer, everyday coping and science, technology and decisions (Roberts 1982, Östman, 1996). The curriculum emphases can in turn be connected to Roberts’ (2007) two main visions (I & II) in western societies of how science education should be formed in order to make the pupils scientific literate. Vision I is describes as science reproducing its own products of concepts, laws, theories and methods. In Vision II it is accentuated that education must include facts of the subject but it must also include knowledge and skills that make the pupils able to use scientific knowledge in practical, existential, moral and political contexts (e.g. Zeidler, 2003,Wickman et al., forthcoming). MethodologyThis investigation is done by constructing a questionnaire which aims at elucidating teachers teaching practice according to teaching goals, choice of content and methods used in the classroom including the assessment of students. The alternatives in the questionnaire have been elaborated emanating from the concept of curriculum emphases. In the questionnaire, the teachers were asked to rate several alternative goals, contents, methods, and form of assessment in a five point Likert scale from “not important” to “very important”. The questionnaire was sent to ~1000 teachers teaching grades 6-9 all over Sweden.The answers to the questions concerning teachers’ goals and contents in teaching were analysed in order to see if it was possible to find patterns in the collected materials. Factor analysis was used in order to estimate the patterns among the indicators of the teacher’ goals and contents in teaching. Descriptive analyses of what qualifies the different factors in how the respondents combine alternatives for goals, contents and mode of operation were performed. Furthermore we look in to other aspects e.g. gender, teaching experience and assessment principles to see how these vary within the different manners of teaching.Expected outcomesThe data was suitable for factor analysis (Kaiser’s MSA=0,81). The factor analysis resulted in four distinctive clusters; emphasizing goals and contents concerning 1) scientific methods and ways of reasoning, 2) application of societal, political, moral and existential questions, 3) to prepare pupils for future studies, the future every day and working life, and 4) facts and contents of science. Furthermore, the analysis show that there are statistic significant differences regarding goals and contents depending on gender. It was however no statistic significant differences regarding how many years the teachers had been in the profession.With a comparative approach, we find that the four clusters coincide in good measure with the teaching traditions found from analyses of subject content, subject focus and curriculum emphases in the Science syllabuses and Science textbooks (cf. Östman 1996), but not entirely. We attribute the clusters to be a constructivist tradition, a moral tradition, an applied tradition and an academic tradition. The paper discusses central features of teachers’ manners of teaching practice in the different traditions.
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| 49. |
- Lidar, Malena, 1973-, et al.
(författare)
-
Teaching Traditions in Science Teachers’ Practices and the Introduction of National Testing
- 2018
-
Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis Group. - 0031-3831 .- 1470-1170. ; 62:5, s. 754-768
-
Tidskriftsartikel (refereegranskat)abstract
- Our main interest in this article is to explore whether Swedish teachers changed their teaching and assessment practices in relation to the new national tests in science education that were introduced 2009. Data was collected using a web-distributed questionnaire, which was answered by 407 teachers. The concept of teaching traditions is used to capture patterns of what is emphasised by teachers in terms of goals and content in teaching and the design of the questionnaire was based on the concept of curriculum emphases. The results show two distinct groups of focus, which is compared with two traditions within science education: the Academic and the Moral tradition. The main content where teaching have been changed is in making science more applied than before, where applied not only mean the application of science knowledge to practical technical issues but also to moral and political issues.
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| 50. |
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