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Sökning: WFRF:(Mattisson Jane 1953 )

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1.
  • Holmqvist, Mona, 1961-, et al. (författare)
  • Contrasting cases and their impact on learning : a replication of a learning study corfirming the impact of contrasts
  • 2009
  • Ingår i: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; :10, s. 38-46
  • Tidskriftsartikel (refereegranskat)abstract
    • The present article describes how Swedish pupils in class 4 (nine to eleven years old) learn English as a second language. The study replicates a learning study carried out within the framework of a more ex-tensive project known as “The Pedagogy of Learning”. The present study is aiming to find out if the re-sults from one original learning study can be generalised to other teachers and pupils. The pupils partici-pating in the presented study learn how to use “to have”. The original Learning Study Cycle (LSC) con-sisted of three lessons per cycle, each lesson carried out in different groups of pupils. The teachers fo-cused on the critical aspects, i.e. the features which must be distinguished in order to understand a phe-nomenon. This process entailed investigating the contrasts between the specified learning outcome(s), i.e. the ability or knowledge targeted. The lessons were planned from a variation theory perspective. The LSC demonstrated that the use of contrast – applied in only one of the three lessons – between “to be” and “to have” had a positive effect on pupils’ generative learning, i.e. continued learning outside the classroom. In order to establish if the results of the present study are coincidental or repeatable the LSC was repli-cated. The first replicated study was conducted by a group of teachers with a good knowledge of variation theory. These teachers had previously applied the theory in mathematics lessons. A second replication was initiated by a group of teachers with no knowledge of variation theory. The results demonstrated that contrast is important for generative learning provided that teachers are able to focus on critical aspects and thereby elucidate contrast. In the group familiar with variation theory the results were similar to those of the original study, i.e. generative learning was promoted, while contrast had little effect on the pupils generative learning in the group of teachers who had no knowledge of variation theory. The study demonstrates that generative learning is dependent on teachers’ knowledge of how the critical aspects of the target knowledge should be presented to pupils. Such knowledge enables teachers to apply contrast as a means of developing pupils’ ability to distinguish qualitative differences. In this way, pupils continue to develop their knowledge beyond the classroom.
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2.
  • Holmqvist, Mona, 1961-, et al. (författare)
  • Instruction built on learners' previous knowledge by using the variation theory
  • 2008
  • Ingår i: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; :6, s. 86-95
  • Tidskriftsartikel (refereegranskat)abstract
    • This chapter discusses teaching based upon pupils’ previous knowledge. As the world becomes more and more globalised, it is harder and harder for a teacher to form a picture of the pupils’ knowledge when planning instruction. However, without this information about pupils, it is impossible to know if the created learning situations are conducive to learning or if the pupils had already acquired knowledge about the learning object before the learning situation. In this study pupils’ previous knowledge is investigated in relation to how English as a Second Language is learnt when pupils have different mother tongues. In a phenomenographic study we found that pupils with three different mother tongues, when placed in the same learning situation, made errors which could be traced back to the structure of their mother tongue. This observation led to a learning study, in which variation theory was the theoretical point of departure, and in which three different research lessons with three different groups of pupils were carried out. The learning object was dependent possessives, and the pupils’ mother tongue was Swedish. As there is no differentiation between independent and dependent possessives in Swedish, the pupils could not discern the difference between these two forms. As Swedish has a differentiation between t- and n-gender, the puils wrongly assumed that the difference between my and mine was not connected to dependent and independent possessives but to gender. The results of our study show how teachers who are familiar with the pupils’ previous knowledge (mother tongue) can become aware of what mistakes they might make as ESL learners; this knowledge has a profound effect on instruction. In this way, teachers can also predict and plan what information is needed to develop learning situations which provide maximum opportunity to learn. They also understand what kinds of critical aspects are necessary to enable pupils to discern. As a result, teachers are more effective, which is reflected in better pupil results in the classroom.
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  • Mattisson Ekstam, Jane, 1953- (författare)
  • Från kaos till klarhet : första världskriget i konsten
  • 2014
  • Ingår i: Kristianstadsbladet. - 1103-9523. ; :11/10
  • Tidskriftsartikel (populärvet., debatt m.m.)abstract
    • Det har förflutit exakt hundra år sedan första världskriget bröt ut och världen bevittnade en av de mest omvälvande händelserna i modern historia. Det var under denna tid som stridsvagnen uppfanns, stridsgas användes för första gången och kulsprutan blev vanlig. Många är de som på olika sätt har satt ord och bild på första världskriget för att öka medvetenheten om krigets följder och framförallt individernas erfarenheter. Peter Englunds omfattande studie av kriget, ”Stridens Skönhet och Sorg.
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  • Mattisson Ekstam, Jane, 1953- (författare)
  • Meaning and what it can convey : the case of Iris Murdoch
  • 2011
  • Ingår i: SKASE Journal of Literary Studies. ; 3:2, s. 21-33
  • Tidskriftsartikel (refereegranskat)abstract
    • Iris Murdoch’s novels explore human truths that are timeless. She defended her ideas of literature as representing something true of human nature in an era "marked by a crisis of representation" (Rowe: 2). The postmodern rejection of truth, and Murdoch’s resistance to the theory-centred approach to textual analysis that emerged in the 1960s and reached its peak in the 1980s and 1990s, caused her to lose favour among scholars. It is time to revisit Iris Murdoch, a writer with a profound understanding of the importance of meaning in a literary text. What is this meaning? How is it represented in the novel? It is with these two questions that this article is concerned as it explores how Murdoch viewed her artistic mission and how it is embodied in the younger and older identities of the first-person narrator, Bradley Pearson, in The Black Prince (1973).
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  • Mattisson Ekstam, Jane, 1953- (författare)
  • Teachers’ written feedback and the formation of scholarly identity : a case study
  • 2013
  • Ingår i: Lärarlärdom. - Kristianstad : Kristianstad University Press. ; , s. 58-71
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • My paper focuses on two forms of teachers’ written feedback: direct,  i.e.  correction   of  errors,  including   grammar,   punctuation   and spelling;  and indirect,  which  identifies  but does  not correct  problems  – either real or potential.  I argue that the two forms, when they are com- bined,  have  an important  role to play in guiding  students  to an under- standing  of what  constitutes  a "good"  written  text  in English.  Such  an understanding  is an important  element  in the overall  goal of academic writing, which is not only to produce a text that satisfies the requirements of  the  examiner  but  also  to  create  and  promote  a  distinct  and  stable scholarly identity – an aspect of writing that is often neglected in studies of writing. Unlike much research on the subject, my article focuses on an individual student, a Chinese postgraduate of English at Kristianstad University.
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  • Mattisson, Jane, 1953-, et al. (författare)
  • A guide for teachers and students in a cross-cultural context
  • 2014
  • Rapport (populärvet., debatt m.m.)abstract
    • A Guide for Teachers and Students in a Cross-cultural Context addresses important aspects of cross-cultural education primarily in relation to China and Sweden though much of what is written here also applies to other nationalities. Our observations are based in part on our experience of teaching Chinese students both in China and in Sweden and on six workshops held at Linnaeus University, Sweden, Kristianstad University, Sweden, and Beijing Normal University, China.Our handbook is divided into three sections: practical information; oral interaction in the cross-cultural classroom; and writing in the cross-cultural classroom. The three sections point to potential problems and misunderstandings between China and Sweden and provide practical advice and tips for students and teachers.We welcome Chinese and other international students to Kristianstad University. They enrich our classrooms and stimulate new thinking as well as new teaching practices. It is our hope that readers of our handbook will contact us, providing comments and suggesting additions to the three sections. All comments and suggestions can be sent by e-mail to the contributors.
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  • Mattisson, Jane, 1953- (författare)
  • Academic writing as a process
  • 2012
  • Ingår i: Skrivhandboken. - Kristianstad : Kristianstad University Press. - 9789197942249 ; , s. 15-24
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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  • Mattisson, Jane, 1953- (författare)
  • Academic writing in English : process and product: a question of priorities?
  • 2012
  • Ingår i: Högskolepedagogisk debatt. - 2000-9216. ; :1, s. 23-30
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • Throughout the educational system, and higher education is certainly no exception, the focus has all too often been on the final product and the grade awarded rather than what the student learns as part of the writing process. As a consequence, students’ ability to write tends to stagnate once the basic skills have been mastered. Based on the view that the goal of higher education must be life-long learning, this article proposes a method of teaching writing in English that enables students to produce a variety of texts, from short essays, to doctoral theses, using a concise and correct style (Giltrow, Burgoyne, Gooding & Swaatsky, 2005). The method, known as process writing, focuses attention on the different elements of a text, their mutual relations, and the language and style in which these should be expressed. Process writing can be usefully combined with peer reviewing. Both methods are interactive: the teacher stimulates students "in performing and reflecting on learning activities, which lead them towards independent thinking and writing" (Riljaarsdam, Couzijn & van den Berg, 1996, pp. ix-xviii) by dividing the writing task into identifiable stages (process writing) and critiquing other students’ writing (peer reviewing). Process writing and peer reviewing take account of all capacities. More importantly, they facilitate students’ ability to analyse their own and others’ work.
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  • Mattisson, Jane, 1953- (författare)
  • An interpretation of The Canterville ghost
  • 2009
  • Ingår i: Journal of Ningbo Polytechnic. - 1671-2153. ; 9:6, s. 101-105
  • Tidskriftsartikel (refereegranskat)abstract
    • The short story The Canterville Ghost is being interpreted from the perspectives of the characers, the setting, the narrator, the thame, the style and the structure etc by the author Dr.Jane Mattisson here in this paper.
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15.
  • Mattisson, Jane, 1953-, et al. (författare)
  • A new twist on an old tool : joint learning with an innovative cognitive writing tool
  • 2010
  • Ingår i: Journal of College Teaching and Learning. - 1544-0389. ; 7:8, s. 45-53
  • Tidskriftsartikel (refereegranskat)abstract
    • Our paper introduces a new initiative on a common computer program used as a cognitive tool that facilitates learning with as opposed to learning through technology. The tool, which comprises a modification of a so-called boilerplate, is part of a joint learning system (Kim and Reeves, 2007) in which the tool, learner and activity are equal participators in the learning process. Our focus is on teachers with limited technical expertise. The boilerplate is used as a learning tool specifically aimed at supporting graduate and post-graduate essay writing classes. Teachers have limited time to learn new computer programs and may avoid these because of limited technology skills and inexperience in this area. The cognitive tool assists students with structuring, formatting and grammar. In our presentation, we clarify the special features of the tool, and reflect on the philosophy behind it as well as on its potential for teachers in higher education.
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  • Mattisson, Jane, 1953-, et al. (författare)
  • A new twist on an old tool : joint learning with an innovative cognitive writing tool
  • 2010
  • Ingår i: The European College Teaching and Learning (ETLC) Conference Proceedings. ; , s. 107-
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • Our paper introduces a new initiative on a common computer program used as a cognitive tool which facilitates learning with as opposed to learning through technology. The tool, which comprises a modification of a so-called boilerplate, is part of a joint learning system (Kim and Reeves, 2007) in which the tool, learner and activity are equal participators in the learning process. Our focus is on teachers with limited technical expertise. The boilerplate is used as a learning tool specifically aimed at supporting graduate and post-graduate essay writing classes. Teachers have limited time to learn new computer programs and may avoid these because of limited technology skills and inexperience in this area. The cognitive tool assists students with structuring, formatting and grammar. In our presentation, we clarify the special features of the tool, and reflect on the philosophy behind it as well as on its potential for teachers in higher education.
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  • Mattisson, Jane, 1953- (författare)
  • At the intersection : the conflicting position of the army chaplain in World War One
  • 2010
  • Ingår i: Ostrava Journal of English Philology. ; :2, s. 87-96
  • Tidskriftsartikel (refereegranskat)abstract
    • Their conflicting roles as officers and upholders of the faith made army chaplains particularly vulnerable. They are one of the most difficult but also most revealing groups to analyse within the army of World War One. By focusing on Anne Perry’s quintet on World War One, this article demonstrates that fiction has a special ability to illustrate the complexity and vulnerability of the army chaplain’s position as it reveals a multi-faceted and deeply felt reality which is both more personal and intense than that provided by documentary accounts insisting on factuality.
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19.
  • Mattisson, Jane, 1953- (författare)
  • Because I am a poet
  • 2007
  • Ingår i: A collection of criticisms on the phenomenon of Wang Xuezhong's poems. - Beijing : Theatrical Publishing House of China.
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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  • Mattisson, Jane, 1953-, et al. (författare)
  • Boilerplate Project 2011-2012
  • 2012
  • Ingår i: Högskolepedagogisk debatt. - 2000-9216. ; :1, s. 43-46
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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  • Mattisson, Jane, 1953- (författare)
  • Deconstructing the deconstruction of fiction : ratiocination and the special case of the detective novel
  • 2016
  • Ingår i: Language, literature and philosophy. - Novi Beograd : Alfa BK University. ; , s. 69-85
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    •  Detective fiction depends on the examination of clues and the drawing of logical conclusions, a process that involves the detective and the reader in a game in which the reader strives to solve the crime before the detective does. The language of detective novels can be neither arbitrary nor contradictory because the evidence must be comprehensible through a process of ratiocination, i.e. the belief that the mind can, given sufficient time, understand everything. My paper examines two novels by Jacqueline Winspear: the first, Maisie Dobbs (2005), and the eleventh and most recent addition to the Maisie Dobbs series, A Dangerous Place (2015). The paper demonstrates how Dobbs’s skills as a private investigator are honed by experience: the murder case investigated in A Dangerous Place is particularly complex not only because of the physical situation in which Dobbs finds herself but also because of the unusually complex nature of the evidence.
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  • Mattisson, Jane, 1953- (författare)
  • Early Canada, from Bush to Clearings
  • 2005
  • Ingår i: Canadian Yearbook. - Moscow : Russian Association for Canadian Studies. ; , s. 217-229
  • Konferensbidrag (refereegranskat)
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  • Mattisson, Jane, 1953- (författare)
  • Education and social class
  • 2013
  • Ingår i: Thomas Hardy in context. - : Cambridge University Press. - 9780521196482 ; , s. 188-197
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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  • Mattisson, Jane, 1953- (författare)
  • How historians have treated the war
  • 2011
  • Ingår i: Relevance: The Quarterly Journal of the Great War Society. ; 20:1, s. 44-47
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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  • Mattisson, Jane, 1953- (författare)
  • Internationalisation : its culture, communities of practice and the importance of English in the classroom
  • 2012
  • Ingår i: Högskolepedagogisk debatt. - 2000-9216. ; :2, s. 117-128
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • Med utgångspunkt från en kurs i engelsk kommunikation diskuterar Jane Mattisson hur mötet med och mellan internationella studenter leder till olika synergieffekter ifråga om lärande, undervisning och kunskapande gruppers praxis. Utifrån tesen att om människor får förståelse för olika sätt att betrakta fenomen i världen på, leder till att människor med olika kulturella bakgrunder kommer att få lättare att förstå varandra. Det kan fungera som en kraft som verkar för förståelse mellan grupper och människor. Om människor får möjligheten att möta varandra på lika villkor, så kommer de hellre att samarbeta än att motarbeta varandra och det är väl något som den nobelpristagaren i ekonomi Elinor Ostrom skulle hållit med om. Kultur, internationalisering och gruppers handlingspraktik påverkar och påverkas av möten, där engelska som ett världsspråk blir bryggan för förståelse.
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  • Mattisson, Jane, 1953- (författare)
  • Internationalisation and the Culture of Academic Writing in English
  • 2013
  • Ingår i: Lärarlärdom. - : Blekinge Tekniska Högskola. - 9789172959729 ; , s. 14-23
  • Konferensbidrag (refereegranskat)abstract
    • By examining the relationship between the culture of internationalisation and the use of English in university classrooms, my paper demonstrates that the acquisition of one of the most important academic skills, i.e. writing in English, is efficiently achieved with the aid of process writing combined with peer reviewing. International students learn from one another under the guidance of the teacher as they adapt previous knowledge to the demands of the Swedish university classroom. As the lingua franca and the means by which students are most commonly assessed, English has a particularly important role to play in the international classroom. The conventions of academic writing must be learned and practised. With the aid of process writing and peer reviewing, students hone their writing skills at the same time as they improve their critical faculties. In this way, they are better able to demonstrate their knowledge and improve their results.
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  • Mattisson, Jane, 1953- (författare)
  • Julefriden 1914
  • 2008
  • Ingår i: Pennan & svärdet. - 1403-3828. ; :julen
  • Tidskriftsartikel (populärvet., debatt m.m.)
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