| 1. |
- Ahlstrand, Elisabeth, 1947-, et al.
(författare)
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Lifelong Teacher Learning and Development
- 2000
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Ingår i: European Conference on Educational Research ECER,2000.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 2. |
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| 3. |
- Eriksson-Gustavsson, Anna-Lena, 1949-, et al.
(författare)
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A Case Study Examination in Teacher Training.
- 2005
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Ingår i: Congress of Nordic Educational Research Association, NFPF/NERA,2005. ; , s. 15-20
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Konferensbidrag (refereegranskat)
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| 4. |
- Eriksson-Gustavsson, Anna-Lena, 1949-, et al.
(författare)
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Undervisningsspråket - en del av lärares yrkesspråk
- 2007
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Ingår i: Det enkla är det sköna - en vänbok till Kjell Granström. - Linköping : Skapande vetande, Linköpings universitet. - 9789185831289 ; , s. 69-83
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Om språkutveckling / Jan Anward -- Forskningsmiljöer och seminariekulturer : ideal och verklighet / Gunnar Berg -- Gruppens obönhörliga brist på demokrati / Gunnel Colnerud -- Undervisningsspråket : en del av lärares yrkesspråk / Anna-Lena Eriksson Gustavsson, Rose-Marie Fahlén, Ulla-Britt Persson & Joakim Samuelsson -- Dialogism and social constructivism / Per Linell -- Samhällsaktiva skolor och skolaktiva samhällen i glesbygd : utopi eller möjlighet? / Annika Andræ Thelin -- Användningen av tiden i skolan / Mats Ekholm -- Offensiva spelare och coacher i matchen om skolan / Lennart Fahlén, Elisabeth Ahlstrand, Ingrid Westlund & Leif Mideklint -- Analyser av skolors anda / Rolf Lander -- Samhällsförändring, skolprofilering och identitet / Lars Naeslund & Jens Pedersen -- Succession and managing the transition from predecessor to successor / Siv Boalt Boëthius -- Freud som gruppsykolog : en orättvis betraktelse till 150-årsdagen / Stefan Jern -- Gruppens känslomässiga klimat / Eric Olsson -- Från Göteborg till Dortmund : studier i masshändelser / Michael Rosander & Ingrid Hylander -- Gruppetenking og operativ effektivitet i team / Endre Sjøvold -- Existens och relationer / Dan Stiwne -- Är det bra att vara ambitiös? / Viveka Adelswärd och Johan Hofvendahl -- Ja, för jag är så jävla snygg!" : retsekvenser och informellt lärande i högstadiets grupparbeten / Karin Aronsson & Michael Tholander -- Skolpsykolog : beprövad erfarenhet och specialitet på vetenskaplig grund? / Gunilla Guvå & Ingrid Hylander -- Slump, sammanträffanden och spår : om en lärares inflytande / Stefan Jern & Anders Hempel -- Villkor för psykologisk forskning : hur de statliga forskningsråden fördelade sina pengar inom psykologiområdet 1996-98 / Rolf Sandell och Kjell Granström -- Urval publikationer Kjell Granström. Svensk engelsk och norsk
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| 5. |
- Faskunger, Johan, et al.
(författare)
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Teaching with the sky as a ceiling : a review of research about the significance of outdoor teaching for children’s learning in compulsory school
- 2018
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The present review is built on results and conclusions from scientific and systematic overviews, where the authors have studied and analysed research, which illustrates how academic performance among comprehensive school students is affected by outdoor teaching, by regular physical activities and/or contact with nature.The review demonstrates that the evidence is strong enough to ascertain that outdoor education has a positive effect, directly as well as indirectly, on academic performance and achievements. Very few studies indicate a correlation between outdoor education and negative effects on students’ learning, teachers’ work situation, or the school situation in general.It is therefore concluded that there is sufficient evidence for recommending more outdoor education in everyday school activities – as incidents of teaching in combination with being outdoors generate a number of positive effects on students’ learning, health, physique, as well as their personal and social development. In sum, this overview demonstrates the following:outdoor education leads to a number of positive effects for school age children, e.g., improved learning (better cognitive abilities, concentration, working memory, and motivation for studies),sufficient evidence for the possibility to introduce more outdoor-based elements in teaching among children and youth in the whole educational system,sufficient evidence for positive effects of outdoor education on cognition, which makes it worthwhile to strengthen existing as well as new national efforts that could enhance outdoor education, physical activities, and contact with nature in compulsory school, e.g., by involving teacher education institutions in a comprehensive development project at a national level,outdoor education is in line with modern pedagogical models of school development, teaching and learning.Support for improved goal achievement and good public healthResearch shows that outdoor education with regular physical activities and contact with nature can have positive and meaningful effects, both directly and indirectly, on learning, academic performance, health and wellbeing, as well as on students’ personal and social development.The statistical effects (effect measures) are typically at a rather low to medium level. However, at a social level they could potentially be most relevant from a public health and school perspective, as they contribute to better goal achievement in the compulsory school, preschool and leisure-time centre. The conditions are, that programmes and competence-raising measures are taken to initiate outdoor teaching on a large scale and that they are long-term endeavours. According to research long-lasting and more extensive programmes are more effective, physically, socially as well as cognitively, than shorter ad-hoc educational initiatives.Strong evidence for factors that indirectly influence school performanceResearch shows that regular physical activity with mobility and contact with nature during the school day has overall positive effects on learning ability, academic performance and a number of other factors that are important for students’ development and for teaching. Essential scientific arguments exist, that outdoor teaching, compared to classroom teaching using more or less traditional teaching methods, promotes factors that have indirect effects on academic performance, such as, improved concentration, working memory, and personal and social development. According to the research this, in turn, could lead to increased study motivation, better self-confidence, self-control and impulse control, creativity, ability to collaborate, and intentions for a healthier lifestyle (physical exercise and eating habits). A high degree of physical activities, together with contact with nature during the school day and in teaching, correlates with academic performance and with a number of factors that have an indirect, positive impact on school results among students.More time in teaching theoretical subjects does not lead to better resultsResearch indicates that increased physical activities during the school day or more Physical Education (PE) lessons do not have a negative influence on the results in theoretical subjects. On the contrary, most of the research indicates that more physical activities seem to have positive effects on students’ achievements in theoretical subjects, even if more research is needed in this area. Nor is there any proof that an increase in the amount of teaching hours in theoretical subjects, at the expense of e.g., physical education, has any positive effects on the results in theoretical subjects. Several researchers and systematic overviews indicate that more classroom teaching in theoretical subjects can raise the risk of physical and mental ill health among students.More longitudinal research is neededIn order to increase goal achievement, improve academic results and promote sound everyday habits among children and youth, there is enough strong evidence in the research review for considering a systematic implementation of outdoor education in compulsory school. However, a great deal of the research consists of short-term evaluations, which makes it more difficult to draw conclusions as regards outdoor activities in school and how they can contribute to a purposeful school development that will positively influence academic achievements in the long run. In other words, more longitudinal studies are needed in a Swedish school context.The overall layout of the research reviewThe present review of research literature is divided into three main sections, according to the effects of outdoor education on academic performance, physical activities, and contact with nature, respectively.
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| 6. |
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| 7. |
- Persson, Ulla-Britt, 1941-, et al.
(författare)
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Can Case Studies Help Student Teachers to Learn How to Teach Literacy and Numeracy in Primary School?
- 2005
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Ingår i: 13th European Conference on Reading,2003. - Newark, DE, USA : International Reading Association. ; , s. 156-
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Konferensbidrag (refereegranskat)abstract
- Teacher students follow two first-grade children each through their first seven months at school in case studies focusing on how they learn basic skills in reading, writing and mathematics. Course assignments are linked to both literature and empirical studies, and the case studies are reported in written form.
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| 8. |
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| 9. |
- Persson, Ulla-Britt, 1941-
(författare)
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Läsförståelse : en förunderlig process
- 2016. - 1
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Ingår i: Läsundervisningens grunder. - Malmö : Gleerups Utbildning AB. - 9789140692092 ; , s. 97-119
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Persson, Ulla-Britt, 1941-
(författare)
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Läsförståelse : en förunderlig process
- 2019. - 2
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Ingår i: Läsundervisningens grunder. - Malmö : Gleerups Utbildning AB. - 9789151102764 ; , s. 119-143
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Det är kapitlet handlar om läsförståelse, vad vi vet om den, vilka komponenter som ingår, hur skolelever uppfattar läsförståelse och hur läsförståelsesvårigheter kan uppstå.
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| 11. |
- Persson, Ulla-Britt, 1941-
(författare)
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Läsförståelse
- 2018. - 2
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Ingår i: Lära barn att läsa. - Stockholm : LegiLexi. - 9789198426434 ; , s. 163-191
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I det här kapitlet lär du dig mer om färdigheter som att koppla textens innehåll till tidigare kunskaper. Vi visar hur man kan välja förståelsestrategier som är lämpliga för textstrukturen och strategier för att tolka texten för attsom läsare få god förståelse för innehållet. Du får även läsa om modeller du kan använda dig av för att bedriva undervisning i läs- och innehållsförståelse samt om forskningen som ligger till grund för modellerna.
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| 12. |
- Persson, Ulla-Britt, 1941-
(författare)
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Läsförståelse : en förunderlig process
- 2023. - 3
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Ingår i: Läsundervisningens grunder. - Malmö : Gleerups Utbildning AB. - 9789151109046 ; , s. 153-186
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Det här kapitlet handlar om läsförståelse, vad vi vet om den, vilka komponenter som ingår, hur skolelever uppfattar läsförståelse, hur läsförståelsesvårigheter kan uppstå och förebyggas samt något om vad undervisningen i läsförståelse kan innehålla.
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| 13. |
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| 14. |
- Persson, Ulla-Britt, 1941-
(författare)
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Reading for understanding : an empirical contribution to the metacognition of reading comprehension
- 1994
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Fifty-three Swedish students in grade 5 and 8 were the subjects of this study. They were either good or poor comprehenders, as defined by a combination of a reading test and teacher ratings. Data collection was made primarily by means of a semi-structured interview; students were also asked to read and recall three texts with different structures. Questions covered text comprehension, reading and general learning strategies, self-concept, awareness of text and cognitive functions, conceptions of learning and reading. Poor and good readers seem to differ in the way they process text information and monitor their cognitive functions. What characterises good readers is their ability to organise their knowledge and use it appropriately. Their cognitive and metacognitive abilities are well integrated, whereas the pattern of functions in poor readers seems distorted - a good cognitive ability is not backed up by an equally good metacognitive or monitoring ability, and vice versa. Poor readers are less confident than good readers; they regard themselves as poor learners and their verbal responses are less elaborate. Often their decoding is not automatic, leaving less capacity for comprehension. The gap between good and poor readers widens from grade 5 to grade 8, as more independent reading is expected. The younger students believe they will improve, the older students have lost interest in studies. Instead they have learned to keep their two lives separate: one in school, one outside.
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