| 1. |
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| 2. |
- Abbafati, Cristiana, et al.
(författare)
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- 2020
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Tidskriftsartikel (refereegranskat)
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| 3. |
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| 4. |
- Lozano, Rafael, et al.
(författare)
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Measuring progress from 1990 to 2017 and projecting attainment to 2030 of the health-related Sustainable Development Goals for 195 countries and territories: a systematic analysis for the Global Burden of Disease Study 2017
- 2018
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Ingår i: The Lancet. - : Elsevier. - 1474-547X .- 0140-6736. ; 392:10159, s. 2091-2138
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Tidskriftsartikel (refereegranskat)abstract
- Background: Efforts to establish the 2015 baseline and monitor early implementation of the UN Sustainable Development Goals (SDGs) highlight both great potential for and threats to improving health by 2030. To fully deliver on the SDG aim of “leaving no one behind”, it is increasingly important to examine the health-related SDGs beyond national-level estimates. As part of the Global Burden of Diseases, Injuries, and Risk Factors Study 2017 (GBD 2017), we measured progress on 41 of 52 health-related SDG indicators and estimated the health-related SDG index for 195 countries and territories for the period 1990–2017, projected indicators to 2030, and analysed global attainment. Methods: We measured progress on 41 health-related SDG indicators from 1990 to 2017, an increase of four indicators since GBD 2016 (new indicators were health worker density, sexual violence by non-intimate partners, population census status, and prevalence of physical and sexual violence [reported separately]). We also improved the measurement of several previously reported indicators. We constructed national-level estimates and, for a subset of health-related SDGs, examined indicator-level differences by sex and Socio-demographic Index (SDI) quintile. We also did subnational assessments of performance for selected countries. To construct the health-related SDG index, we transformed the value for each indicator on a scale of 0–100, with 0 as the 2·5th percentile and 100 as the 97·5th percentile of 1000 draws calculated from 1990 to 2030, and took the geometric mean of the scaled indicators by target. To generate projections through 2030, we used a forecasting framework that drew estimates from the broader GBD study and used weighted averages of indicator-specific and country-specific annualised rates of change from 1990 to 2017 to inform future estimates. We assessed attainment of indicators with defined targets in two ways: first, using mean values projected for 2030, and then using the probability of attainment in 2030 calculated from 1000 draws. We also did a global attainment analysis of the feasibility of attaining SDG targets on the basis of past trends. Using 2015 global averages of indicators with defined SDG targets, we calculated the global annualised rates of change required from 2015 to 2030 to meet these targets, and then identified in what percentiles the required global annualised rates of change fell in the distribution of country-level rates of change from 1990 to 2015. We took the mean of these global percentile values across indicators and applied the past rate of change at this mean global percentile to all health-related SDG indicators, irrespective of target definition, to estimate the equivalent 2030 global average value and percentage change from 2015 to 2030 for each indicator. Findings: The global median health-related SDG index in 2017 was 59·4 (IQR 35·4–67·3), ranging from a low of 11·6 (95% uncertainty interval 9·6–14·0) to a high of 84·9 (83·1–86·7). SDG index values in countries assessed at the subnational level varied substantially, particularly in China and India, although scores in Japan and the UK were more homogeneous. Indicators also varied by SDI quintile and sex, with males having worse outcomes than females for non-communicable disease (NCD) mortality, alcohol use, and smoking, among others. Most countries were projected to have a higher health-related SDG index in 2030 than in 2017, while country-level probabilities of attainment by 2030 varied widely by indicator. Under-5 mortality, neonatal mortality, maternal mortality ratio, and malaria indicators had the most countries with at least 95% probability of target attainment. Other indicators, including NCD mortality and suicide mortality, had no countries projected to meet corresponding SDG targets on the basis of projected mean values for 2030 but showed some probability of attainment by 2030. For some indicators, including child malnutrition, several infectious diseases, and most violence measures, the annualised rates of change required to meet SDG targets far exceeded the pace of progress achieved by any country in the recent past. We found that applying the mean global annualised rate of change to indicators without defined targets would equate to about 19% and 22% reductions in global smoking and alcohol consumption, respectively; a 47% decline in adolescent birth rates; and a more than 85% increase in health worker density per 1000 population by 2030. Interpretation: The GBD study offers a unique, robust platform for monitoring the health-related SDGs across demographic and geographic dimensions. Our findings underscore the importance of increased collection and analysis of disaggregated data and highlight where more deliberate design or targeting of interventions could accelerate progress in attaining the SDGs. Current projections show that many health-related SDG indicators, NCDs, NCD-related risks, and violence-related indicators will require a concerted shift away from what might have driven past gains—curative interventions in the case of NCDs—towards multisectoral, prevention-oriented policy action and investments to achieve SDG aims. Notably, several targets, if they are to be met by 2030, demand a pace of progress that no country has achieved in the recent past. The future is fundamentally uncertain, and no model can fully predict what breakthroughs or events might alter the course of the SDGs. What is clear is that our actions—or inaction—today will ultimately dictate how close the world, collectively, can get to leaving no one behind by 2030.
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| 5. |
- Pendrill, Ann-Marie, et al.
(författare)
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Teachers’ Perceived Requirements for Collaborating with the Surrounding World
- 2012
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Ingår i: NorDiNa. - 1504-4556. ; 8:3, s. 227-243
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Tidskriftsartikel (refereegranskat)abstract
- This study identifies teachers’ perceptions of requirements for including collaborations with the surrounding world in their teaching practice, with the aim of providing authentic and entrepreneurial learning environments for students. School management, time and teachers’ personal character traits and disposition were the most frequently stated areas of concern, followed by colleagues, surrounding world, economy and professional development. Concerns not previously identified include economy, localities, local curriculum, teachers’ unions as well as time to reflect and adjust to a different teaching approach. The results are worth considering for school and teacher development aimed at increasing school collaboration with the surrounding world
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| 6. |
- Sagar, Helena
(författare)
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Teacher Change in relation to Professional Development in Entrepreneurial Learning
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Abstract Compulsory school teachers’ perceptions and change in relation to Continuing Professional Development (CPD) in entrepreneurial learning are investigated in this thesis. The teacher level focus is based on evidence pointing to the teacher’s strong impact on student interest and learning and the teacher as the single most influential actor on the implemented curriculum. All the distinct studies included are framed in a qualitative research approach, however from different perspectives. Entrepreneurial learning can be rewarding, for students as well as for the teachers, and has been suggested as one possible way to increase student interest in science and technology. Teachers may need inspiration and support to provide entrepreneurial learning environments for their students. This support can be provided by CPD. Collaboration with the surrounding world in the teaching practice is one of the components which may be included in entrepreneurial learning. The findings from this thesis show that teachers perceive requirements and barriers for integrating collaborations. The directions which are indicated to be of most concern; i.e. the main categories of requirements, are school management, the teacher’s personal character traits and disposition, colleagues and time. The teachers’ statements provide detailed information on what types of issues the teachers perceive as important to have addressed. These findings correspond with factors that other teachers seem to perceive as critical for teacher change and growth in relation to CPD in entrepreneurial learning. The categories of requirements illustrate strong interdependencies, as do the critical factors. Narratives on five different teachers’ individual paths of growth, from a longitudinal study, illustrate that teachers respond differently to external factors from their professional context. The individual responses may be explained by personally related factors. Teachers’ perceptions, including the one of the CPD message (entrepreneurial learning in this thesis), are personally related factors which seem to have influence on the degree of teacher growth. Additionally the findings indicate that a high degree of collegial coherence in the teacher team may compensate for lack of school management support on an organizational level. However, moral support from the school management does not seem to compensate for lack of collegial coherence when organizational support is not provided. Findings from this thesis additionally illustrate the added variation and diversity in quality of outcome; i.e. different outcome types, from exploring two courses with different foci in relation to a teacher’s professional knowledge. The course which focused on general teaching strategies inspired by entrepreneurial learning generated outcomes on a general level, whereas the course which focused on specific content, knowledge in an authentic learning environment, rendered outcomes 4 which were more specifically related to content knowledge. Thus, transfer of teaching strategies, from a self-experienced learning in an authentic setting, to the teacher’s own practice does not automatically occur, even though the experience results in strong affective as well as motivational and attitude outcomes. The results from the investigation of the two courses with different foci, point to the importance of specifying what the CPD is effective at in evaluations of CPD effectiveness. Furthermore, the longitudinal study on teacher change and growth indicate that the outcome from evaluations of CPD effectiveness may vary with the point of time after CPD at which the measurement is conducted. The detailed replies from the qualitative research approach provide information on issues related to changes in teaching practice to include (more) entrepreneurial learning components. The general character of the categories of requirements and the critical factors for teacher change and growth indicate that the findings are valuable also on a more general level. The issues may guide future CPD efforts and future research on CPD. The thesis additionally includes an overview of entrepreneurial learning and authentic learning. The overview may help in efforts aiming at understanding entrepreneurial learning from a broad perspective, which would be the perspective which is most relevant in relation to the national curriculum in Sweden, Lgr11. The overview also points to strong resemblance between the two concepts, as well as with other related concepts. This resemblance may be one reason for the common perception among teachers, that a concept which is introduced into the field of education is not new at all.
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| 7. |
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| 8. |
- Sagar, Helena, et al.
(författare)
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The Innovative Teacher - A Pilot Project
- 2019
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Ingår i: Paper presented at NERA-conference 6-8 March, 2019, Uppsala University.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper is to present a pilot study on innovative teachers. Through narratives written after interviews with four first teachers in Sweden, common aspects recurring in all narratives will be focused. Research questions: How do first teachers talk about their teacher training? How do first teachers talk about their students? How does teacher agency get visible in the first teacher’s professional role? To what extent does the first teacher describe him-/herself as innovative? What are requirements for providing support to the innovative teacher? Which words / terms do first teachers use to describe themselves as innovative? Theoretical framework The theoretical framework covers theories on the teacher professional development in general (Day & Sachs, 2004) and specifically agency and professional activism (Sachs, 2003) as well as professional development through teacher inquiry (Mockler & Sachs, 2011). Methodological design Four first teachers, ranging from preschool to upper secondary school, were interviewed using the same interview guide containing open-ended questions. Each researcher transcribed her interview and prepared a written narrative based on the interview questions. The narratives were orally presented to all researchers during a collaborative session, during which notes were taken by one of the researchers. The notes were discussed collaboratively and iteratively screened for common aspects to a point where themes could be identified. The themes were then illustrated by quotes from each researcher’s narrative to illustrate and validate the themes and common understanding of them. Additionally, separate quotes were added with the aim of finding similarities and differences between the different school levels. Expected conclusions/findings Preliminary findings are that there is an overlap between school levels regarding the way in which the teachers describe themselves as innovative teachers. Four themes were found; a) recognition of each student’s strengths and interests as the main resource in his/her learning b) creating trusting relations to both students and colleagues c) a holistic view on knowledge and education d) curiosity and inquiry as driving forces for school and professional development. Relevance to Nordic educational research This research has a strong relevance to the Nordic context due to the first teacher reform; a new career pathway for teachers, particularly in Sweden and Norway. Criteria for selection of first teachers are based on your interest and competence in school and professional development, i.e. being an innovative teacher, rather than a formal educational degree. Additionally, the innovative teacher may be central for pedagogic entrepreneurship, as specified by the Nordic Council of Ministers (2016), which in turn is essential for sustainable growth of our societies.
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| 9. |
- Sagar, Helena, et al.
(författare)
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”Varför använder vi inte relevanta tekniska begrepp när vi pratar teknik med barnen?” - Ett fortlevande ULF-projekt.
- 2022
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Ingår i: Forskning i naturvetenskapernas didaktik (FND)..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med studien var att identifiera hur förskollärare uppfattar begreppet teknik i relation till teknikundervisning i förskolan. Åtta förskollärare och fyra 4 barnskötare dokumenterade i bild var sin vardaglig situation i verksamheten. Bilderna användes som utgångspunkt för semi-strukturerade forskningsintervjuer där respondenterna samtalade med forskaren om sin användning av tekniska begrepp. Intervjuerna transkriberades och analyserades i en fenomenografisk ansats för kvalitativt åtskilda kategorier i förskollärarnas och barnskötarnas uppfattningar om vad teknik i förskolan kan vara. Analysen resulterade i följande kategorier: A) utforskande av tekniker, B) utforskande av tekniker vid användning av artefakter, C) utforskande av artefakter och D) bygg- och konstruktionsarbete med stöd av artefakter. Medvetenhet om olika uppfattningar av teknik som begrepp kan hjälpa förskollärare och barnskötare att reflektera kring och planera för sin teknikundervisning på ett mera komplext och nyanserat och därmed också kraftfullt sätt. Resultatet kan bidra på motsvarande sätt redan för blivande förskollärare på förskollärarprogrammet. Denna studie är en del av ett 2-årigt ULF-projekt som tog sin utgångspunkt i förskollärares egen rannsakan kring sin ringa användning av relevanta tekniska begrepp i teknikundervisningen. Därför redogör vi, som en del av metoden, även för hela samverkansmodellen och därmed också för de preliminära resultat som vi ser att projektet genererat A) för barnens teknik- och övriga undervisning i form av språkutvecklande undervisning, B) för forskarnas praktikanknytning och analysarbete och C) i form av en modell för hur förskollärare kan öka kvaliteten i sitt kollegiala lärande samt bidra till utveckling av beprövad erfarenhet.
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| 10. |
- Sagar, Helena
(författare)
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What are the perceived requirements for technology teachers to collaborate with the surrounding world as a natural part of their teaching?
- 2008
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Ingår i: Proceeding XIII.IOSTE Symposium , http://www.ioste13.org.
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Konferensbidrag (refereegranskat)abstract
- What is required for technology teachers to collaborate with the surrounding world as a natural part of their teaching? Many actors interested in school education argue for an increase in collaborations between school and the surrounding world. This is especially well motivated in technology education considering the current international discussion on technological literacy, in which education for sustainable development can be argued to be a natural ingredient. With the point of departure of the teacher being the single most influential actor regarding teaching methods and contents, this study focuses on the teachers and their perceived requirements for collaborating with the surrounding world in their teaching. Previous related research is found to focus on student learning and assessment. The results from a survey with open-ended questions among teachers, school leaders and career counsellors confirm previously identified requirements as well as bring out additional ones, as perceived by the respondents. The teacher can influence the perceived requirements to a varying degree and this is the basis for a higher level categorization, which shows some degree of correlation to Pedagogic Content Knowledge. Consideration of these requirements is essential for enabling a shift in technology education towards more authenticity and real-life connection, in turn to facilitate a useful student learning in a rapidly changing world.
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| 11. |
- Stanaway, Jeffrey D., et al.
(författare)
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Global, regional, and national comparative risk assessment of 84 behavioural, environmental and occupational, and metabolic risks or clusters of risks for 195 countries and territories, 1990-2017: A systematic analysis for the Global Burden of Disease Study 2017
- 2018
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Ingår i: The Lancet. - 1474-547X .- 0140-6736. ; 392:10159, s. 1923-1994
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Tidskriftsartikel (refereegranskat)abstract
- Background The Global Burden of Diseases, Injuries, and Risk Factors Study (GBD) 2017 comparative risk assessment (CRA) is a comprehensive approach to risk factor quantification that offers a useful tool for synthesising evidence on risks and risk-outcome associations. With each annual GBD study, we update the GBD CRA to incorporate improved methods, new risks and risk-outcome pairs, and new data on risk exposure levels and risk- outcome associations. Methods We used the CRA framework developed for previous iterations of GBD to estimate levels and trends in exposure, attributable deaths, and attributable disability-adjusted life-years (DALYs), by age group, sex, year, and location for 84 behavioural, environmental and occupational, and metabolic risks or groups of risks from 1990 to 2017. This study included 476 risk-outcome pairs that met the GBD study criteria for convincing or probable evidence of causation. We extracted relative risk and exposure estimates from 46 749 randomised controlled trials, cohort studies, household surveys, census data, satellite data, and other sources. We used statistical models to pool data, adjust for bias, and incorporate covariates. Using the counterfactual scenario of theoretical minimum risk exposure level (TMREL), we estimated the portion of deaths and DALYs that could be attributed to a given risk. We explored the relationship between development and risk exposure by modelling the relationship between the Socio-demographic Index (SDI) and risk-weighted exposure prevalence and estimated expected levels of exposure and risk-attributable burden by SDI. Finally, we explored temporal changes in risk-attributable DALYs by decomposing those changes into six main component drivers of change as follows: (1) population growth; (2) changes in population age structures; (3) changes in exposure to environmental and occupational risks; (4) changes in exposure to behavioural risks; (5) changes in exposure to metabolic risks; and (6) changes due to all other factors, approximated as the risk-deleted death and DALY rates, where the risk-deleted rate is the rate that would be observed had we reduced the exposure levels to the TMREL for all risk factors included in GBD 2017.
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| 12. |
- Svensson, Maria, 1969, et al.
(författare)
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Preschool teachers’ experiences of technical concepts in relation to everyday situations in the preschool.
- 2023
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Ingår i: Design and Technology Education: An International Journal. - 2040-8633. ; 28:2, s. 107-121
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Tidskriftsartikel (refereegranskat)abstract
- Communicating technological concepts in preschool is of vital importance for developing the quality of the technology teaching practice and children’s language skills within the content area. The aim of this study is to describe how preschool teachers discern technology in relation to everyday situations in preschool. The study is part of a larger practice-based research and development project focusing on language development and technology teaching practice in preschool, while simultaneously developing and trying a collaborative model between preschool teachers and researchers. The empirical data for this study is generated by semi-structured interviews with preschool teachers. Data analysis employs a phenomenographic approach. Focus is directed towards how preschool teachers experience technological concepts in everyday situations in preschool. The findings include four qualitatively different ways of experiencing technology; exploring techniques;exploring techniques using artefacts; exploring artefacts as technologyand developing constructions using artefacts.
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| 13. |
- Svensson, Maria, 1969, et al.
(författare)
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Technology Content and Concepts in Preschool Teaching–A Practice-based Collaboration.
- 2021
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Ingår i: Techne series : Research in sloyd education and crafts science. A. - Oslo : Oslo Metropolitan University. - 1238-9501 .- 1893-1774.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose with the project is to develop a model for sustainable collaboration between preschool teachers and researchers with a focus on language for teaching technology in preschool. The aim is also to study how teaching can be planned and implemented such that children's opportunities to learn technology interact with the use of technical concepts. The importance of communicating a scientific language and technical words in varied situations has been shown to be important for developing the quality of technology teaching practice as well as the children’s language skills. Language research in preschool contexts is well established, however there are few studies where language and technology are combined. This study is emanating from preschool teachers' own questions about technology and language use in preschool. The project includes 12 preschool teachers, four teacher educators and researchers at a University as well as one researcher employed by a municipality. We present results from the first phase of the project which aims to explore technology content and related concepts that teachers express as relevant in preschool based on their experience. Data was collected by semi-structured qualitative, open interviews that were analyzed using a phenomenographic research approach. Focus is directed toward the technology that teachers associate with an everyday situation in preschool. We identify four qualitatively different ways of experiencing technology including exploring techniques, exploring techniques using artefacts, exploring artefacts as technology, and building and constructing with artefacts. The results also indicate that preschool teachers are aware of the importance of using subject specific concepts, however they express uncertainty about what relevant technology specific concepts are.
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