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| 2. |
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| 3. |
- Bergh, Andreas, 1964-, et al.
(författare)
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Kunskapsmätning och uppföljningssystem
- 2015
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Ingår i: Utbildning, makt och politik. - Lund : Studentlitteratur AB. - 9789144076836 ; , s. 164-180
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Bergh, Andreas, et al.
(författare)
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Kunskapsmätningar
- 2015. - 1
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Ingår i: Utbildning, makt och politik. - Lund : Studentlitteratur AB. - 9789144076836 ; , s. 163-180
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
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| 6. |
- Boström, Martina, et al.
(författare)
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Senior alert : a tool for better care collaboration
- 2022
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Konferensbidrag (refereegranskat)abstract
- The increasing prevalence of negative events among older frail adults is a challenge for society which calls for pro-active and preventive actions. Senior Alert (SA) is a quality-registry focusing pro-actively on 5 risk areas common among older adults: malnutrition, pressure ulcers, falls, oral health and bladder dysfunction among people = 65 years. It is mandatory to assess risks in all risk areas. SA plays an unique roll among the more than 100 national quality registries in Sweden used for quality improvements, in aspect that it also stimulate staff to perform screening, action taking, and follow-up. However, the overall potential of the register to improve the care of older adults has so far not been recognized. Although the risks are registered to a high degree, the underlying causes are not identified to the same extent. If the need for intervention is not identified, the possibilities for an effective preventive care process and effective collaboration between different actors are missed. We want to study the factors that constitute support or obstacles to the preventive care process to contribute to an effective and robust preventive care process that promotes effective collaboration between different actors for best practice care of older frail adults. The project has an interdisciplinary approach and is based on a mixed method design meaning using both quantitative and qualitative methods
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| 7. |
- Boström, Martina, et al.
(författare)
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Senior alert – ett medel för bättre vård i samverkan (SeSam) : Hälsoriksdagen
- 2022
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Konferensbidrag (refereegranskat)abstract
- Vården och omsorgen av sköra äldre behöver stärkas. Senior alert är ett nationellt kommunalt kvalitetsregister som med evidensbaserade bedömningsinstrument värderar risker bland äldre inom riskområdena fall, trycksår, nutrition, munhälsa och blåsdysfunktion. Cirka 90 000 riskbedömningar görs per år. Registret är unikt då det har ett vårdpreventivt fokus och omfattar såväl riskbedömning som bakomliggande orsaker och åtgärder. Vi har tilldelats närmare 6 miljoner från Forte för att beforska stöd och hinder för den vårdpreventiva processen inom Senior alerts. Syfte: att studera samverkan inom och mellan huvudmän för äldreomsorg, hälso- och sjukvård och tandvård med avseende på vård prevention (VP) i Senior alert, och att identifiera faktorer som utgör stöd respektive hinder inom och mellan huvudmän för att fullfölja VP. Metod: Projektet består av 3 delstudier och bygger på en mixad metod. Delstudie 1 är en kvantitativ studie inom vård och omsorgsboende för att studera om det finns det skillnader mellan kommuner med god respektive bristande registrering i Senior alert med avseende på faktorer som invånarantal, socio-demografi, -ekonomi, organisation av äldreomsorgen, och politisk majoritet? Delstudie 2 är kvalitativ och ska studera uppfattningar om hinder och stöd för en god samverkan inom och mellan huvudmän för VP inom Senior altert. Detta görs genom enskilda intervjuer med personer i ledande ställning samt fokusgruppsintervjuer med tvärprofessionella arbetsgrupper, samt med äldre och deras närstående gällande deras syn på hur Senior alter bidrar till god vård. Delstudie 3 är en pilotstudie för att testa implementering av resultatet från den båda tidigare studierna. Tidsram 2022 - 2025 Elisabet Rothenberg, biträdande professor, fakulteten för hälsovetenskap, Högskolan Kristianstad
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| 8. |
- Elleby, Charlotta, et al.
(författare)
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Long term association of hip fractures by questions of physical health in a cohort of men and women
- 2023
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Ingår i: PLoS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 18:3 MARCH
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Tidskriftsartikel (refereegranskat)abstract
- We do not know if fracture predicting factors are constant throughout life, if they can be assessed earlier in life, and for how long. The aim was to study the association between questions about health status and mobility and fragility fractures in a cohort during a 35-year follow-up. A cohort of 16,536 men and women in two age groups, 26–45 and 46–65 years old, who answered five questions of their physical health status in postal surveys in 1969–1970. We obtained data on hip fractures from 1970 to the end of 2016. We found most significant results when restricting the follow-up to age 60–85 years, 35 for the younger age group and 20 years for the older. Men of both age groups considered “at risk” according to their answers had a 2.69 (CI 1.85–3.90)– 3.30 (CI 1.51–7.23) increased risk of having a hip fracture during a follow-up. Women in the younger age group had a 2.69 (CI 1.85–3.90) increased risk, but there was no elevated risk for women in the older age group. This study shows that questions/index of physical health status may be associated with hip fractures that occur many years later in life, and that there is a time span when the predictive value of the questions can be used, before other, age-related, factors dominate. Our interpretation of the results is that we are studying the most vulnerable, who have hip fractures relatively early in life, and that hip fractures are so common among older women that the questions in the survey lose their predictive value.
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| 9. |
- Eric, Larsson, et al.
(författare)
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Study Environments – A Neglected Leadership Concern
- 2020
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Ingår i: Re-centering the Critical Potential of Nordic School Leadership Research. - Cham : Springer Nature. - 9783030550264 - 9783030550271 ; , s. 89-105
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Bokkapitel (refereegranskat)abstract
- Principals have been identified as key actors for students’ performance. Accordingly, how leaders affect classroom activities has also emerged as a research field. One basic argument is that principals should focus on activities that can affect students’ learning outcomes. In particular, they should develop their instructional leadership, close to the core activities of teaching. However, schooling does not only consist of classroom activities – students, teachers and other professionals spend a lot of time in school long after the bell has rung. In this chapter we explore the potential benefits of considering schools not only as places for knowledge production towards academic achievement, but as a whole study environment that includes multiple spheres of activity and learning. We argue that, while the inner sphere is given a lot of leadership attention, there are several reasons for principals to also discover what we call the outer and middle spheres of schools and education. We consider the complexity of the local school context as the fundamental but forgotten, or unexplored, aspect of school leadership.
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| 10. |
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| 11. |
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| 12. |
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| 13. |
- Forsberg, Eva, et al.
(författare)
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Commodification of Present Swedish Processes : Linking Educational Experiences Over Time and Space
- 2017
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Konferensbidrag (refereegranskat)abstract
- Objectives or purpose. In Sweden and other Nordic countries the formation of educational systems has primarily been an issue for the national state in a rather homogenous society. Today, governance of education is embedded in global movements and a multicultural society influencing the role and function of the state. We will use two empirical cases, based in three recently completed research projects, to illuminate how curriculum and leadership research have worked in tandem to explain and develop both policy and practice. The cases focus on the assessment culture of the Swedish schools and implications of changes in governance for local educational leadership.Perspectives or theoretical framework. In the Swedish curriculum theory tradition, the curriculum has been analyzed as a pedagogical, a political, a practical and research problem. In order to analyze data and develop curriculum and leadership research the central concept of curriculum code (Lundgren 1977) is further elaborated. We pay attention to different levels, actors and contexts in an era dominated by governance, new public management, accountability and international comparative tests. With mass education from preschool to higher education, marketization and an increasing number of stakeholders the complexity of education governance has also increased and curriculum processes have taken new forms. Lundgren elaborated the concepts of steering group, codes and contexts. Codes relate to the purpose, content and method of a curriculum. He raised questions on how the frames were constituted, and identified historically developed curriculum codes manifested in the selection and organization of school knowledge (e.g. Lundgren, 1977). Shifts in codes were related to changed relations between production and reproduction (Lundgren, 1983); neither the purposes of education nor the subject content were taken for granted.Methods. In a recent empirical study, we used questionnaires, interviews and policy texts with analyses grounded in both curriculum theory and leadership research. The empirical base is Sweden from the late 1980s up until today, a highly reform intense period. Findings are presented, focusing especially on governance, leadership and assessment cultures. We include comparative studies and studies covering all 290 Swedish municipalities using both surveys and case studies.Results and/or substantiated conclusions. By using empirical findings from projects relating curriculum activities taking place on different levels with a focus on interlinked curriculum processes, we discuss these processes and further develop contemporary curriculum theory. We address conceptual issues on curriculum making including educational leadership as practice and actors. By linking research on curriculum theory with leadership studies, it is possible to attend to these problems simultaneously.Scientific or scholarly significance. In conclusion, this paper is scanning new horizons for how to develop curriculum theory further as a relational practice appearing in various contexts. Specifically, we posit a new code to explain the contemporary situation for curriculum-leadership.
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| 14. |
- Forsberg, Eva, 1955-, et al.
(författare)
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Curriculum Code, Arena, and Context : Curriculum and Leadership Research in Sweden
- 2017
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Ingår i: Leadership and Policy in Schools. - : Routledge. - 1570-0763 .- 1744-5043. ; 16:2, s. 357-382
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Tidskriftsartikel (refereegranskat)abstract
- This article describes the development of the Swedish curriculum-theory tradition with a focus on different curriculum practices, educational message systems, arenas, and curriculum makers. Attention has been paid to different places, spaces, and times in relation to the selection, ordering, and manifestation of knowledge, norms, and values, as well as the management and organization of education. Curriculum and leadership research and changes in Swedish education are described and we introduce the comparative curriculum code as a codification of the contemporary changes in the education system and their consequences for the selection and ordering of knowledge and students.
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| 15. |
- Harcke, Katri, et al.
(författare)
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Observational study of selective screening for prediabetes and diabetes in a real-world setting : an interprofessional collaboration method between public dental services and primary health care in Sweden
- 2024
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Ingår i: Scandinavian Journal of Primary Health Care. - : Taylor & Francis. - 0281-3432 .- 1502-7724. ; 42:1, s. 170-177
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Tidskriftsartikel (refereegranskat)abstract
- Objective: Describe a method in a real-world setting to identify persons with undiagnosed prediabetes and type 2 diabetes through an interprofessional collaboration between Public Dental Services and Primary Health Care in Regions Stockholm.Design: A descriptive observational study.Setting: The study was conducted at seven sites in the region of Stockholm, Sweden. Each collaborating site consisted of a primary health clinic and dental clinic.Subjects: Study participants included adults over 18 years of age who visited the Public Dental Services and did not have a medical history of prediabetes or type 2 diabetes.Main outcome measures: Selective screening is conducted in accordance with a risk assessment protocol at the Public Dental Services. In the investigated method, DentDi (Dental and Diabetes), adults diagnosed with caries and/or periodontitis over a cut-off value are referred to the Primary Health Care clinic for screening of prediabetes and type 2 diabetes.Results: DentDi, introduced at seven sites, between the years 2017 and 2020, all of which continue to use the method today. A total of 863 participants from the Public Dental Services were referred to the Primary Health Care. Of those 396 accepted the invitation to undergo screening at the primary health care centre. Twenty-four individuals did not meet the inclusion criteria, resulting in a total of 372 persons being included in the study. Among the 372 participants, 27% (101) had elevated glucose levels, of which 12 were diagnosed with type 2 diabetes and 89 with prediabetes according to the study classification.Conclusions: DentDi is a feasible method of interprofessional collaboration where each profession contributes with the competence included in everyday clinical practice for early identification of persons with prediabetes and type 2 diabetes with a complete chain of care. The goal is to disseminate this method throughout Stockholm County and even other regions in Sweden.
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| 16. |
- Hedberg, Linn, et al.
(författare)
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White matter abnormalities mediate the association between masticatory dysfunction and cognition among older adults
- 2023
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Ingår i: Journal of Oral Rehabilitation. - : John Wiley & Sons. - 1365-2842. ; 50:12, s. 1422-1431
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Tidskriftsartikel (refereegranskat)abstract
- Background: Masticatory parameters, such as reduced number of teeth and posterior contacts, have been shown to be associated with reduced cognitive status. The underlying mechanisms that affect these associations, are however, not well understood. Objectives: The study aims to investigate the association between masticatory dysfunction and cognition and explore the mediating effect of brain structure. Methods: In this cross-sectional study, 45 older adults with subjective masticatory dysfunction (mean age 72.3 +/- 4.0 years) were included. Mini-Mental State Examination score <25, brain trauma, neurological disease, neurodegenerative disorders, depression or poor Swedish language skills were criteria for exclusion. Cognitive functions (executive function and episodic memory) and masticatory dysfunction defined by functional occluding status (FOS; the number of occluding units and number of remaining teeth) were analysed with partial correlation models. Structural magnetic resonance imaging was performed on 28 feasible participants. Multiple regression analyses were performed to evaluate the predictive value of brain structure and white matter hypointensities (WM-hypo) on cognitive functions. A mediation analysis was applied to assess significant predictor/s of the association between FOS and cognition. Results: Both episodic memory and executive functions were positively correlated with FOS. WM-hypo predicted cognitive status (executive function, p = .01). WM-hypo mediated 66.6% (p = 0.06) of the association between FOS and executive functions. Conclusion: Associations between FOS and cognitive functions are reported, where FOS, a potential modifiable risk factor, was related to both episodic memory and executive functions. The mediating effect of WM-hypo on the association between FOS and executive functions highlights the impact of the vascularisation of the brain on the link between mastication and cognition. The present study provides increased knowledge that bridges the gap between masticatory dysfunction and cognition.
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| 17. |
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| 18. |
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| 19. |
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| 20. |
- Hylander, Ingrid, et al.
(författare)
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Samordning för ett hållbart elevhälsoarbete
- 2020
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Den här rapporten är en uppföljande studie efter att elevhälsoteam och rektorer från 19 skolor deltagit i Specialpedagogiska skolmyndighetens kurs ”Att höja skolans elevhälsokompetens – ett processarbete för likvärdig utbildning”. Studien visar att kursen fungerar som ett betydelsefullt stöd för att utveckla ett hälsofrämjande och förebyggande elevhälsoarbete.Studien tar sina teoretiska utgångspunkter i teorier om ledarskap i skolan och teorier om teamutveckling. I rapporten beskrivs två modeller: en för samordning av skolans elevhälsoarbete och en för utveckling av elevhälsoteam. Avslutningsvis beskrivs hur dessa kan användas för att förstå och identifiera grundläggande förutsättningar för ett främjande och förebyggande elevhälsoarbete som uppfattas positivt av såväl elevhälsoteam som rektorer, lärare och övrig skolpersonal.Studien pekar på vikten av samordning av alla delar för att kunna utveckla ett mer förebyggande och hälsofrämjande arbetssätt i hela skolan. Resultatet visar att elevhälsoarbetets komplexitet och kontext behöver ligga till grund för skolors utvecklingsarbete. Rektors ledarskap, elevhälsoteamens utveckling samt samverkan mellan elevhälsoteam, lärare och övrig skolpersonal är centrala delar som behöver synkroniseras. För ett mer hållbart elevhälsoarbete över tid blir det även viktigt att fokusera på huvudmannens ansvar och delaktighet i utvecklingsarbetet.
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| 21. |
- Lindberg, Greta, Lecturer, 1954-
(författare)
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Att leda ett utmanande skoluppdrag i förändring : Rektorers ledarskap i likabehandlingsarbete
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Head teachers have a central role to play in ensuring that schools fulfil their commissions, goals and plans for development. One of the duties of a head teacher is to lead other members of staff to ensure that the regulations concerning equality assurance are met to prevent abusive treatment, discrimination and harassment. The goal of schools’ equality work is to create a safe environment that contributes to pupils’ learning and development. The aim of this thesis is to examine how a defined group of head teachers and a representative of their School Heads’ organisation describe, relate to, and deal with the task of ensuring equal treatment, and how this is reflected through their leadership in practice. The theoretical framework and the analysis of the results are grounded in, and draws on, curriculum theory. The data is comprised of semi-structured interviews and written documents such as the legal framework concerning equality assurance and documents produced in schools, and it was collected during the school year 2012-13. The results of the case study reveal that all head teachers consider equality assurance to be an important but complex and changing area of work and responsibility, and that it takes place in and depends on regulations, decisions and actions in different contexts and school arenas. Moreover, the results show that the task of assuring equality in schools poses several leadership challenges and that the ability to ensure that the goals for equality assurance are met depends on a number of preconditions and factors. The results also show that the head teachers are able to identify which were likely to produce successful outcomes and which posed greater challenges.
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| 22. |
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| 23. |
- Lundahl, Christian, et al.
(författare)
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Skolutveckling för hållbart lärande
- 2022
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Skolutveckling för hållbart lärande utgår från ett helhetsperspektiv på skolutveckling. Det handlar om att se till elevens hela lärandesituation där både välbefinnande och bildning står i centrum, men också om att engagera hela skolan i ett multiprofessionellt utvecklingsarbete. I boken beaktas såväl betydelsen av styrdokument, lokala förutsättningar och en utbildning på vetenskaplig grund och utifrån beprövad erfarenhet. Syftet är att medverka till hållbara kunskaper och människor samt bidra till en hälsofrämjande arbetsplats. Boken innehåller både teoretiska och praktiska perspektiv på skolutveckling integrerat med ett konkret exempel från ett forsknings- och utvecklingsprojekt om hållbart lärande. Den vänder sig till verksamma på alla nivåer som arbetar med skolutveckling och till rektors- och lärarutbildningen.
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| 24. |
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| 25. |
- Lundahl, Christian, Professor, 1972-, et al.
(författare)
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Sustainable learning – challenges for high performing schools
- 2019
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Konferensbidrag (refereegranskat)abstract
- Approach, aim & theory In everyday school debate high performing students and schools are often seen as something desirable. Not least since the introduction of goal and result systems, benchmarking, accountability, we have entered, more clearly than before, what sometimes is called a performance culture (Ball, 2009; Biesta, 2009 ). But is high performance always something good? Could it be that there is another side to high performing schools than just great scores? Stress and a high workload belong to everyday life at the schools in our project, but it is also common among students in general in Sweden (Skolverket 2016b, Folkhälsoinstitutet 2014, 2016). Studies also indicate that teachers and school leaders stress and workload has increased (Skolverket 2012, 2016; Ärlestig, Day & Johansson 2015; Folkhälsoinstitutet 2014, 2016). When it comes to international research on stress and achievement, the field where we find this type of problems (Welford 1965), it is seldom about education and learning (cf McClelland 1987). When looking at research and evaluations on school stress it often takes a health perspective and give no advice on how to approach these challenges in teaching, assessment and learning (cf. Folkhälsomyndigheten 2014, 2016). In our project Sustainable learning, we are working with two of the highest performing schools in Sweden with issues concerning human and learning sustainability. Even though the pupils at these schools perform at a top grade in almost all of their subjects, they also show symptoms of mental illness and a disinterest for learning. These schools produce lots of graduates with all options for further studies available to them, but without, in many cases, any eager to actually learn, and without a sound life – work balance. We define this situation as a risk losing young people with a great potential into either instrumental learning or into an unhealthy, stressful, way of working. Using a so called ‘interactive research model’ we are working with the principals and staff over three years to find possible causes and solutions to the students’ unsustainable approach to learning. Sustainable learning is not a common agreed upon concept. If used it is often related to teaching sustainability to pupils and students (e.g. www.sustainablelearning.com). We propose a definition of sustainable learningas a quality in teaching allowing teachers and students to interact in high quality learning without getting stressed out (cf Boud 2000; Boud & Soler 2016). In the concept we also put a long sightedness when it comes to the quality of knowledge learnt. It should be of value for the students not only now, but also in their future life. The purpose of the paper is to discuss the rarely problematized ideal of high performing schools and the individuals performing in them. We do this by analyzing field notes and interviews conducted at two high performing schools in Sweden. A first question that is answered in this paper is how challenges in high achieving schools can be understood. A second question that will be elaborated concerns which kinds of strategies school staff can use to approach these challenges when it comes to teaching and assessment.Added to sustainable learning the project uses knowledge from the latest research about assessment, motivation and learning with practical and theoretical school development strategies.Therefore, the novelty in the project and in this paper lays in our effort to find out how we can work with teachers to detect ways of adjusting their teaching and their assessment methods in order to reduce stress and promote a more sustainable learning?MethodThe project is designed in line with an interactive action research perspective (Svensson, et al, 2002). This means that we recognize the different logics of research- and practice based systems. Whereas research is built on theories and concepts, works through data collection and analysis which aims for theoretical knowledge production, schools are practice based and build on practical theories and aims for local school development. Both however formulate problems and questions and through interaction they can qualify each other´s processes and outcomes. This means that the project involves frequent interaction during the different phases: problematization, planning, action, observations and reflecting. In other words, the research project is based on an approach to school improvement where the whole school is involved in the work. This paper reports on our empirical research from the first year of the project. It includes five main empirical data sources:Recurrent observations of lessons and daily activities in school, as background for our understanding of the schools work and culture.Eight focus group interviews with teachers and two with principals at the two schools during spring 2018. 53 meetings with principals and pedagogical leaders at the two schools.Observations of professional development seminar groups with teachers during year one. During the year, the teachershave worked with theoretical input concerning sustainable learning which they have contextualized into the challenges they experience in their school practice. The focus group interviews allow us to explore attitudes, norms, experiences and ideas expressed in professional narratives (Bloor 2001). Observations provides an understanding of how collective actions relate to institutional conditions in the school practice (Czarniawska, 2007).In the analysis we used a thematic approach in which themes are developed in line with the aim of the project, statements in the group interviews and notes from our observation in schools (Kreuger & Casey, 2000). The interviews were recorded and transcribed. The empirical analysis was organized in three steps. After reading the transcripts, we compared and contrasted them with our observations and notes from teachers’ seminar meetings. Thereafter, we analyzed the contents, ideas and frequency of statements. In this process, certain categories were arranged from which specific themes emerged.Outcomes The analysis of the focus group interviews and of the field notes from our observations, indicate several specific challenges for high performing schools. In the analysis five intertwined themes emerges: Sustainable assessment, teachers practice, students’ learning and stress, lifelong learning/deep learning and organizational aspects.When it comes to for example assessment, we see that established methods for formative assessment needs to be revised since high performing students have other needs than low or even ordinary, performing students. Whereas assessment for learning literature often recommends clear cut performing goals, we find that this leads to a too instrumental approach at high performing schools. Together with the teachers this can be further explored through practice based actions regarding for example how to start lessons without focusing on to narrow performing goals.Another example, from the teachers’ practice, is the teachers needs to challenge their students. Since the students are high performing there is a clear tendency at both schools to teach more advanced courses than what the curriculum prescribes, and thus further increase the workload for the stressed out students. In sum, the project has shown this far that high performing schools has a very particular culture of performativity, that is shared as much among the students as between the staff members. This culture is both an asset and a burden. Teachers and students both realize the need to work in a more sustainable way and are willing to try new directions, but they are at the same time constrained in changing too much in their every day school life by their eager to reach top grades and high scored outcomes. References Ball, S. J. (2009). Privatising education, privatising education policy, privatising educational research: network governance and the ‘competition state’, Journal of Education Policy, 24:1, 83-99Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose. Educational Assessment, Evaluation and Accountability21:1, s. 33–46Bloor, M. (red.) 2001. Focus Groups in Social Research. London: SAGEBoud, D. (2000). Sustainable Assessment: Rethinking assessment for thelearning society, Studies in Continuing Education, 22:2, 151-167Boud, D. & Soler, R. (2016) Sustainable assessment revisited, Assessment & Evaluation in Higher Education, 41:3, 400-413Czarniawska, B. (2007). Shadowing and other techniques for doing fieldwork in modern societies. Malmö: Liber.Folkhälsomyndigheten (2014). Skolbarns hälsovanor i Sverige 2013/2014. Grundrapport. https://www.folkhalsomyndigheten.se/pagefiles/18915/skolbarns-halsovanor-sverige-2013-14.pdfFolkhälsomyndigheten (2016). Skolprestationer, skolstress och psykisk ohälsa bland tonåringar. https://www.folkhalsomyndigheten.se/pagefiles/23029/skolprestationer-skolstress-psykisk-ohalsa-tonaringar-16003-webb.pdfKrueger, R.A. & Casey, M.A. (2000).Focus Groups: A Practical Guide for Applied Research, 3rd ed. Thousand Oaks, CA: Sage Publications. McClelland, D. C. (19879: Human motivation. CUP Archive.Skolverket (2012). Attityder till skolan. Stockholm: Fritzes.Skolverket (2016). Attityder till skolan. Stockholm: Fritzes.Svensson, L., Brulin, G. & Ellström, P-E. (2002).Interaktiv forskning – för utveckling av teori och praktik. Mediatryck.Welford, A. T. (1965). Stress and achievement. Australian Journal of Psychology, 17(1), 1-11.Ärlestig, H., Day, C., & Johansson, O. (Eds.). (2015). A decade of Research on School Principals: Cases from 24 countries (Vol. 21). Springer.
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| 26. |
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| 27. |
- Morén, Elisabeth, et al.
(författare)
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The Effect of Domiciliary Professional Oral Care on Root Caries Progression in Care-Dependent Older Adults : A Systematic Review
- 2023
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Ingår i: Journal of Clinical Medicine. - : MDPI. - 2077-0383. ; 12:7
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Tidskriftsartikel (refereegranskat)abstract
- With care dependency, untreated root caries lesions (RCLs) and irregular dental visits are common. RCLs, if left untreated, could lead to pain, tooth loss, difficulties eating, and impact on general health. Therefore, there is a need for prevention and effective treatment for RCLs, and especially in those with care dependency. The aim of this systematic review was to investigate the effect of domiciliary professional oral care on root caries development and progression, in comparison with self-performed or nurse-assisted oral care. A literature search was conducted in four databases in November 2022. Two authors independently screened the literature throughout the review process. Five of the identified studies were found to be relevant. Four of these were assessed as having moderate risk of bias and were included in the review, while one study had high risk of bias and was excluded from further analyses. Due to heterogenicity of the included studies (and of the interventions and outcomes), no meta-analysis or synthesis without meta-analysis (SWiM) was performed. The participation of dental personnel performing mechanical plaque removal and fluoride, or chlorhexidine application seems beneficial for care-dependent older adults with risk of RCLs development and progression. However, future studies are needed.
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| 32. |
- Pia, Skott, 1967-
(författare)
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Samverkan för hälsofrämjande skolutveckling
- 2021. - Första
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Ingår i: Att förbättra skolor genom forskning. - Stockholm : Natur och kultur. - 9789127827660 ; , s. 375-400
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Bokkapitel (refereegranskat)
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| 33. |
- Rönnström, Niclas, et al.
(författare)
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Líderes escolares, maestros de la complejidad.
- 2019. - Primera
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Ingår i: Liderazgo en escuelas de alta complejidad sociocultural. - : Ediciones Universidad Diego Portales. - 9789563144598 ; , s. 111-152
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Bokkapitel (refereegranskat)abstract
- Buscando mirar desde la práctica directiva real, el siguiente artículo plantea la necesidad de visibilizar a las escuelas como sistemas complejos de acciones y eventos no lineales e impredecibles, rasgos que ningún líder escolar debiera dejar de atender. Ello implica gestionar con equilibrio los múltiples factores que inciden en el quehacer diario de los directivos, con la misión y metas de la escuela. Desde la narrativa de líderes escolares exitosos en Suecia, los autores destacan algunos aspectos comunes de sus relatos: visión amplia y holística de la educación, una cuidadosa atención al contexto, conciencia avanzada del rol de la comunicación, una relación dialógica entre liderazgo y aprendizaje y, sobre todo, la capacidad de asumir la complejidad intrínseca de su tarea.
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| 34. |
- Rönnström, Niclas, et al.
(författare)
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Managing contexts, mastering complexity – School leadership in vocational education and training.
- 2019
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Ingår i: Facets and Aspects of Research on Vocational Education and Training at Stockholm University. - : Premiss förlag. - 9789189077010 ; , s. 405-435
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Bokkapitel (refereegranskat)abstract
- A newborn interest in and growing recognition of school leadership and school leaders in education is reflected in a converging global policy climate geared to higher performance and better results in schools. School leaders are no longer chiefly seen as administrators; rather, they are expected to be learning oriented school leaders and to play crucial roles in student achievement, teacher performance, school improvement and in effective school reform. This development has prompted debate on the knowledge base of school leadership, but also tensions with regard to the general expectations of and the concrete contexts for school leadership. In this paper, we examine and analyze the narratives of Swedish principals in vocational education and training as they face the challenges and growing expectations of embracing (instructional) leadership for teaching and learning in their work. We discuss the growing global interest in school leadership for teaching and learning, or instructional leadership, and its growing institutionalization, and we define what we mean by organizational complexity as a fundamental trait of schools and an inescapable condition for school leadership. We suggest that school leadership in vocational education and training often is subject to organizational hyper-complexity, and that effective school leaders in vocational education and training must be able to manage a variety of intermingling tasks and contexts in their schools. School leadership for teaching and learning in vocational education and training can be seen as the art of embracing, using and mastering organizational complexity.
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| 42. |
- Skott, Pia
(författare)
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HIV-induced humoral immune response with specific relevance to IgA
- 2002
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Human Immunodeficiency Virus (HIV) transmission occurs primarily after hetero- and homosexual contact and across mucosal surfaces. The immune response in mucosal tissues is typified by secretory immunoglobulin A (SIgA), which is the predominant lg class in human external secretions. Since the dimeric lgA molecule is stabilized by the attendant J-chain and the secretory component, it has the unique capacity to maintain its function in an environment rich in proteolytic enzymes (e.g. mucosal compartments). This study was designed to investigate the biological function of local versus systemic humoral response against HIV infection. Furthermore, to define lgA mediated neutralization against both primary and T cell line adapted HIV-1 and HIV-2 isolates. The innate local defense in the oral cavity against HIV transmission was additionally adressed by investigating the presence and biological function of secretory leukocyte proteinase inhibitor (SLPI). The locally produced anti-HIV responses were investigated both with respect to different stages of disease and with respect to the time of follow-up. Using synthetic peptides representing earlier identified antigenic sites of the HIV-1 and HIV-2 proteins for IgG antibodies in serum, we illustrated potential epitopes for salivary and serum derived lgA antibodies. lgA mediated response against HIV-1 was found to be mainly directed against epitopes in the second and fourth variable regions (V2 and V4) of gpl20. In contrast, we found strongest lgA binding activity against a region (aa 615-658) in the central part of gp36 in HIV-2. The neutralizing activity mediated by lgA antibodies could not be correlated to the total amount of lgA in saliva or serum, or to any dominance in neutralizing activity against primary isolates with a specific biological phenotype. The high degree of inter-individual variability in neutralizing capacity indicate that the presence of functional, specific anti-HIV1 lgA antibodies is not a general phenomenon and can not be associated with elevated levels of total lgA but can be observed on an individual basis, even in late stages of disease. A persistent longitudinal SIgA response was also found in salivary samples from four out of eleven HIV-1 infected patients during a follow-up period of three years. These samples contained highly specific anti-HIV-1 SIgA with neutralizing activity against both a T cell adapted strain and four primary isolates. Furthermore, serum derived lgA obtained from two different cohorts, one in Guinea Bissau and one in Portugal demonstrated neutralizing capacity against HIV-2. Among several salivary derived innate factors with antiviral effect, SLPI is the only protein proved to be efficient in physiological concentrations. We have investigated the biological function of SLPI in salivary mediated inhibition of HIV infection and in addition the inhibitory effect of recombinant SLPI on isolates with various virus tropism. No significant difference in salivary concentrations of SLPI could be found between HIV infected individuals and healthy controls. Elevated levels of salivary SLPI could be associated with an increased inhibitory effect of the whole saliva sample against HIV-1 isolates. The inhibitory effect was found to decrease with broad co-receptor usage of the virus. To further elucidate the mechanisms of SLPI in the entry stage of the lifecycle of HIV1, we used a panel of virus isolates with distinct molecular phenotype. The monotropic strains, using either CXCR4 or CCR5 were shown to be most receptive to the inhibitory effect of rSLPI, while multi-tropic strains displayed a lower sensitivity to the protein.
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| 47. |
- Skott, Pia, et al.
(författare)
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Kalejdoskop : om skolledare i lokala kontexter
- 2016. - 1
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Ingår i: Ledarskap, utveckling, lärande. - Stockholm : Natur och kultur. - 9789127147065 ; , s. 135-160
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 48. |
- Skott, Pia, 1967-
(författare)
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Läroplan i rörelse : Det individuella programmet i möte mellan nationell utbildningspolitik och kommunal genomförandepraktik
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis examines the activities within the Swedish steering system concerning upper secondary school. Sweden has a long history of shared responsibility between the state level of government and the municipalities, dating back to federal decisions concerning the establishment of a compulsory school system. By the early 1990s two parallel changes were taking place within the Swedish educational sector, one concerning the steering system which evolved towards deregulation and decentralization, and the other an extension of the compulsory school. A consequence of the latter change was that in practice upper secondary education became mandatory. The political aim was to realize the vision of “one school for all”. In this study the political vision and the larger question of how to turn it into reality (the differentiation question) is used to show how activities at national as well as the local level of the steering system are formed.
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