| 1. |
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- 2019
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Tidskriftsartikel (refereegranskat)
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| 2. |
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| 3. |
- Alexander, Stephen P. H., et al.
(författare)
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The Concise Guide to PHARMACOLOGY 2023/24: G protein-coupled receptors
- 2023
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Ingår i: BRITISH JOURNAL OF PHARMACOLOGY. - : British pharmacological society. - 0007-1188 .- 1476-5381. ; 180
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Tidskriftsartikel (refereegranskat)abstract
- The Concise Guide to PHARMACOLOGY 2023/24 is the sixth in this series of biennial publications. The Concise Guide provides concise overviews, mostly in tabular format, of the key properties of approximately 1800 drug targets, and about 6000 interactions with about 3900 ligands. There is an emphasis on selective pharmacology (where available), plus links to the open access knowledgebase source of drug targets and their ligands (), which provides more detailed views of target and ligand properties. Although the Concise Guide constitutes almost 500 pages, the material presented is substantially reduced compared to information and links presented on the website. It provides a permanent, citable, point-in-time record that will survive database updates. The full contents of this section can be found at . G protein-coupled receptors are one of the six major pharmacological targets into which the Guide is divided, with the others being: ion channels, nuclear hormone receptors, catalytic receptors, enzymes and transporters. These are presented with nomenclature guidance and summary information on the best available pharmacological tools, alongside key references and suggestions for further reading. The landscape format of the Concise Guide is designed to facilitate comparison of related targets from material contemporary to mid-2023, and supersedes data presented in the 2021/22, 2019/20, 2017/18, 2015/16 and 2013/14 Concise Guides and previous Guides to Receptors and Channels. It is produced in close conjunction with the Nomenclature and Standards Committee of the International Union of Basic and Clinical Pharmacology (NC-IUPHAR), therefore, providing official IUPHAR classification and nomenclature for human drug targets, where appropriate.
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| 4. |
- Allison, J, et al.
(författare)
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Geant4 developments and applications
- 2006
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Ingår i: IEEE TRANSACTIONS ON NUCLEAR SCIENCE. - 0018-9499. ; 53:1, s. 270-278
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 5. |
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| 6. |
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Barns lärande i ett livslångt perspektiv
- 2011
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Barns lärande i ett livslångt perspektiv ger en mångfasetterad bild av forskningen om barns lärande och tillför viktig kunskap för utvecklingen av det förskolepedagogiska fältet. Boken är skriven av ledande nationella och internationella forskare från skilda forskningstraditioner och tar upp hur barn lär sig att förstå innebörder och se saker på nya sätt; relationen mellan lek, lärande och omsorg utifrån barns perspektiv och ett barnperspektiv; estetikens möjligheter i barns lärande samt vikten av att lärande för hållbar utveckling genomsyrar verksamheten i förskolan.
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| 7. |
- Bukhalenkova, Daria, et al.
(författare)
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Sociometric Status and Child Development in Preschool Age
- 2022
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Ingår i: In A. Veraksa (Ed.), Child Development in Russia. Perspectives from an international longitudinal study.. - Cham : Springer. - 9783031055249 ; , s. 223-238
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Bokkapitel (refereegranskat)abstract
- Interaction with peers is of great importance for preschoolers mental development. Sociometric status in preschool is a prognostic characteristic of child’s future social and academic success. In this regard, the purpose of this study was to study the sociometric status of children in kindergarten group and the characteristics of their cognitive and socio-emotional development. The study involved 444 children aged 6 to 7 years from 18 kindergarten groups in Moscow. The study showed that for the successful socialization of preschoolers in a peer group, it is important to support the development of their executive functions, the ability to understand emotions, as well as vocabulary, and the ability to compose stories. In case of non-acceptance of a child by a group of peers, timely assessment and correction of these cognitive abilities can be effective in improving the sociometric status of the child in the kindergarten group.
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| 8. |
- Christopoulos, Arthur, et al.
(författare)
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THE CONCISE GUIDE TO PHARMACOLOGY 2021/22: G protein-coupled receptors.
- 2021
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Ingår i: British journal of pharmacology. - : Wiley. - 1476-5381 .- 0007-1188. ; 178 Suppl 1
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Forskningsöversikt (refereegranskat)abstract
- The Concise Guide to PHARMACOLOGY 2021/22 is the fifth in this series of biennial publications. The Concise Guide provides concise overviews, mostly in tabular format, of the key properties of nearly 1900 human drug targets with an emphasis on selective pharmacology (where available), plus links to the open access knowledgebase source of drug targets and their ligands (www.guidetopharmacology.org), which provides more detailed views of target and ligand properties. Although the Concise Guide constitutes over 500 pages, the material presented is substantially reduced compared to information and links presented on the website. It provides a permanent, citable, point-in-time record that will survive database updates. The full contents of this section can be found at http://onlinelibrary.wiley.com/doi/bph.15538. G protein-coupled receptors are one of the six major pharmacological targets into which the Guide is divided, with the others being: ion channels, nuclear hormone receptors, catalytic receptors, enzymes and transporters. These are presented with nomenclature guidance and summary information on the best available pharmacological tools, alongside key references and suggestions for further reading. The landscape format of the Concise Guide is designed to facilitate comparison of related targets from material contemporary to mid-2021, and supersedes data presented in the 2019/20, 2017/18, 2015/16 and 2013/14 Concise Guides and previous Guides to Receptors and Channels. It is produced in close conjunction with the Nomenclature and Standards Committee of the International Union of Basic and Clinical Pharmacology (NC-IUPHAR), therefore, providing official IUPHAR classification and nomenclature for human drug targets, where appropriate.
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| 9. |
- Garvis, Susanne, 1981, et al.
(författare)
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Cultural considerations of ECERS-3 in Sweden: a reflection on adaption
- 2018
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 188:5, s. 584-593
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Tidskriftsartikel (refereegranskat)abstract
- Quality in early childhood education is an important topic in many countries. Research suggests that high-quality preschool provides many long-term benefits for young children and society. How to measure early childhood quality however can be problematic. One approach has been the use of the Early Childhood Environmental Rating Scale (ECERS), an observational scale of the learning environment created in the United States of America. The scale has been used in over 30 countries and translated into different languages. This article discusses cultural issues in relation to the use of ECERS-3 in Swedish preschools. While many of the indicators are easily transferable, some need cultural consideration. These include understanding the Swedish child perspective as expressed in the preschool curriculum, Swedish preschool design and Swedish pedagogy around interaction and safety issues. The article suggests that an adaptation of the scale is needed to be implemented effectively in the Swedish preschool context.
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| 10. |
- Garvis, Susanne, 1981, et al.
(författare)
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Early Childhood Education Pedagogy
- 2018
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Ingår i: Oxford University Press: Oxford Bibliographies in Education.
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Forskningsöversikt (refereegranskat)abstract
- Many children worldwide spend a significant amount of their first years in life in early childhood education and care. They have the right to an early childhood education pedagogy that gives them a good start in life, acquiring knowledge to master everyday life as well as an unknown future. Contemporary learning means new trajectories of knowledge formation, not at least the digitalization of society. In preschool, preschool leaders and teachers need a pedagogy that enables them to meet children in their widespread ways of learning and from the view of the child and childhood that emerge in a changing world. This article highlights how research in early childhood education pedagogy can lead to new thinking that has consequences for the children and their families, the profession, the preschool, and policy. The research contributes to an understanding of pedagogy as constituted in the relationships and mutual influence of policy, curriculum goals, preschool teachers’ competence, and how conditions are created for children’s play and learning in various early childhood settings. An extensive search of articles and books were conducted to provide this summary on early childhood education pedagogy. The articles/books are organized as four themes highlighting early childhood education pedagogy from different perspectives: Pedagogical Leadership in the field of early childhood education; Preschool Profession and Teaching Based on Pedagogy; Children’s Learning and Development as a Practice of Pedagogy; Pedagogy as a Mirror of Preschool Quality. Overall, the four themes highlight important research within the field of early childhood education pedagogy and provide glimpses of new research ideas and ways of working with children, preschool teachers, families, and policy issues.
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| 11. |
- Garvis, Susanne, 1981, et al.
(författare)
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Quality Improvement and Preschool Teacher Competence in Sweden
- 2021
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Ingår i: In: S. Garvis & H. Lenz Taguchi (eds). Quality Improvement in Early Childhood Education.. - Cham, Switzerland : Palgrave Macmillan. - 9783030731816 ; , s. 127-143
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Bokkapitel (refereegranskat)abstract
- The purpose of this chapter is to investigate some aspects that influence the quality of Swedish preschools via reviewing studies on preschool quality in Sweden. According to the Swedish school law, which entered into force on 1 July 2011, preschool is a separate school form and is part of the educational school system. In recent years, there has been concern that quality in Swedish preschools is declining. Studies have reported on increasing group sizes within preschools, stress among preschool teachers, child stress and a low quality of activities that require adult involvement, interaction and communication with the children in terms of teaching, which affects preschool quality (Sheridan et al., Educational Research, 56, 79–397, 2014; Williams et al., Scandinavian Journal of Educational Research, 6, 696–711. https://doi.org/10.1080/00313831.2018.1434823, 2018). Furthermore, inequality has increased and children’s rights to a good and equal start in life have deteriorated (Persson & Tallberg Broman, Hög sjukfrånvaro och ökad psykisk ohälsa. Om dilemman i förskollärares uppdrag [High sickness absence and increased mental illness. About the dilemma in preschool teachers’ assignments]. Rapport. Malmö: Avdelningen för kvalitet och myndighet, förskoleförvaltningen, Malmö Stad, 2019). In Sweden, education equality is viewed through the lens of ‘equivalence’. This means that all children should be offered a place in high-quality preschools, and that children from any background can reach their full potential. The chapter will conclude with suggestions for moving forward to enhance preschool quality in Sweden through a deeper understanding of how early childhood education and care can support children’s development and learning outcomes (Siraj et al., Asia-Pacific Journal of Research in Early Childhood Education, 13, 49–68, 2019).
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| 12. |
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| 13. |
- Gouw, Samantha C., et al.
(författare)
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Intensity of factor VIII treatment and inhibitor development in children with severe hemophilia A: the RODIN study
- 2013
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Ingår i: Blood. - : American Society of Hematology. - 1528-0020 .- 0006-4971. ; 121:20, s. 4046-4055
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Tidskriftsartikel (refereegranskat)abstract
- The objective of this study was to examine the association of the intensity of treatment, ranging from high-dose intensive factor VIII (FVIII) treatment to prophylactic treatment, with the inhibitor incidence among previously untreated patients with severe hemophilia A. This cohort study aimed to include consecutive patients with a FVIII activity <0.01 IU/mL, born between 2000 and 2010, and observed during their first 75 FVIII exposure days. Intensive FVIII treatment of hemorrhages or surgery at the start of treatment was associated with an increased inhibitor risk (adjusted hazard ratio [aHR], 2.0; 95% confidence interval [CI], 1.3-3.0). High-dose FVIII treatment was associated with a higher inhibitor risk than low-dose FVIII treatment (aHR, 2.3; 95% CI, 1.0-4.8). Prophylaxis was only associated with a decreased overall inhibitor incidence after 20 exposure days of FVIII. The association with prophylaxis was more pronounced in patients with low-risk F8 genotypes than in patients with high-risk F8 genotypes (aHR, 0.61, 95% CI, 0.19-2.0 and aHR, 0.85, 95% CI, 0.51-1.4, respectively). In conclusion, our findings suggest that in previously untreated patients with severe hemophilia A, high-dosed intensive FVIII treatment increases inhibitor risk and prophylactic FVIII treatment decreases inhibitor risk, especially in patients with low-risk F8 mutations.
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| 14. |
- Hanna, Stephanie J., et al.
(författare)
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Single-cell RNAseq identifies clonally expanded antigen-specific T-cells following intradermal injection of gold nanoparticles loaded with diabetes autoantigen in humans
- 2023
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Ingår i: Frontiers in Immunology. - : FRONTIERS MEDIA SA. - 1664-3224. ; 14
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Tidskriftsartikel (refereegranskat)abstract
- Gold nanoparticles (GNPs) have been used in the development of novel therapies as a way of delivery of both stimulatory and tolerogenic peptide cargoes. Here we report that intradermal injection of GNPs loaded with the proinsulin peptide C19-A3, in patients with type 1 diabetes, results in recruitment and retention of immune cells in the skin. These include large numbers of clonally expanded T-cells sharing the same paired T-cell receptors (TCRs) with activated phenotypes, half of which, when the TCRs were re-expressed in a cell-based system, were confirmed to be specific for either GNP or proinsulin. All the identified gold-specific clones were CD8+, whilst proinsulin-specific clones were both CD8+ and CD4+. Proinsulin-specific CD8+ clones had a distinctive cytotoxic phenotype with overexpression of granulysin (GNLY) and KIR receptors. Clonally expanded antigen-specific T cells remained in situ for months to years, with a spectrum of tissue resident memory and effector memory phenotypes. As the T-cell response is divided between targeting the gold core and the antigenic cargo, this offers a route to improving resident memory T-cells formation in response to vaccines. In addition, our scRNAseq data indicate that focusing on clonally expanded skin infiltrating T-cells recruited to intradermally injected antigen is a highly efficient method to enrich and identify antigen-specific cells. This approach has the potential to be used to monitor the intradermal delivery of antigens and nanoparticles for immune modulation in humans.
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| 15. |
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| 16. |
- Hudson, Lawrence N, et al.
(författare)
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The database of the PREDICTS (Projecting Responses of Ecological Diversity In Changing Terrestrial Systems) project
- 2017
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Ingår i: Ecology and Evolution. - : John Wiley & Sons. - 2045-7758. ; 7:1, s. 145-188
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Tidskriftsartikel (refereegranskat)abstract
- The PREDICTS project-Projecting Responses of Ecological Diversity In Changing Terrestrial Systems (www.predicts.org.uk)-has collated from published studies a large, reasonably representative database of comparable samples of biodiversity from multiple sites that differ in the nature or intensity of human impacts relating to land use. We have used this evidence base to develop global and regional statistical models of how local biodiversity responds to these measures. We describe and make freely available this 2016 release of the database, containing more than 3.2 million records sampled at over 26,000 locations and representing over 47,000 species. We outline how the database can help in answering a range of questions in ecology and conservation biology. To our knowledge, this is the largest and most geographically and taxonomically representative database of spatial comparisons of biodiversity that has been collated to date; it will be useful to researchers and international efforts wishing to model and understand the global status of biodiversity.
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| 17. |
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| 18. |
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| 19. |
- Jonsson, Agneta, 1958-, et al.
(författare)
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Communication with young children in preschool : the complex matter of a child perspective
- 2013
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Ingår i: Early Child Development and Care. - 0300-4430 .- 1476-8275. ; 183:5, s. 589-604
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses results obtained from a study on the contribution of the preschool teacher as a curriculum-maker in preschool. The research question addressed is ‘what is the characteristic for the curriculum offered, as it appears in one teacher's verbal communication with 1–3-year-old children?’ The research area is motivated by the need for knowledge about the implications that a goal-oriented preschool curriculum and broad discretion for teachers might imply for activities in preschool. This study was carried out in Sweden, and the empirical data consist of videotaped observations of communication between a single teacher and a number of children aged between one and three during one morning in preschool. The results show that the teacher frequently uses questions as a means of communication, where a large number of shifts between different children and different issues are particularly characteristic. Although this contributes to a child perspective, it also implies a teacher-centred position and a fragmented way of exercising the discretion vis-à-vis the curriculum. The findings are discussed and related to curriculum theory and to early childhood perspectives.
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| 20. |
- Jonsson, Agneta, et al.
(författare)
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Communication with young children in preschool : the complex matter of a child perspective
- 2013
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Ingår i: Early Child Development and Care. - : Taylor and Francis Ltd.. - 0300-4430 .- 1476-8275. ; 183:5, s. 589-604
-
Tidskriftsartikel (refereegranskat)abstract
- This article discusses results obtained from a study on the contribution of the preschool teacher as a curriculum-maker in preschool. The research question addressed is ‘what is the characteristic for the curriculum offered, as it appears in one teacher's verbal communication with 1–3-year-old children?’ The research area is motivated by the need for knowledge about the implications that a goal-oriented preschool curriculum and broad discretion for teachers might imply for activities in preschool. This study was carried out in Sweden, and the empirical data consist of videotaped observations of communication between a single teacher and a number of children aged between one and three during one morning in preschool. The results show that the teacher frequently uses questions as a means of communication, where a large number of shifts between different children and different issues are particularly characteristic. Although this contributes to a child perspective, it also implies a teacher-centred position and a fragmented way of exercising the discretion vis-à-vis the curriculum. The findings are discussed and related to curriculum theory and to early childhood perspectives.
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| 21. |
- Jonsson, Agneta, 1958, et al.
(författare)
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Communication with young children in preschool: the complex matter of a child perspective
- 2012
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Ingår i: Early Child Development and Care. - 0300-4430. ; Available online: 23 Apr 2012, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses results obtained from a study on the contribution of the preschool teacher as a curriculum-maker in preschool. The research question addressed is ‘what is the characteristic for the curriculum offered, as it appears in one teacher’s verbal communication with 1–3-year-old children?’ The research area is motivated by the need for knowledge about the implications that a goal- oriented preschool curriculum and broad discretion for teachers might imply for activities in preschool. This study was carried out in Sweden, and the empirical data consist of videotaped observations of communication between a single teacher and a number of children aged between one and three during one morning in preschool. The results show that the teacher frequently uses questions as a means of communication, where a large number of shifts between different children and different issues are particularly characteristic. Although this contributes to a child perspective, it also implies a teacher-centred position and a fragmented way of exercising the discretion vis-a`-vis the curriculum. The findings are discussed and related to curriculum theory and to early childhood perspectives.
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| 22. |
- Jonsson, Agneta, 1958-
(författare)
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Nuets didaktik : förskolans lärare talar om läroplan för de yngsta
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Studien som ligger till grund för detta licentiatarbete syftar till att utveckla kunskap om hur den läroplan för de yngsta ser ut så som den beskrivs av förskolans lärare. Fokus läggs på den beskrivna läroplanens innehåll och arbetsformer och på vad som karakteriserar verksamheten för de yngsta barnen i förskolan. De teoretiska utgångspunkter som används är läroplansteori för yngre barn samt i viss mån även barndomsperspektiv med koppling till barndomspsykologi, barndomssociologi och barndomspedagogik. Det är en kvalitativ studie vars empiri består av data från 15 transkriberade och analyserade samtalsintervjuer med lärare som arbetar med förskolans yngsta barn i åldrarna 1-3 år. Metodansatsen är fenomenografisk vilket i analysen gett verktyg att urskilja kvalitativt skilda beskrivningskategorier av innehåll, arbetsformer och karakteristiska drag för förskolans verksamhet. Resultaten visar att läraruppdraget framstår som unikt på det sättet att arbetet med barns lärande och utveckling huvudsakligen tycks ske här och nu och i mindre utsträckning utifrån en planerad verksamhet. Det har resulterat i begreppet nuets didaktik. Begreppet grundar sig i lärares beskrivningar av innehåll och arbetsformer i vilka gemensamma drag är konkretion, tidsaspekten samt ett tydligt barnperspektiv kopplat till didaktikens utgångspunkter vad, hur, varför, vem, var och när. Vidare visar resultaten att för dessa lärare är personlighetsutveckling och social anpassning det ojämförbart väsentligaste syftet med de yngsta barnens lärande och utveckling samt att lek har samma dignitet som specifika innehåll så som naturvetenskap och matematik. Ett starkt barnperspektiv reser frågor kring barns och lärares ansvar i lärandeprocessen såväl som utveckling respektive bevarande av förskolans verksamhet. I studien diskuteras även det karakteristiska i verksamheten för de yngsta relaterat till kontinuitet i utbildningssystemet.
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| 23. |
- Jonsson, Agneta
(författare)
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Nuets didaktik : förskolans lärare talar om läroplan för de yngsta
- 2011
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Doktorsavhandling (populärvet., debatt m.m.)abstract
- Studien som ligger till grund för detta licentiatarbete syftar till att utveckla kunskap om hur den läroplan för de yngsta ser ut så som den beskrivs av förskolans lärare. Fokus läggs på den beskrivna läroplanens innehåll och arbetsformer och på vad som karakteriserar verksamheten för de yngsta barnen i förskolan. De teoretiska utgångspunkter som används är läroplansteori för yngre barn samt i viss mån även barndomsperspektiv med koppling till barndomspsykologi, barndomssociologi och barndomspedagogik. Det är en kvalitativ studie vars empiri består av data från 15 transkriberade och analyserade samtalsintervjuer med lärare som arbetar med förskolans yngsta barn i åldrarna 1-3 år. Metodansatsen är fenomenografisk vilket i analysen gett verktyg att urskilja kvalitativt skilda beskrivningskategorier av innehåll, arbetsformer och karakteristiska drag för förskolans verksamhet. Resultaten visar att läraruppdraget framstår som unikt på det sättet att arbetet med barns lärande och utveckling huvudsakligen tycks ske här och nu och i mindre utsträckning utifrån en planerad verksamhet. Det har resulterat i begreppet nuets didaktik. Begreppet grundar sig i lärares beskrivningar av innehåll och arbetsformer i vilka gemensamma drag är konkretion, tidsaspekten samt ett tydligt barnperspektiv kopplat till didaktikens utgångspunkter vad, hur, varför, vem, var och när. Vidare visar resultaten att för dessa lärare är personlighetsutveckling och social anpassning det ojämförbart väsentligaste syftet med de yngsta barnens lärande och utveckling samt att lek har samma dignitet som specifika innehåll så som naturvetenskap och matematik. Ett starkt barnperspektiv reser frågor kring barns och lärares ansvar i lärandeprocessen såväl som utveckling respektive bevarande av förskolans verksamhet. I studien diskuteras även det karakteristiska i verksamheten för de yngsta relaterat till kontinuitet i utbildningssystemet.
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| 24. |
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| 25. |
- Jonsson, Agneta, 1958, et al.
(författare)
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Teaching toddlers in preschool
- 2014
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Ingår i: Paper presented at EECERA Crete, Greece 8-10th. September..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Theme Is 'quality' in ECE a universal concept or should it be individuated to context, and adapted to accommodate different social and cultural constructs of childhood? Strand Play & learning Research aims The aim with this paper is to discuss what the concept of teaching would mean considering teaching toddlers in preschool, and to problematize the preschool teacher’s role and competence in this matter (Jonsson, 2013). Relationship to previous research works Since 2011 the concept of teaching shall be jointly used for all school forms in Sweden including preschool. In Swedish educational tradition the concept of teaching has mainly been associated with pedagogical activities concerning older children in mandatory school forms (Doverborg, Pramling, & Pramling Samuelsson, 2013). Theoretical and conceptual framework Shiers (2001) model for children's participation has in a qualitative analysis inspired the construction and use of analytical concepts. Paradigm, methodology and methods This paper is based on data from a study conducted in Swedish preschool where teachers communicate with 1-3 year old children. 4 teachers were videoobserved during their everyday work in preschool. Ethical Considerations The study follows the Swedish research council guidelines and ethical rules in social science research. As the study involves young children who cannot make their case or assess potential research impact, ethical aspects of the research were taken into consideration with emphasis on feeling comfortable when being observed. Main finding or discussion The results show qualitative differences in teachers' communication of content and in how they listen into and make use of children's own expressions. Different aspects of teacher’s competence (Dalli, 2008; Sheridan, Williams, Sandberg, & Vuorinen, 2011) in supporting toddler’s learning and development are shown. Implications, practice or policy The results are related to interpretations of how the concept of teaching can be understood and to a Nordic research based didactics/pedagogy for early childhood education.
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| 26. |
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| 27. |
- Jonsson, Agneta, 1958-, et al.
(författare)
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Undervisningsbegreppet och dess innebörder uttryckta av förskolans lärare
- 2017
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Ingår i: Forskning om undervisning och lärande. - 2000-9674 .- 2001-6131. ; 5:1, s. 90-109
-
Tidskriftsartikel (refereegranskat)abstract
- I denna studie analyseras hur förskolans personal resonerar om att undervisa de yngsta barnen i förskolan. Fokusgruppssamtal har använts för att samla data från personal som arbetar med de yngsta barnens verksamhet. Billigs diskursteoretiska termer används i analyser av personalens resonemang om undervisningsbegreppets innebörder. Resultaten pekar mot två diskurser där krav och rättigheter utgör spänningsfält och där ett argument för något kan utgöra motargument i samma diskussion. Undervisning med de yngsta barnen utgör en del av en förskola i förändring. Med det i åtanke förstår vi personalens argument som motsägelsefulla när begreppet undervisning i förskolan beskrivs, något som kan ses både inom en diskurs och mellan diskurser.
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| 28. |
- Jonsson, Agneta, et al.
(författare)
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Undervisningsbegreppet och dess innebörder uttryckta av förskolans lärare
- 2017
-
Ingår i: Forskning om undervisning och lärande. - 2001-6131 .- 2000-9674. ; 5:1, s. 90-109
-
Tidskriftsartikel (refereegranskat)abstract
- I denna studie analyseras hur förskolans personal resonerar om att undervisa de yngsta barnen i förskolan. Fokusgruppssamtal har använts for att samla data från personal som arbetar med de yngsta barnens verksamhet. Billigs diskursteoretiska termer används i analyser av personalens resonemang om undervisningsbegreppets innebörder. Resultaten pekar mot två diskurser dar krav och rättigheter utgör spänningsfält och där ett argument for något kan utgöra motargument i samma diskussion. Undervisning med de yngsta barnen utgör en del av en förskola i förändring. Med det i åtanke förstår vi personalens argument som motsägelsefulla när begreppet undervisning i förskolan beskrivs, något som kan ses både inom en diskurs och mellan diskurser.
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| 29. |
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| 30. |
- Kullberg, Birgitta, 1945, et al.
(författare)
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Möjligheter eller hinder till lärande. Fjorton nybörjarelevers erfarenheter. (Rapport nr 12)
- 1996
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Rapporten belyser en studie av barns första tre månader i skolan och utgör en delstudie inom projektet: "Barns möte med skolans värld". Studien har sin grund i observationer av fjorton sjuåringar i fem olika klassrum samt på intervjuer av klasslärarna. Tio av barnen har tidigare följts i förskolan. Den etnografiska forskningsansatsen har använts såväl i producerandet av data som i analysförfarandet. Deltagande observation samt samtal (informella intervjuer) och djupintervjuer (formella intervjuer) har förekommit. Studien innehåller såväl fortlöpande som avslutande analys. De fem olika klassrumskulturerna kan beskrivas ha karaktären av fyra olika kvaliteter: Förändring, utveckling, disciplin och kontroll. I alla fem klassrummen utgår lärarna från vad de anser riktigt för barns lärande. Lärarna är seriösa och noggranna i undervisandet, men de skiljer sig mycket åt i syn på barns lärande. Detta avspeglar sig i miljön i klassrummen. Det framkommer även att lärarna inte alltid undervisar så som de uttrycker att de gör. I den avslutande analysen upptäcktes en dimension, som har benämnts: Rum för lärande. Det framkommer att barnen skapar sig detta rum på framför allt fyra olika sätt: A) Barnet griper ett innehåll genom en förbipasserande utsaga, dvs. barnet hör eller ser något som plötsligt engagerat och griper tillfället till ett försök att utveckla något. B) Barnet vidareutvecklar en handling eller utsaga, dvs. barnet fortsätter utifrån eget eller lärarens initativ, en handling eller tänker vidare efter att ha hört en utsaga. C) Barnet uttrycker en egen tanke, dvs. han eller hon drar en slutsats. D) Barnet uttrycker en egen handling. Denna kommer inte helt plötsligt och synes inte alltid ha någon referens till en utsaga. Det framkommer också att de tio barn, som tidigare följts i förskolan, när det gäller disciplin direkt rättar sig efter läraren, men behåller sin förmåga att reflektera.
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| 31. |
- Lantz-Andersson, Annika, 1961, et al.
(författare)
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Developing a model for teacher professional digital competence
- 2019
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Ingår i: The 18th Biennial EARLI Conference, 12-16 August 2019, Aachen, Germany. Book of abstracts, s. 409.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- "Thinking Tomorrow's Education: Learning from the past, in the present and for the future" - Aachen, Germany
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| 32. |
- Lantz-Andersson, Annika, 1961, et al.
(författare)
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Teachers’ collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency
- 2022
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561. ; 35
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Tidskriftsartikel (refereegranskat)abstract
- This study explores teachers’ reflections on the competences that come into play in technology-mediated teaching activities. Underpinned by educational design research, the collaboration between researchers and teachers followed a methodological design involving three iterative phases: (1) workshops in which teachers and researchers collaborated to develop instructional scenarios involving digital technologies, (2) lessons enacting instructional scenarios, and (3) reflective discussions based on video sequences from the instructional scenarios. The researchers selected video clips of instructional sequences involving so-called critical incidents where the teachers encountered some kind of challenge in the technology-mediated teaching activities. The unit of analysis comprised transitional episodes identified in the reflective discussions, where temporal shifts took place as the teachers elaborated on challenges and oriented towards future actions. Theoretically, the study is based on sociocultural perspectives, acknowledging social interaction as collective thinking. To analytically scrutinise temporal shifts in the interaction, interaction analysis was employed. The findings show that while the elicited video clips supported retrospective reflections, the collaborative context with colleagues and researchers interacting supported prospective reflections. These findings are discussed in terms of how the temporal shifts in the reflections can analytically be understood as teachers’ envisioned or enacted transformative agency.
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| 33. |
- Larsson, Jonna, et al.
(författare)
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Conducting research in preschool as a culturally sensitive environment
- 2016
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Ingår i: EECERA European Early Childhood Education Research Association.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research aims This paper aims to highlight a perspective on preschool as a culturally sensitive environment (Larsson, manuscript). A position is taken that additional attentiveness is needed when research is conducted in educational settings and concerning young children. Relationship to previous research works The presentation is based on ethical considerations and strategies, founded on time spent in four different preschools. The initial focus of the research was to capture children and preschool teacher’s encounters with physical phenomena (Larsson, 2013a, 2013b). Theoretical and conceptual framework The presentation draws on research focusing on diverse ethical aspects and positions, as discussed by Fleer and Ridgway (2014) and Quennerstedt, Harcourt, and Sargeant (2014), together with the importance of taking a child-, as well as, children’s perspective (Jonsson & Williams, 2013; Sommer, Pramling Samuelsson & Hundeide, 2010). Paradigm, methodology and methods The data production is characterized by the method of ‘shadowing’ (Czarniawska, 2007), where the researcher is positioned close to the teacher and the children. Ethical Considerations This method, urge for additional ethical aspects leading to the development of novel tools to handle the tension of being close and supportive and at the same time ensure distance and generate data. Main finding or discussion The result is expected to generate knowledge about functional strategies for researcher’s attendance at preschool and raising ethical awareness when conducting research in preschools. Particularly in relation to young children’s possibilities to identify when being filmed and gaining opportunities to withdraw in the present moment. Implications, practice or policy The results implicates that additional attentions is needed when conducting research in preschool settings
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| 34. |
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| 35. |
- Larsson, Jonna, et al.
(författare)
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The challenge of conducting ethical research in preschool
- 2021
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 191:4, s. 511-519
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Tidskriftsartikel (refereegranskat)abstract
- Formal ethical issues for conducting research are highlighted in national and international guidelines. Even if such strategies are grounded in democratic and rights-based values, their implementation may produce challenges. This article foregrounds dilemmas that were derived from fieldwork conducted in preschool settings with children aged one to five years. These settings are viewed as sensitive environments that demand awareness adjusted to a specific context. Through the use of empirical illustrations, children’s voices concerning their participation within a research project and their opportunities to give consent or withdraw are discussed.
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| 36. |
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| 37. |
- Larsson, Jonna, et al.
(författare)
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Undersökande Läsaktiviteter om Naturvetenskap
- 2022
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Ingår i: Praktiknära skolforskning FND 2022.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Detta samverkansprojekt har utvecklat en modell för undersökande läsaktiviteter i förskola och F-1 för att fördjupa barns meningsskapande om naturvetenskapliga innehåll i bilderböcker. Utifrån barns perspektiv och ett barnperspektiv på fysikaliska fenomen och kemiska processer i bilderböcker har den målinriktade undervisningen innefattat högläsning, samtal och lekbaserat undersökande om naturvetenskap. Syftet med detta paper är beskriva hur projektet undersökande läsaktiviteter om naturvetenskap har bidragit till att skapa förutsättningar för barn och elever att utveckla förståelse för fysikaliska fenomen och kemiska processer. Teoretiskt antar projektet ett kulturhistoriskt perspektiv, där förskolan, förskoleklassen och skolan framträder som kulturella praktiker. Barns lärande och utveckling förstås som processer av förändrat deltagande i de sammanhang som barn ingår i. Metodologiskt tar studien utgångspunkt i ett utvecklingspedagogiskt ramverk där barnperspektiv och barns perspektiv är centralt. Studiens tentativa resultat visar att förskollärare och lärare har utvecklat en mer differentierad bild av barns kunskaper. De undersökande läsaktiviteterna har bidragit till förändringar i såväl barns agerande som kommunicerande om naturvetenskapliga innehåll. Vidare framstår designen av de undersökande läsaktiviteterna samt studiens explicita fokus på naturvetenskapliga fenomen, i både bilderböcker och i vardagen, som bidragande till att barn blir mer delaktiga i undervisningen. Projektet har inneburit att förskollärare och lärare har utvecklat sin kompetens gällande att närma sig barns perspektiv i planering och genomförande av undervisning med fokus på naturvetenskapliga fenomen. Vidare har de identifierat att innehållets ’vad och varför’ påverkar ’hur’ läsaktiviteter och utforskande kan genomföras tillsammans med barn.
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| 38. |
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| 39. |
- Lillvist, Anne, 1978-, et al.
(författare)
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Preschool teacher competence viewed from the perspective of students in early childhood teacher education
- 2014
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Ingår i: Journal of Education for Teaching. - : Informa UK Limited. - 0260-7476 .- 1360-0540. ; 40:1, s. 3-19
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Tidskriftsartikel (refereegranskat)abstract
- This paper examines contemporary issues in early childhood teacher education in Sweden. The aim of the study was to explore dimensions of the construct of preschool teachers' competence as reported by 810 students enrolled in early childhood teacher education at 15 Swedish universities. The results showed that students' definitions of preschool teacher competence were composed of six different dimensions: a general pedagogical competence, specific content competence, distinct teacher competence, play competence, competence of child perspective, and collaborative and social competence. In general, there were quite large variations in how students perceived the concept of preschool teacher competence and the extent to which they believed they developed these competences during the course of their education. The different dimensions of preschool teacher competence are discussed in relation to the content of the early childhood teacher education in Sweden, the curriculum for the preschool and the concept of professionalism in Early Childhood Education and Care. 2014 © 2014 Taylor & Francis.
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| 40. |
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| 41. |
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| 42. |
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| 43. |
- Nagy, Caroline, 1971-
(författare)
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Fler bråk i matematikundervisningen : En aktionsforskningsstudie där lärare lär om progression
- 2017
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Few studies have a focus on progression in teaching and learning mathematics. An assumption for this study was that progression in teaching between school stages was important. The approach of the study was based on action research. Four teachers from preschool to 9th grade (age 1-16) were invited to a temporary team, a community of practice. The overall aim of the study was to develop knowledge about teaching fractions when teachers used students’ understandings as a point of departure for their action plans. A second aim was to illuminate what influences progression in their teaching.The team of teachers used the four phases of action research: plan, act, observe and reflect, during their learning processes. The teachers’ learning sessions were videotaped and transcribed and this provided the main data that formed the basis of the results. Wenger’s dimensions of social learning were used as an analytical tool: joint enterprise, mutual engagement and shared repertoire.Four themes that described teachers’ negotiation of qualities in mathematics instruction were identified: interpreting students’ understandings, basing instruction on students’ understandings, visualizing fractions and ensuring students’ understanding. When teachers, regardless of what stage was involved, reified similar instructions, it did not benefit students’ learning opportunities. In order to improve progression in teaching fractions, it was important that teachers succeeded in identifying students’ understandings and that the team negotiated different qualities in their community of practice. The shared repertoire (the pre-tests and the video recordings) formed the core of negotiating progression based on students’ understandings. The team showed a mutual engagement, with students’ learning as their joint enterprise. An implication of the study is that teachers from different educational stages can negotiate progression and improve it.
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| 44. |
- Nasiopoulou, Panagiota, et al.
(författare)
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Conditions for Children’s Language and Literacy Learning in Swedish Preschools: Exploring Quality Variations with ECERS-3
- 2023
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Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 51:7, s. 1305-1316
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Tidskriftsartikel (refereegranskat)abstract
- This article aims to explore the conditions for children?s language and literacy learning in 153 Swedish preschools with children one to five years. The Early Childhood Environment Rating Scale (ECERS-3) is used to evaluate preschool quality, focusing on the subscale of Language and literacy activities. The study draws on Bronfenbrenner?s ecological systems theory to highlight the conditions for children?slanguage and literacy learning in preschool. Significant differences were found in the quality of the 153 preschools as a whole and the five subscales in ECERS-3, giving children unequal conditions for learning and development in the studied areas. Within the Language and literacy subscale, items related to children?s oral language development scored a higher average quality compared with written language-relateditems. Individualized teaching, Staff?child interaction ,and Whole-group activities were moderately correlated with activities supporting language development. The results are discussed in terms of an ecological perspective on preschool quality in which intentional teaching needs to be directed at language and literacy learning in both individual, small, and whole-group interactions.
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| 45. |
- Nasiopoulou, Panagiota, et al.
(författare)
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Exploring preschool teachers’ professional profiles in Swedish preschool: a latent class analysis
- 2019
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 189:8, s. 1306-1324
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Tidskriftsartikel (refereegranskat)abstract
- This article explores preschool teachers’ professional profiles in Sweden. Considering various educational policy reforms in Sweden the last decades, this study is grounded in interactionist perspectives and Bronfenbrenner’s bio-ecological model. A set of multiple professional indicators related to preschool teachers’ educational background, personal characteristics and their working context were analysed applying latent class analysis as a person-oriented approach. The sample consists of 698 preschool teachers across different preschools in 46 municipalities in Sweden. The analysis revealed two subgroups of preschool teachers’ professional profiles: (a) late educated (after the introduction of preschool curriculum in 1998) and (b) early educated (before the introduction of preschool curriculum in 1998). The pattern of graduation year, experience, continuous professional development and specified assignment in preschool was the most distinctive pattern across these profiles. Findings add to the ongoing debate on preschool teachers’ professionalization suggesting an alternative analytic approach examining multiple indicators characterizing preschool teachers’ professional profiles.
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| 46. |
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| 47. |
- Nasiopoulou, Panagiota, et al.
(författare)
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Preschool Teachers’ Work with Curriculum Content Areas in Relation to Their Professional Competence and Group Size in Preschool: A Mixed-methods Analysis
- 2022
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 66:3, s. 533-548
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Tidskriftsartikel (refereegranskat)abstract
- This study explores preschool teachers’ considerations regarding their work with curriculum content areas and examines possible relationships with their professional competence and group size. Drawing on Bronfenbrenner’s ecological systems theory and mixed-methods analytical procedure, this study analyzes 698 preschool teachers’ considerations on a set of 12 curriculum content areas. The results revealed reading and writing as the two least emphasized content areas. No significant relationship was found among preschool teachers’ ratings of these content areas, their professional background, and group size. Prominent in preschool teachers’ reasoning for rating reading and writing as least emphasized, is a child-directed approach implying that these content areas are not involved in their professional assignment and therefore included merely as a response to children’s specific displayed interest. Implications for the content of early education programs and continuing professional development models are discussed.
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| 48. |
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| 49. |
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| 50. |
- Pramling, Ingrid, et al.
(författare)
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27 forskare i upprop mot skärmfri förskola
- 2024
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Ingår i: Förskolan. - Stockholm : Sveriges Lärare.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.
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