| 1. |
- Gröning, Inger, 1945-
(författare)
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Språk, interaktion och lärande i mångfaldens skola
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis consists of an introductory summary and three studies focusing language, interaction, and learning in multilingual schools. The overall aim of the thesis is to contribute to the understanding of student learning in diverse schools. The first study of the thesis examines the field of cooperative learning with the aim of summarizing, in an overview, research that addresses small group activities in heterogeneous classrooms. The overview indicates that this research is dominated by input-output studies. Process-oriented studies of student interaction constitute a smaller part of research within this field.The two subsequent studies were carried out in three multilingual middle school classes in Sweden. The second study concentrates mainly on the second language learners of these classes with the aim of describing language and learning conditions in actual classrooms. A main finding of the study is that second language students fell behind their monolingual Swedish speaking peers in social studies and in other subjects across the curriculum. The study also shows that students form separate groups of Swedes and immigrants inside as well as outside the classroom.The third study investigates small group activities in the above mentioned classes. The aim of the study is to gain insight into students’ joint problem-solving processes and thereby provide a broader understanding of learning as socially and interactionally constituted. The data consists of video recordings of small group conversations from which language-related episodes were identified, transcribed and studied applying conversation analysis methods. The findings show that the students are able to scaffold each other effectively in co-constructing linguistic knowledge through social interaction. At the same time, negotiations of power and status are included in their problem-solving processes.
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| 2. |
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| 3. |
- Berglund, Ingrid, 1954-
(författare)
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Byggarbetsplatsen som skola - eller skolan som byggarbetsplats? : En studie av byggnadsarbetares yrkesutbildning
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The issue of this dissertation is the relationship between Vocational Education and Training (VET) in general and VET for building and construction in particular, as well as implications of the fact that Swedish VET is carried out both in school and in working life. Vocational construction education includes a three year Construction Programme at upper secondary school followed by two to three years of on-the-job training in the construction industry. In this case study of an upper secondary Construction Programme, the school based daily instruction as well as work based training, is explored and documented. These constitute a base for descriptions and analysis of education as a whole from the perspective of Cultural Historical Activity Theory (CHAT). The aim of the analysis is to identify the main motives for vocational construction education. The case study results are further based on descriptions and CHAT-analyses of the historical development of construction work as well as of Swedish VET in general and of vocational construction area in particular. The case study illustrates that two activities form vocational construction education; the dominating activity being construction production, and school-activity. The terms of construction industry seem to greatly determine the realisation of the school based construction production activity. E.g. teamwork is emphasised in both activities. The school activity is marked by the implementation of infusion of core subjects by vocational subjects, aimed at preparing the students for continued professional development in the trade. The conclusion drawn here is that the new Swedish apprenticeship seems to contribute to a narrow professional knowledge base, whereas the use of infused core subjects seems to contribute to a broader professional knowledge base.
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| 4. |
- Berthén, Diana, 1956-, et al.
(författare)
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In-service training as cognitive apprenticeship
- 2007
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Ingår i: Sociocultural perspectives on teacher education and development: New directions for research – SOCIOTED, 7-8 April 2008 in Oxford University, England.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The issue of this paper is to present and discuss a project for in-service training of some teachers employed within advanced vocational education (AVE), part of higher education in Finland. The political visions of an increased proportion of people with higher education, not only in Finland but in the Western world as a whole, have contributed to teachers encountering with new groups of students with non-academic backgrounds. These students have been accepted for studies but an increasing proportion fail in examinations. Especially language teachers at this specific AVE, a small polytechnic institution, were concerned about how the situation had developed. According to their understanding, an increasing amount of the students had dyslexia. Therefore the had attended courses and lectures, which however did not provide them with the tools they needed. An expert was enrolled, in order to work with the students. Instead of working with remedial programmes, her work focused on students; reading and writing strategies, which became a success. As a result, the school wanted her to work with an increasing number of students. Instead an in-service training project that would provide the teachers with the competence of the expert was initiated. The project was designed based on socio-cultural perspectives on learning, drawing on the concepts distributed expertise (Palinscar & Brown, 1984), literacy practices (Street, 1984; Gee, 1996; Lea & Street, 1998) and cognitive apprenticeship (Rogoff, 1984, 1990). As a whole, the project consisted of two parts: firstly, the experts work with the students, and secondly, the in-service training for teachers. Here, the main focus is on in-service training for the teachers but as the content of this in-service training is students' reading and writing strategies, it is necessary to describe part of the project directed towards the students as well. The aim of the work directed to students at risk was on the one hand related to trying out and developing appropriate tools for identifying students at risk, and to explore their current reading and writing strategies and making the students aware of and other, more relevant strategies as well as helping them to change their current strategies on the other. The expert's findings about students' current strategies contribute to the picture of the characteristics of readers and writers inadequate strategies for reading and writing. Her work also included identifying what kind of reading and writing was expected from the students within each of the eight programmes included in the project. In all, 112 students were tested, 57 of these were offered the programme, 41 students accepted joining the programme and 29 finished it. The aim of the in-service training was to make it possible for the teachers to appropriate the competencies of the expert. Therefore the in-service project was designed on ideas of cognitive apprenticeship and distributed expertise. In other words, the expertise was to be distributed to the teachers attending the in-service programme. The programme started with only two teachers; a year later they were expected to take over some of the work and new teachers were accepted for the programme as newcomers, and after one more year further teachers were invited. As a complement to apprenticeship, seminars related to specific texts were offered. In manual work, apprenticeship is organised in relation to a production that involves material, tools, and techniques - in a way this work is transparent. When it comes to cognitive work, the material, tools and techniques are opaque rather than transparent, therefore the design of cognitive apprenticeship must involve possibilities for making the competence underlying planning, decision-making and reflection more transparent. The text seminars mentioned were one means offered in order to make the expert's competencies visible. In the paper these ideas are further developed. The results of the project are discussed on two levels. Firstly in relation to teachers' knowledge formation - that is their struggle with their strong contemporary conception of these students' as suffering from dyslexia on the one hand and with their emerging insights of the relational and contextual aspects of what it means to become literate within a specific AVE-programme. Secondly, the results are related to organisational conditions for these teachers to use the competence they have appropriated. Finally, we discuss the relation between the practice-concept in New Literacy Studies and that used in studies based on socio-cultural and activity theoretical studies.
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| 5. |
- Broliden, Per Anders, et al.
(författare)
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Antithymocyte globulin and cyclosporine A as combination therapy for low-risk non-sideroblastic myelodysplastic syndromes
- 2006
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Ingår i: Haematologica. - 0390-6078 .- 1592-8721. ; 91:5, s. 667-670
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Tidskriftsartikel (refereegranskat)abstract
- The present study evaluated the combination of antithymocyte globulin (ATG) and cyclosporine A (CsA) in patients with low-risk myelodysplastic syndromes. Twenty patients (17 with refractory anemia and 3 with refractory anemia with excess blasts) received treatment with rabbit-ATG plus CsA. The overall response rate was 30% (6/20); three of the six responders had a complete response. The responses lasted 2-58 months, with two patients still being in complete remission at 42 and 58 months. Short-lasting cytogenetic remissions were achieved in two patients. ATG was poorly tolerated in patients over 70 years of age. Four out of 20 patients progressed to acute myeloid leukemia within a year. We conclude that immunosuppressive treatment may be a therapeutic option for selected patients with myelodysplastic syndrome.
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| 6. |
- Danilda, Inger, et al.
(författare)
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Women resource centres : a quattro helix innovation system on the European agenda
- 2009
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Konferensbidrag (refereegranskat)abstract
- In the early 1990s public funds were initiated by the Swedish government, channelled through the County Administrative Boards, to encourage the establishment of Women Resource Centres (WRCs). Since then, WRCs all over the country have worked to increase women's participation in regional development. According to an earlier study, WRCs have systematically organized innovation systems at the local, regional and national level in Sweden by linking actors from different spheres of society around topics such as new technology, culture and service industry.2 Gradually, the Swedish innovation system of WRCs has expanded internationally through funding from various European Union funds encouraging transnational cooperation. In 2006 the European association WINNET Europe was formed, gathering WRCs from 21 countries. In this paper, we set out to analyse how WRCs have organised an innovation system on the European level, gathering actors from different spheres of society encountering both support and resistance. We describe this process of internationalisation in the light of theories of innovation systems and triple helix. The questions we try to answer are: Which actors have been mobilised and what resistance and successes has been encountered? How might these factors be related to the ambition of gender mainstreaming in Sweden and EU? The answer to the first question is that in order to properly analyse the European innovation system of WRCs a new category of helixes has to be introduced. Our suggestion is that this new helix is to be called ‘Quattro helix', exposing the crucial roles of the private, public and academic sector, as well as of the civil sector. Regarding the second question, we have distinguished how WRCs have experienced problems with mobilising organisational and economic support at the regional level, simultaneously being attended to and encouraged by actors on European level.
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| 7. |
- Eriksson, Inger, et al.
(författare)
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Matematikundervisningens innehåll : Avrapportering av ett kollaborativt forskningsprojekt om att utveckla redskap och innehåll i arbetet med att realisera ”strävansmålen” i matematik
- 2007
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Forskningsprojektet Matematikundervisningens innehåll byggdes upp som ett kollaborativt projekt där forskare och lärare arbetade med att analysera innehållet i strävansmålen (mål att sträva mot) i kursplanen för matematik. Ett syfte var att forskare och lärare i samverkan skulle utveckla kunskaper om de förmågor som eleverna förväntas utveckla i matematik.Det kollaborativa arbetet mellan lärarna och forskarna startade höstterminen 2004 och pågick under två läsår. Projektet genomfördes under det första året tillsammans med åtta lärare från fyra Farstaskolor i år 1-6. Det andra projektåret deltog sex lärare från tre Farstaskolor – år 7-9.Under det första projektåret handlade det matematiska innehållet om mätning av volym och under det andra ekvationer. Centralt för projektet var frågan om vad det är man kan när man är kunnig (innehållsanalys) och i vilket sammanhang detta kunnande efterfrågas. För att organisera en undervisning där strävansmålen kan realiseras arbetade lärarna och forskarna tillsammans med att genomföra innehållsanalyser och konstruera sådana uppgifter som gör det möjligt för eleverna att utforska kunskapsinnehållet.
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| 8. |
- Freund-Levi, Yvonne, 1956-, et al.
(författare)
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Effects of omega-3 fatty acids on inflammatory markers in cerebrospinal fluid and plasma in Alzheimer's disease : the OmegAD study
- 2009
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Ingår i: Dementia and Geriatric Cognitive Disorders. - : S. Karger. - 1420-8008 .- 1421-9824. ; 27:5, s. 481-490
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: omega-3 fatty acids (omega-3 FAs) found in dietary fish or fish oils are anti-inflammatory agents that may influence Alzheimer's disease (AD).OBJECTIVE: To study the effects of dietary omega-3 FA supplementation on inflammatory markers in cerebrospinal fluid (CSF) and plasma from patients with mild to moderate AD.METHODS: Thirty-five patients (70.3 +/- 8.2 years) were randomized to a daily intake of 2.3 g omega-3 FAs or placebo for 6 months. The inflammatory markers interleukin (IL)-6, tumour necrosis factor-alpha and soluble interleukin-1 receptor type II (sIL-1RII) were analysed in CSF and plasma at baseline and at 6 months. The AD markers tau-protein, hyperphosphorylated tau-protein and beta-amyloid (Abeta(1-42)) were assessed in CSF. High-sensitivity C-reactive protein was assessed in plasma. A possible relation to the APOE genotype was investigated.RESULTS: There was no significant treatment effect of omega-3 FAs on inflammatory and AD biomarkers in CSF or on inflammatory markers in plasma, nor was there any relation with APOE. A significant correlation was observed at baseline between sIL-1RII and Abeta(1-42) levels in CSF.CONCLUSIONS: Treatment of AD patients with omega-3 FAs for 6 months did not influence inflammatory or biomarkers in CSF or plasma. The correlation between sIL-1RII and Abeta(1-42) may reflect the reciprocal interactions between IL-1 and Abeta peptides.
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| 9. |
- Hallström, Inger, et al.
(författare)
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Pediatrisk omvårdnad
- 2009
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Bok (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Holmegaard, Margareta, 1942, et al.
(författare)
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Diagnostiskt test av skolrelaterat ordförråd
- 2008
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Ingår i: ASLA, 2008.
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Konferensbidrag (refereegranskat)abstract
- I denna presentation fokuserar vi ordförrådet i läromedel med särskild tyngdpunkt på adjektiv. Är sådana adjektiv som förekommer frekvent i läroböcker svåra att förstå för elever i grundskolan? För vilka elever vållar orden problem? Är det någon skillnad mellan enspråkiga och flerspråkiga elever i detta avseende? För att undersöka dessa och andra liknande frågor har vi utifrån läromedelskorpusen OrdiL, som tidigare sammanställts av projektgruppen (Holmegaard, Johansson Kokkinakis, Järborg & Lindberg 2006, 2007) konstruerat ett diagnostiskt test med inriktning på adjektiv i läromedel för grundskolans senare år.
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