| 1. |
- Asadzadeh, Mohammad, 1952, et al.
(författare)
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A posteriori error estimates for a coupled wave system with a local damping
- 2011
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Ingår i: Journal of Mathematical Sciences (JMS). - 1072-3374 .- 1573-8795. ; 174:3
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Tidskriftsartikel (refereegranskat)abstract
- We study a finite element method applied to a system of coupled wave equations in a bounded smooth domain in Rd, d = 1, 2, 3, associated with a locally distributed damping function. We start with a spatially continuous finite element formulation allowing jump discontinuities in time. This approach yields, L2(L2) and L∞(L2), a posteriori error estimates in terms of weighted residuals of the system. The proof of the a posteriori error estimates is based on the strong stability estimates for the corresponding adjoint equations. Optimal convergence rates are derived upon the maximal available regularity of the exact solution and justified through numerical examples.
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| 2. |
- Asadzadeh, Mohammad, 1952, et al.
(författare)
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Convergence of Finite Volume Scheme for a Three-Dimensional Poisson Equation
- 2014
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Ingår i: Journal of Mathematical Sciences. - : Springer-Verlag New York. - 1072-3374 .- 1573-8795. ; 202:2, s. 130-153
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Tidskriftsartikel (refereegranskat)abstract
- We construct and analyze a finite volume scheme for numerical solution of a three-dimensional Poisson equation. We derive optimal convergence rates in the discrete H1 norm and sub-optimal convergence in the maximum norm, where we use the maximal available regularity of the exact solution and minimal smoothness requirement on the source term. The theoretical results are justified through implementing some canonical examples in 3D.
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| 3. |
- Enghag, Margareta, 1952-, et al.
(författare)
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Using a disciplinary discourse lens to explore how representations afford meaning making in a typical wave physics course
- 2013
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Ingår i: International Journal of Science and Mathematics Education. - Berlin : Springer Science and Business Media LLC. - 1571-0068 .- 1573-1774. ; 11:3, s. 625-650
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Tidskriftsartikel (refereegranskat)abstract
- We carried out a case study in a wave physics course at a Swedish university in order to investigate the relations between the representations used in the lessons and the experience of meaning making in interview–discussions. The grounding of these interview–discussions also included obtaining a rich description of the lesson environment in terms of the communicative approaches used and the students’ preferences for modes of representations that best enable meaning making. The background for this grounding was the first two lessons of a 5-week course on wave physics (70 students). The data collection for both the grounding and the principal research questions consisted of video recordings from the first two lessons: a student questionnaire of student preferences for representations (given before and after the course) and video-recorded interview–discussions with students (seven pairs and one on their own). The results characterize the use of communicative approaches, what modes of representation were used in the lectures, and the trend in what representations students’ preferred for meaning making, all in order to illustrate how students engage with these representations with respect to their experienced meaning making. Interesting aspects that emerged from the study are discussed in terms of how representations do not, in themselves, necessarily enable a range of meaning making; that meaning making from representations is critically related to how the representations get situated in the learning environment; and how constellations of modes of disciplinary discourse may be necessary but not always sufficient. Finally, pedagogical comments and further research possibilities are presented.
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| 4. |
- Hagquist, Curt, 1952-, et al.
(författare)
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The Psychometric Properties of the Early Development Instrument : A Rasch Analysis Based on Swedish Pilot Data
- 2014
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Ingår i: Social Indicators Research. - : Springer. - 0303-8300 .- 1573-0921. ; 117:1, s. 301-317
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Tidskriftsartikel (refereegranskat)abstract
- The Early Development Instrument (EDI) is a population measure and an indicator of children’s developmental health before entering the school system. EDI-Sweden was translated and adapted from EDI-Canada. In 2011 a pilot study was conducted, as a first step of the preparations for nationwide implementation of EDI in Sweden. The purpose of the study is to analyse the psychometric properties of EDI-Sweden. Data about 116 5-year-old children were collected at ten preschools in two municipalities. EDI consists of 104 core items in five domains: physical health and well-being, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge. Preschool teachers completed a web based questionnaire for each child. The data were analysed using the unidimensional Rasch model. With exception for the domain of physical health and well-being the Rasch analysis showed satisfying psychometric properties of EDI after removal of some misfitting items. In these four domains no items showed disordered thresholds and the reliability was good, indicated by person separation index values of 0.73 or higher. Tentative analyses of Differential Item Functioning (DIF) showed that some items didn’t work invariantly across genders, suggesting that the DIF-items should be split into gender specific items. Due to the relatively small sample size the results can’t provide definite answers but tentative indications of the psychometric properties of the EDI-Sweden. As a whole the Rasch analysis provides ground for cautious optimism for large scale assessment of EDI-Sweden enabling more thorough and finer level analysis of the instrument.
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| 5. |
- Hansson, Åse, 1952
(författare)
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Instructional responsibility in mathematics education: Modelling classroom teaching using Swedish data
- 2010
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Ingår i: Educational Studies in Mathematics. - 0013-1954 .- 1573-0816. ; 75:2, s. 171-189
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Tidskriftsartikel (refereegranskat)abstract
- There is an international trend in mathematics education of antiauthoritarianism, emphasising cooperative learning and students’ autonomous search for knowledge. In Sweden, this is framed by “students’ independent work”, characterized by only limited amounts of teacher-student and student-student interaction and communication and a low level of teacher responsibility for knowledge generation. Research investigating occurrence and effects of different dimensions of instructional responsibility and authority in classroom practise, however, often takes the very presence of instructional responsibility for granted. In this paper, an alternative model for description and analysis of instructional practise is proposed, which challenges the potential of the traditional division into teacher- versus student-centred modes of instruction. Theoretical starting-points for conceptualising and defining mathematics classroom practises focus on instructional responsibility both for knowledge generation and for how this responsibility would be expressed in instructional practise. It was also investigated how this model corresponds with data from TIMSS 2003. The empirical results supported the possibility of adopting this alternative perspective in modes of instruction.
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| 6. |
- Hansson, Åse, 1952
(författare)
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The meaning of mathematics instruction in multilingual classrooms: Analyzing the importance of responsibility for learning
- 2012
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Ingår i: Educational Studies in Mathematics. - : Springer Science and Business Media LLC. - 0013-1954 .- 1573-0816. ; 81:1, s. 103-125
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Tidskriftsartikel (refereegranskat)abstract
- In the multilingual mathematics classroom, the assignment for teachers to scaffold students by means of instruction and guidance in order to facilitate language progress and learning for all is often emphasized. In Sweden, where mathematics education is characterized by a low level of teacher responsibility for students' performance, this responsibility is in part passed on to students. However, research investigating the complexity of relations between mathematics teaching and learning in multilingual classrooms, as well as effect studies of mathematics teaching, often take the existence of teachers' responsibility for offering specific content activities for granted. This study investigates the relations between different aspects of responsibility in mathematics teaching and students' performance in the multilingual mathematics classroom. The relationship between different group compositions and how the responsibility is expressed is also investigated. Multilevel structural equation models using TIMSS 2003 data identified a substantial positive influence on mathematics achievement of teachers taking responsibility for students' learning processes by organizing and offering a learning environment where the teacher actively and openly supports the students in their mathematics learning, and where the students also are active and learn mathematics themselves. A correlation was also revealed between group composition, in terms of students' social and linguistic background, and how mathematics teaching was performed. This relationship indicates pedagogical segregation in Swedish mathematics education by teachers taking less responsibility for students' learning processes in classes with a high proportion of students born abroad or a high proportion of students with low socio-economic status.
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| 7. |
- Hoffart, Asle, 1952-, et al.
(författare)
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Do general therapy change principles represent causal relationships?
- 2014
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Ingår i: Journal of psychotherapy integration. - : American Psychological Association (APA). - 1053-0479 .- 1573-3696. ; 24:4, s. 280-283
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In his reply to our critique of the idea to integrate psychotherapies on the basis of general therapy change principles (TCPs), Goldfried (2014) maintains that these principles represent causal connections. In this comment, we argue that attributing a causal status to the TCPs involves seeing them as latent constructs, which is associated with a number of conceptual problems. A causal network analysis of observable symptoms, targets of change, and procedures, explained within a causal schema, appears to be a viable alternative. We further argue that the TCPs seem to represent something we know about humans by being human. Denial of these principles makes no sense. Thus, they lack the hallmark of empirical propositions that their denial is logically possible. Consequently, the TCPs cannot be refuted by experience.
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| 8. |
- Hoffart, Asle, 1952-, et al.
(författare)
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Psychotherapy integration through general therapy change principles : Missing the core of psychotherapy?
- 2014
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Ingår i: Journal of psychotherapy integration. - : American Psychological Association (APA). - 1053-0479 .- 1573-3696. ; 24:4, s. 263-274
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Tidskriftsartikel (refereegranskat)abstract
- It has been proposed to integrate psychotherapies on the basis of general therapy change principles (TCPs). In this theoretical study, the authors analyzed the concept of psychotherapy and evaluated the TCPs' integrative approach from the position of this concept. The authors found that the TCPs' conceptualization is largely inconsistent with the concept of psychotherapy and contains assumptions that either raise conceptual issues or do not appear to fit with clinical evidence. In contrast to what is asserted or implied in the TCPs' approach, the abstract nature of the change principles means that they do not denote causal relationships, are not empirically testable, and cannot serve as a useful guide for clinical action. Moreover, the embeddedness of therapy procedures in causal schemas makes the assumption that therapists can master a multitude of procedures from different therapies unrealistic. Also against the assumptions of the TCPs' approach, the total effect of therapy is probably not the sum of the effects of the procedures and procedures and rationales from different therapies cannot be combined. Overall, the issues of the TCPs' integrative approach seem to stem from the omission of the essential feature of psychotherapy: to operate according to causal schemas of psychological phenomena. The authors argue that a focus on differences between therapies instead of common principles may lead to important assimilative integrations.
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| 9. |
- Kuosmanen, Jari, 1952
(författare)
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Care Provision, Empowerment, and Market Forces: The Art of Establishing Legitimacy for Work integration Social Enterprices
- 2014
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Ingår i: Voluntas. - : Springer Science and Business Media LLC. - 0957-8765. ; 25, s. 248-269
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Tidskriftsartikel (refereegranskat)abstract
- Abstract Using Suchman’s taxonomy, the generation of legitimacy in relation to both external parties/stakeholders and employees by four Swedish work integration social enterprises (WISEs) was investigated. Data were collected through focus group and individual interviews. When operating in fiercely competitive markets, a pragmatic exchange legitimacy was mainly used. When selling complex products, such as investigations of work capacity, normative, and cognitive forms of legitimacy were common. As regards internal relations, normative legitimacy established though robust internal procedures was of importance. In addition, relational legitimacy when dealing with clients, funders, and employees emerged as important. The study indicates that WISEs tend to imitate profit-generating organizations in generating legitimacy. Although short-term resource-generation can be facilitated, the replication of for-profit practices can create a tension with the concurrent aim of being an innovative and empowering enterprise for people who otherwise would be excluded from the labor market.
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| 10. |
- Madden, Gary, 1952, et al.
(författare)
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Spectrum Licensing, Policy Instruments and Market Entry
- 2014
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Ingår i: Review of Industrial Organization. - : Springer Science and Business Media LLC. - 0889-938X .- 1573-7160. ; 44:3, s. 277-298
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Tidskriftsartikel (refereegranskat)abstract
- Competition policy attempts to address the potential for market failure by encouraging competition in service markets. Often, in wireless communication service markets, national regulatory authorities seek to encourage entry via the spectrum assignment process. Instruments used include the assignment mode (auction or beauty contest), setting aside licenses and providing bidding (price and quantity) credits for potential entrants, and making more licenses (spectrum blocks) available than there are incumbent firms (excess licenses). The empirical analysis assesses the effectiveness of these policy instruments on encouraging entry. The econometric results show that the probability of entry is enhanced by using auction assignments and excess licenses. Furthermore, quantity, but not price, concessions encourage entry.
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