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- Manninen, Satu, et al.
(författare)
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Avoiding procrastination and the planning fallacy : Implementing study-plans as a strategy to increase student achievement
- 2015
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Ingår i: Proceedings från Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2014.
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Konferensbidrag (refereegranskat)abstract
- Within a course in academic writing, first-term students of English currently construct individualized study-plans detailing both what they should do during the term and when they should do it. Students calculate the average workload for all their courses, and include in their study-plans all the hours they should spend both in and outside the classroom on each course, totalling in 40-hour working weeks. Students also regularly evaluate their progress and revise their study-plans in peer groups. The reason why study-plans were introduced was the realization that many first-term students lack effective time-management skills and have difficulties comprehending what full-time study means. In courses where later work must build on work done at an earlier stage, the ability to plan for time is essential; the tendency among students to continuously underestimate the time each task would take created serious problems. Research shows that poor time-management skills, procrastinatory behaviour and the planning fallacy (Kahneman & Tversky, 1979) result in lower academic performance, higher dropout rates and stress (Brownshow & Reasinger, 2000; Sigall & Kruglanski, 2000). It is therefore important that such problems be addressed early. Instead of assuming that first-term students already know how to manage their time, these skills should be actively taught to them. That, in turn, can help avoid problems that affect courses with little classroom teaching and where students need to work independently and respect several deadlines. The results of our experiment with study-plans are promising: students report that they have gained a better insight into how they spend their time, in what areas they procrastinate, and how discussing their study-plans can be helpful. We also discuss how teaching students basic time-management and other skills can lead to more in-depth learning: students who can plan their studies are more focussed on course content, can foresee upcoming difficulties and know how to handle them.
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| 4. |
- Santesson, Sara, et al.
(författare)
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Studenters skrivande : Brister, förväntningar, ansvar
- 2018
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Ingår i: Om samverkan, mångfald och mellanmänskliga möten : Proceedings från Lunds universitets pedagogiska utvecklingskonferens 2017 - Proceedings från Lunds universitets pedagogiska utvecklingskonferens 2017. - 9789188473974 ; , s. 121-127
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Konferensbidrag (refereegranskat)
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| 5. |
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| 6. |
- Wadsö-Lecaros, Cecilia
(författare)
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A “noble battle against darkness, sin, and depravity” : The role of translation in nineteenth-century transnational transfer of philanthropic ideas
- 2019
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Ingår i: Moderna Språk. - 2000-3560. ; 113:1, s. 107-128
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Tidskriftsartikel (refereegranskat)abstract
- Nineteenth-century British philanthropic ideas were implemented in Sweden through the agency of translation. The present investigation of translation as a form of nineteenth-century social-reform activism takes the form of a case study of the Swedish translation of two texts by British social purity campaigner Ellice Hopkins (1836–1904). The purpose of the investigation is to explore how particular ideas and intentions, which had originally been presented within a British context, were adapted in translation in order to provide templates on which to model action in Sweden.
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| 7. |
- Wadsö-Lecaros, Cecilia, et al.
(författare)
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Anna Sofia Moll, 1823-1897
- 2015
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Ingår i: Svenskt översättarlexikon.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
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| 9. |
- Wadsö-Lecaros, Cecilia
(författare)
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Translating ‘unprejudiced, bright and philanthropic views’ : Henry Brougham and Anglo-Swedish exchanges in the early nineteenth century
- 2018
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Ingår i: Romantik: Journal for the Study of Romanticisms. - : Vandenhoeck & Ruprecht GmbH & Co, KG. - 2245-599X. ; 7:1, s. 73-96
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Tidskriftsartikel (refereegranskat)abstract
- During the Romantic period, translation played a key role in the mediation of reform ideas from Britain to the Nordic countries, and many translators of texts aiming at social reform wished to instigate change in their home countries. This article focuses on how Henry Brougham’s programme for popular education, as presented in Practical Observations upon the Education of the People (1825), was made available to Swedish readers in a translation by Frans Anton Ewerlöf, in 1832. The translation process and the representation of Brougham in Sweden in the 1820s and 1830s are discussed. Ewerlöf read and decided to translate Brougham’s text in 1827, and a few years later he travelled to Britain to observe how Brougham’s ideas had been put into practice. As a result, the Swedish translation combines travel writing with Ewerlöf’s own reflections on Brougham’s text, offering a foreigner’s assessment of what had transpired in Britain after Brougham wrote his book.
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