| 1. |
- Svane, Torben Ernst, 1953-, et al.
(författare)
-
Establishing international co-operation in edutainment software design : Some experiences
- 2002
-
Ingår i: Frontiers in Education Conference, Conference Proceedings. - New York : IEEE. - 1539-4565. ; 3, s. 5-10
-
Tidskriftsartikel (refereegranskat)abstract
- This paper addresses two topics that are viewed important to the future of most institutions of higher learning. One is an increased international focus, for extended student enrolment and also for facilitating international experiences to already enrolled students. The second deals with establishing international partnerships, which not only will provide a receiver of exchange students but will also, as in the case presented, provide a partner for educational joint ventures, resulting in the establishment of innovative, new and student-attractive degree programmes. The example given presents curriculum design and work leading to the establishing of an undergraduate degree in edutainment software design at a Swedish and a British university, and an extended outlook, to also incorporate other overseas partners over time, initially from the U.S.A., Australia and New Zealand.
|
|
| 2. |
- Landström, Inger, 1954-
(författare)
-
Mellan samtid och tradition : folkhögskolans identitet i kursutbudets yrkesinriktning
- 2004
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis the vocational orientation of the courses offered - as an expression of the folk high school's self-identity- is analysed. The point of departure was that what the folk high school do, is a way to show what it wants to be and, therefore, reflects what it is. Focus is on how the folk high school meets with contemporary tasks and demands in different areas of society. The research objects are, the folk high school as type of school (a total of 147 schools) and a sample of ten individual schools with different ownership. The study is about what the offered courses reveal about the folk high school's reflections and conclusions as regards its future activities in relation to its history and contemporary society.The theoretical framework of the thesis is built on the sociologist Anthony Giddens 'Theory of Structuration' and the concepts of structure and agency. Reflections about the surrounding world and the contributions the schools' want to make in society is assumed to result in a more or less conscious strategy for the future, the folk high school's course politics as it is expressed in action. The identity has been interpreted in vocational roles as they appear in course contents. The word 'vocation' is used in almost the same sense as Giddens defines 'work'.Self-identity was analysed from three different kinds of texts and with one question for each. In the first perspective focus is on official investigations and political decisions, in the period 1970-2000. What role in society is imposed upon the folk high school in contemporary educational policies? In the second perspective all courses offered at all folk high schools in 1972 and 2000 are studied, in order to present a picture of the overall pattern of vocational orientation. In the third perspective the course politics of the ten selected folk high schools are investigated, from the start of the respective schools, and in relation to what each school thinks it 'is'- with different owners and in its particular geographical situation.One overriding conclusion is that the characteristics that make the identity of the folk high school seem unclear and paradoxical are the very same that constitute the self-identity of the folk high school as being complex and multifaceted. The self-identity seems paradoxical when the vocational orientation presents itself as both preserving traditions and answering to today's needs. In other words, the school 'does what it has always done' (is conservative) and at the same time 'captures new needs and tasks' (is flexible).The folk high school's role and uniqueness in what they actually do can be understood as what I have called 'contemporaneous civic functionaries'. Their profiles emerge when flexibility is based on history. I want to designate 'existential rationality' to the motivating mechanism that seems to at the same time force changes and lean on own experiences. Expressing contemporary self-identity is grounded in the individual tradition as motivationbased values, cultural and geographic conditions.
|
|
| 3. |
- Larsson, Berit, 1944
(författare)
-
Värna den "politiska människan"!
- 2000
-
Ingår i: På kant med Europa? Om demokrati og nordisk folkeoplysning. Red. Buur hansen, Ove Korsgaard, Bosse Bergstedt. - København : København: Foreningen for folkkehøjskoler published. - 8789412583
-
Bokkapitel (refereegranskat)
|
|
| 4. |
- Olson, Maria, 1969-
(författare)
-
Textanalys - ett sätt att bygga ett innehållsligt fält för Homo Democraticus?
- 2001
-
Ingår i: Samhällets diskurser [Discourses of Society], 2001.
-
Konferensbidrag (refereegranskat)abstract
- Aiming to study societal discourses, we need adequate methodological tools. That is analytical ways of seeing and doing in order to clarify the task of scientific interest. One way of doing this is to study the field of education, more precisely, national schools´ assignments to bring up democratic citizens. In this paper I suggest some methodological ways of seeing and doing, in order to bring about such studies.
|
|
| 5. |
- Selghed, Bengt, 1945-
(författare)
-
Ännu icke godkänt : lärares sätt att erfara betygssystemet och dess tillämpning i yrkesutövningen
- 2004
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports results from a study that focuses on how teachers experience the criterion-referenced grading system and how they say they use it in their professional work. The empirical study was carried out as semi-structured audiotaped interviews with thirty qualified teachers, in the subjects English, Maths and Swedish. The outcome of the qualitative analysis consists of four parts. In the first, the theme analysed was teachers' ways of experiencing the grading system as a phenomenon. This theme has an phenomenographic approach. The results are described in four hierarchically arranged categories. In the second theme, teachers' ways of using the grading system in their professional work was examined. Six situations were identified. In the third theme, teachers' experience of what aspects they discern in the student's grade, was in focus. Even here six categories were established. Finally, four different examples of attitudes towards the grading system and the grading process are presented as a fictional composite. The results show that the new criterion-referenced grading system in secondary schools in Sweden seems to funciton unsatisfactorily. Teachers seem not to have grasped the assumptions underlying the grading system. The change from grading based on quantitative aspects of knowledge to qualitative ones, was evidently too big a step. Instead teachers' assessment and grading follow ingrained habits.
|
|
| 6. |
- Selghed, Bengt
(författare)
-
Ännu icke godkänt. Lärares sätt att erfara betygssystemet och dess tillämpning i yrkesutövningen.
- 2004
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports results from a study that focuses on how teachers experience the criterion-referenced grading system and how they say they use it in their professional work. The empirical study was carried out as semi-structured audiotaped interviews with thirty qualified teachers, in the subjects English, Maths and Swedish. The outcome of the qualitative analysis consists of four parts. In the first, the theme analysed was teachers' ways of experiencing the grading system as a phenomenon. This theme has an phenomenographic approach. The results are described in four hierarchically arranged categories. In the second theme, teachers' ways of using the grading system in their professional work was examined. Six situations were identified. In the third theme, teachers' experience of what aspects they discern in the student's grade, was in focus. Even here six categories were established. Finally, four different examples of attitudes towards the grading system and the grading process are presented as a fictional composite. The results show that the new criterion-referenced grading system in secondary schools in Sweden seems to funciton unsatisfactorily. Teachers seem not to have grasped the assumptions underlying the grading system. The change from grading based on quantitative aspects of knowledge to qualitative ones, was evidently too big a step. Instead teachers' assessment and grading follow ingrained habits.
|
|
| 7. |
- Aili, Carola, 1963-
(författare)
-
Korstrycken formar skolvardagen
- 2004
-
Ingår i: Pedagogiska Magasinet. - 1401-3320. ; :1, s. 92-
-
Recension (populärvet., debatt m.m.)
|
|
| 8. |
|
|
| 9. |
- Aili, Carola, 1963-, et al.
(författare)
-
Mentorskap : att organisera skolans möte med nya lärare
- 2003
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Författarna tar i denna bok ställning för lärarkårens möjligheter att vara expert på det egna arbetsområdet. De menar att ett mentorsystem inte bara är ett stöd för nyanställda utan också kan bidra till enskilda skolors utveckling. Bra mentorsystem kan bidra till att nyanställda anpassar sig till goda traditioner och arbetssätt men också till att lärarkollegiet anpassar sig till ny bra kunskap som nyanställda har med sig. Författarna utgår från att såväl anpassning och stabilitet som utveckling och förändring behövs i skolan. Boken tar avstamp i frågor som rör lärarkårens professionalisering. Att bygga upp ett mer genomgripande system för mottagande av nyanställda innebär att många av skolans anställda blir delaktiga i principiella diskussioner kring lärararbete och skolorganisation. Detta kan bidra till kunskapsutvecklingen inom hela kåren och en färdighet i att behandla kvalitets- och utvecklingsfrågor. Stort utrymme ges åt att beskriva lärararbetets karaktär och den nyanställdes situation. Författarna har själva arbetat med mentorsutbildning och mentorsystem och försökt göra detta med teoretisk medvetenhet. Utifrån dessa erfarenheter ges läsaren verktyg från interaktionistisk socialpsykologi och handlingsteori för att kunna handskas med lärararbete och mentorsystem. Rent praktiska frågor behandlas också i boken, t.ex. kommunikation i handledningssituationen, grupprocesser när nya medarbetare tillkommer, mentorsutbildning, mentorsbank, mentorshandledning och upplägg av introduktionsprogram. Boken är avsedd för lärare med uppdrag att vara mentorer, för nyanställda lärare samt för utvecklingsansvariga som arbetar med att bygga upp mentorsystem eller bedriver annat utvecklingsarbete. Boken är också tänkt att användas som kurslitteratur i utbildningar av mentorer.
|
|
| 10. |
|
|
