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1.	Bergstrand, Karl-Johan, et al. (författare) Nulägesanalys trädgård 2018 Rapport (populärvet., debatt m.m.)abstract Rapporten Nulägesanalys - trädgård har genomförts inom ramen för projektgruppen Insatsstyrka trädgård. Syftet med inventeringen har varit att ge svar på vem som jobbar med trädgårdsvetenskap, vilka forskargrupper och med vilka forskningsämnen, samt identifiera framtida arbetsfält inom ämnet trädgårdsvetenskap och därmed ge uppslag för framtida utveckling av forskningsfält, utbildning och samverkan. I detta ingår att kartlägga trädgårdsvetenskaplig forskning, utbildning och samverkan vid SLU. Nulägesanalysen förväntas därmed ge en grund för fortsatt strategiskt arbete med att utveckla ämnet trädgårdsvetenskap (Horticultural Science) utifrån inventerade resurser och förutsättningar.
2.	Berg, Lars-Erik, et al. (författare) Introduktion av värmekameror i undervisningen vid Lillerudsgymnasiet 2020 Rapport (övrigt vetenskapligt/konstnärligt)abstract Vi har bedrivit en forskningscirkel med syfte att utvärdera värmekameran som visualiseringsteknik i olika ämnen på naturbruksprogrammet genom att planera, genomföra och reflektera kring lektionsupplägg, där elever har fått möjlighet att använda värmekameror med olika grad av styrning. Resultatet visar att värmekameran har många skilda tillämpningsområden inom lantbruk och djurhållning och kan användas i undervisningen som ett verktyg för elevers praktiska undersökningar av t.ex. djurs fysiologi, eller som ett mätinstrument då tillfälle ges, t.ex. för att studera juverbölder hos suggor eller temperaturökning när en skruv tar fel gäng. En utmaning i undervisningen är att finna en balans mellan öppenhet och styrning, där eleverna upplever att de har möjlighet att undersöka fenomen de själva är intresserade av, men utifrån ett etablerat, systematiskt arbetssätt. Sammanfattningsvis har vi upplevt användning av värmekameror som ett effektivt och intresseväckande sätt att konkretisera och individanpassa undervisningen på naturbruksprogrammet, vilket vi kan rekommendera andra lärare att prova.
3.	Berglund, Teresa, 1976-, et al. (författare) ESD-facilitators’ conditions and functions as sustainability change agents 2023 Konferensbidrag (refereegranskat)abstract Proposal information This study seeks to investigate the experiences of teachers working as ESD-facilitators within a whole school approach project designed to implement education for sustainable development (ESD) in their schools. The program activities included school leaders, teachers, and ESD- facilitators. During a period of three school years, five schools in a municipality in Sweden took part in order to integrate ESD in their organization and teaching practice. The ESD-facilitators took part in the design of the development process, workshop activities and content, and facilitated each school’s internal work. This study aims to identify in what ways ESD-facilitators function as sustainability change agents and how contextual factors might contribute to success or form hindrances in their work.The project was designed based on teachers’ learning and collaborative and reflexive work (Desimone, 2009). The purpose was to direct the development work of the schools towards a whole school approach (Mogren et al. 2019), meaning that ESD is fully integrated in the local curriculum. The main areas of development were to increase interdisciplinary teaching with focus on ESD as holistic pedagogical idea, and that ESD should permeate the work in all levels of the internal and external organization of the school (Sund & Lysgaard, 2013), implying that the different actors in the school and its societal context (students, teachers, school leaders and the outer society) work towards sustainability (Mogren et al., 2019). An additional aim was to integrate pluralistic approaches in the teachers’ classroom practice.The project included two project leaders, who also participated as researchers in the project. Together with the school leaders and ESD-facilitators, they took a leading role in the development of the project, which included joint seminars, and meetings between project leaders and a) school leaders (across schools), b) school leaders and facilitators (within schools), and c) facilitators (across schools). The ESD-facilitators were intended to function as a link between school leader, project leaders and the teaching staff. They were supposed to support the teacher work teams in their discussions and implementation work with transforming ESD principles into practice.A recent study by Van Poeck et al. (2017) explored different change agent roles by mapping the different ways in which change agents actively contribute to sustainability. In relation to different roles, various types of learning is being made possible. The authors identified four types of change agents that position themselves in different ways along the two axes of personal detachment vs. personal involvement, and instrumental vs. open-ended approaches (to change and learning). This study investigates the views and practices of the ESD-facilitators in relation to these two dimensions. Thus, different change agent positions may be taken.The ESD-facilitators have a middle leading role in their schools, which means that they enact leading practices from a position in between the teaching staff and the school leader (Grootenboer, Edwards-Groves & Rönnerman, 2015). There is limited research focusing on practitioners who facilitate processes of professional development (Perry & Boylan, 2018). Thus, little is known about how facilitators, and particularly those who facilitate a whole school approach to ESD, could be supported to carry out their role and tasks in an effective way, and what adequate conditions and arrangements for this might be. Taken together, this implies a gap in current knowledge about ESD implementation strategies, which this study aims to help bridging.The research questions guiding the research are twofold: in the ESD-facilitators’ descriptions of their roles, functions and practices: What kinds of sustainability change agent roles can be identified?What contextual factors are experienced as successful and/or hindering?Methodology or MethodsAfter the project ended, interviews were carried out between November 2020 and April 2021 with seven ESD-facilitators from five different schools. Two of the schools had appointed two facilitators, who either focused on different programs (in upper secondary school) or on different levels in compulsory school (primary or secondary level).The interviews followed a semi-structured approach (Bryman, 2018) and included pre-defined areas concerning the ESD-facilitators’ view on: a) the long term purposes and goals of the project, b) in what ways they viewed their role in the development work in their school, and c) their experiences of factors that were of central importance in order for them to be able to perform their task effectively. Their responses were followed up by the interviewer in a flexible manner.The analysis of data followed a multi-step process. The three parts above constitute the basis for the first step of the analysis, which was performed inductively and followed a broad approach to data driven thematic analysis (Braun & Clarke, 2006). The next step was analyzed deductively, based on the typology of sustainability change agents by Van Poeck et al. (2017). In this step, the utterances connected to the ESD-facilitators’ role in the development work, together with utterances concerning their view of long-term purposes and goals of the project, were analyzed in relation to the four different types of sustainability change agents in the typology. The analysis concerning their role focused mainly on the two dimensions identified as open-ended or instrumental, and personal detachment vs. -involvement. Utterances were identified that could be associated with a specific role description under the four ideal types of change agents. Moreover, utterances of how they viewed the purpose and goal of the ESD development work were analyzed, mainly connected to how different types of change agents may enable different forms of learning (Van Poeck et al., 2017). However, research on middle leading practices as well as research of sustainability change agents emphasizes that roles and practices should be interpreted in relation to the context they are enacted within (Grootenboer, Edwards-Groves & Rönnerman, 2015; Van Poeck et al., 2017). Therefore, the analysis also focused on identifying how different contextual factors affect and enable the roles and practices of the ESD-facilitators. Thus, the final step is to look for relationships between expressed purposes and goals, roles, and what factors are experienced as promoting and/or hindering their role and mission.Findings and conclusions The analysis indicates that teachers struggle with transforming ESD theory into teaching practice. The school culture has great impact on the readiness of teacher teams to engage in transformation of their teaching. The ESD-facilitator’ functions and practices are affected by the school culture and whether teacher teams are well functioning or not in terms of collaborative work.All the four roles in the typology (Van Poeck et al., 2017) were identified in their expressions, and different contextual factors were emphasized as either promoting or hindering their functions. Clear support and leadership from the school leader and the presence of a well-defined long term goal was important to provide direction and legitimize the ESD-facilitator role in schools where a broad anchoring of ESD among the staff was missing. Moreover, roles and processes became more open-ended in schools where there was room for collaborative work and reflexive discussions. In those schools where the culture encouraged collaborative work and shared agency, the ESD-facilitators pointed out their functions in mediating the process in terms of initiator, facilitator, mobilizer and/or awareness raiser (ibid.). When there was little space for collaborative work, or the culture was hindering it, the ESD-facilitator role and approach became more instrumental and it became harder to create agency and integrate ESD as a holistic pedagogical idea (see Mogren et al. 2019) among the community of teachers. Those facilitators emphasized their functions in terms of experts, councellors, managers, solution providers and exemplars (Ibid.).A challenge was how to transform ESD theories, which the facilitators expressed as abstract and far from everyday teaching, into concrete practice. In the school where a collaborative culture was present, a way to solve this was to start doing by daring to explore new ways of teaching, and then evaluate in a collaborative, open and reflexive mannerReferencesBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.Bryman, A. (2018). Samhällsvetenskapliga metoder.(tredje upplagan). Liber.Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199.Grootenboer, P., Edwards-Groves, C., & Rönnerman, K. (2015). Leading practice development: voices from the middle, Professional Development in Education, 41(3), 508-526, DOI: 10.1080/19415257.2014.924985Mogren, A., Gericke, N., & Scherp, H.-Å. (2019). Whole school approaches to education for sustainable development: a model that links to school improvement. Environmental Education Research, 25(4), 508-531.Perry, E., & Boylan, M. (2018). Developing the developers: supporting and researching the learning of professional development facilitators. Professional development in education, 44(2), 254-271.Sund, P., & Lysgaard, J. G. (2013). Reclaim “education” in environmental and sustainability education research. Sustainability, 5(4), 1598-1616.Van Poeck, K., Læssøe, J., & Block, T. (2017). An exploration of sustainability change agents as facilitators of nonformal learning: Mapping a moving and intertwined landscape. Ecology and Society, 22(2).
4.	Berglund, Teresa, 1976-, et al. (författare) Sustainability change agents in whole school approaches to education for sustainable development (ESD). 2023 Konferensbidrag (refereegranskat)abstract This study investigates the experiences of teachers working as ESD-facilitators in a whole school approach project designed to implement education for sustainable development (ESD). The project included ESD-facilitators, teachers, and school leaders. The ESD-facilitators took part in designing joint seminars and workshop activities, and facilitated each school’s internal work. This study aims to contribute with knowledge concerning in what ways ESD-facilitators function as change agents in development processes and how their work can be supported. Different types of sustainability change agents who position themselves differently along the two dimensions of personal detachment vs. personal involvement, and instrumental vs. open-ended approaches (to change and learning) have been identified in previous research (Van Poeck et al., 2017). This study investigates the views and practices of ESD-facilitators in relation to these two dimensions, and focuses on what sustainability change agent functions are enacted, and what contextual factors they experience as successful and/or hindering in their work. Data were collected through semi-structured interviews with seven ESD-facilitators from five schools. Focus areas were their views on: a) the long term goals of the project, b) their role in the internal development work, and c) factors of central importance for their ability to perform their task effectively. The findings indicate that roles and processes become more open-ended in schools where there is room for collaborative and reflexive work. In schools where the culture encourages shared agency, the ESD-facilitators point to their functions in mediating the process in terms of mobilizer, facilitator, initiator, and/or awareness raiser (Ibid.). When there is little room for collaborative work, or the culture impedes it, the ESD-facilitator role and approach become more instrumental and it is harder to integrate ESD and create agency. Those facilitators emphasized their functions in terms of managers, solution providers, experts, exemplars and councellors (Ibid.).
5.	Darlison, Julia, et al. (författare) Leaf mineral content govern microbial community structure in the phyllosphere of spinach (Spinacia oleracea) and rocket (Diplotaxis tenuifolia) 2019 Ingår i: Science of the Total Environment. - : Elsevier BV. - 1879-1026 .- 0048-9697. ; 675, s. 501-512 Tidskriftsartikel (refereegranskat)abstract The plant microbiome is an important factor for plant health and productivity. While the impact of nitrogen (N) availability for plant growth and development is well established, its influence on the microbial phyllosphere community structure is unknown. We hypothesize that nitrogen impacts the growth and abundance of several microorganisms on the leaf surface. The bacterial and fungal communities of baby leaf spinach (Spinacia oleracea), and rocket (Diplotaxis tenuifolia) were investigated in a field trial for two years in a commercial setting. Nitrogen fertilizer was tested in four doses (basic nitrogen, basic + suboptimal, basic + commercial, basic + excess) with six replicates in each. Culture-independent (Illumina sequencing) and culture-dependent (viable count and identification of bacterial isolates) community studies were combined with monitoring of plant physiology and site weather conditions. This study found that alpha diversity of bacterial communities decreased in response to increasing nitrogen fertilizer dose, whereas viable counts showed no differences. Correspondingly, fungal communities of the spinach phyllosphere showed a decreasing pattern, whereas the decreasing diversity of fungal communities of rocket was not significant. Plant species and effects of annual variations on microbiome structure were observed for bacterial and fungal communities on both spinach and rocket. This study provides novel insights on the impact of nitrogen fertilizer regime on a nutrient scarce habitat, the phyllosphere.
6.	Finnveden, Göran, 1961-, et al. (författare) Bedömargruppens yttrande : Universitets och högskolors arbete med att främja en hållbar utveckling. En tematisk utvärdering. 2017 Rapport (populärvet., debatt m.m.)
7.	Finnveden, Göran, et al. (författare) Evaluation of integration of sustainable development in higher education in Sweden. 2018 Konferensbidrag (övrigt vetenskapligt/konstnärligt)
8.	Finnveden, Göran, et al. (författare) Evaluation of integration of sustainable development in higher education in Sweden 2020 Ingår i: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Limited. - 1467-6370 .- 1758-6739. ; 21:4, s. 685-698 Tidskriftsartikel (refereegranskat)abstract Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes. Findings Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement. Originality/value This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
9.	Finnveden, Göran, et al. (författare) Evaluation of integration of sustainable development in higher education in Sweden. 2019 Konferensbidrag (refereegranskat)
10.	Finnveden, Göran, 1961-, et al. (författare) Sätt fart på universitetens hållbarhetsarbete. 2017 Ingår i: Curie. - 2001-3426. Tidskriftsartikel (populärvet., debatt m.m.)
11.	Forssten Seiser, Anette, 1965-, et al. (författare) Developing School Leading Guidelines : Facilitating a Whole School Approach to Education for Sustainable Development 2023 Ingår i: Symposium title: Leadership agency and functions in implementation processes towards whole school approaches to education for sustainable development in primary and secondary schools. Konferensbidrag (refereegranskat)abstract In this multidisciplinary study we have explored the function of school leading in the implementation process of education for sustainable development (ESD), employing a whole school approach (WSA). School leading and school improvement are both established research fields within leading and development; therefore, it was wise to use the knowledge that is available within these two fields on how to lead and implement improvements in school organizations. A multidisciplinary approach contributes through knowledge regarding the implementation of socially and educationally sustainable qualities. A WSA involves all parts of the school organization contributes to a comprehensive perspective by emphasizing connections between school leading, local school organizations, and ESD implementation. Finally, a practice-informed approach provides valuable insights by investigating principals’ leading and its preconditions in terms of the practice architectures enabling or constraining the realization of a WSA to ESD. Practice architectures exist in a dialectical relationship with the practices that they prefigure, in that they both constitute and are constituted by practice. Undertaking this work required an examination of what happened when ESD was implemented in local school over a period of time. In order to do this, we returned to the five schools in a municipality that had initiated an ESD project in 2016, interviewing principals in 2018 and then again in 2020. The interviews explored whether (or not) the local preconditions had developed into practice architectures that facilitated a WSA to ESD. Based on the empirical results from this study and school improvement theory, guidelines were developed that can be used to drive a WSA to ESD process forward through three different school improvement phases: initiation, implementation, and institutionalization.
12.	Forssten Seiser, Anette, 1965-, et al. (författare) Developing school leading guidelines facilitating a whole school approach to education for sustainable development 2023 Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 29:5, s. 783-805 Tidskriftsartikel (refereegranskat)abstract This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination with the concept of school improvement capacity was used as the theoretical framework in the analysis. The study showed how school leading should be about enhancing the local school’s capacity to improve. It also showed how specific practice architectures prefigured a WSA to ESD and how school leading in this context was about arranging—or orchestrating—practice architectures in ways that enabled such an approach. The issues of time and endurance were pivotal.Based on the empirical results from this study and school improvement theory, guidelines were developed that can be used to drive a WSA to ESD process forward through three different school improvement phases: initiation, implementation, and institutionalization. The limitations and suggestions for further research are also discussed.
13.	Forssten Seiser, Anette, 1965-, et al. (författare) School improvement as a Whole School Approach to Education for Sustainable Development 2024 Konferensbidrag (refereegranskat)abstract Research topicThere is a widespread understanding that schools play a pivotal role in protecting and preserving biological, social, and material resources, as education is a well-proven strategy for fostering the coming generations and empowering individuals to think and perform in wise and respectful ways. However, this requires a certain kind of education that supports shared responsibility and promotes competences in collaboration and critical and creative thinking. This approach, which in both policy and research has been denoted education for sustainable development (ESD), is a response to the need to educate students to cope with the complex challenges associated with sustainable development and future societies. This is an approach that to some degree challenges traditional schooling and calls for an education that empowers students by enhancing their action competences and their awareness of how to contribute to positive sustainable changes with the purpose of transforming society in a more sustainable direction (Forssten Seiser et al, 2022). This project took place in a mid-sized municipality in Sweden. ESD was introduced in 2016, and the school administration supported and managed the work for 3 years. The process was organized and described as professional development and as a partnership between researchers and school leaders.
14.	Gericke, Niklas, 1970-, et al. (författare) How to instituitionalize a whole school approach to ESD 2024 Ingår i: Whole school approaches to sustanibility. - : Springer. - 9783031561719 - 9783031561726 - 9783031561740 ; , s. 57-69 Bokkapitel (refereegranskat)abstract The theoretical framework and empirical examples presented in this chapter stem from school improvement research and can be used by schools that want to work practically according to a whole school approach (WSA) toward education for sustainable development (ESD) through policymakers who want to establish guidelines enabling the implementation of WSA to ESD and through researchers who want to investigate and analyze the process of institutionalizing WSA to ESD.
15.	Gradmark, Anna, 1981-, et al. (författare) Physical activity, sedentary behaviors, and estimated insulin sensitivity and secretion in pregnant and non-pregnant women 2011 Ingår i: BMC Pregnancy and Childbirth. - London : Springer Science and Business Media LLC. - 1471-2393 .- 1471-2393. ; 44:11 Tidskriftsartikel (refereegranskat)abstract Background: Overweight and obesity during pregnancy raise the risk of gestational diabetes and birth complications. Lifestyle factors like physical activity may decrease these risks through beneficial effects on glucose homeostasis. Here we examined physical activity patterns and their relationships with measures of glucose homeostasis in late pregnancy compared to non-pregnant women. Methods: Normal weight and overweight women without diabetes (N=108; aged 25-35 years) were studied; 35 were pregnant (in gestational weeks 28-32) and 73 were non-pregnant. Insulin sensitivity and beta-cell response were estimated from an oral glucose tolerance test. Physical activity was measured during 10-days of free-living using a combined heart rate sensor and accelerometer. Total (TEE), resting (REE), and physical activity (PAEE) energy expenditure were measured using doubly-labeled water and expired gas indirect calorimetry. Results: Total activity was associated with reduced first-phase insulin response in both pregnant (Regression r2=0.11; Spearman r=-0.47; p=0.007) and non-pregnant women (Regression r2=0.11; Spearman; r=-0.36; p=0.002). Relative to non-pregnant women, pregnant women were estimated to have secreted 67% more insulin and had 10% lower fasting glucose than non-pregnant women. Pregnant women spent 13% more time sedentary, 71% less time in moderate-to-vigorous intensity activity, had 44% lower objectively measured total activity,and 12% lower PAEE than non-pregnant women. Correlations did not differ significantly for any comparison between physical activity subcomponents and measures of insulin sensitivity or secretion. Conclusions: Our findings suggest that physical activity conveys similar benefits on glucose homeostasis in pregnant and non-pregnant women, despite differences in subcomponents of physical activity.
16.	Gradmark, Anna, 1981-, et al. (författare) Physical activity, sedentary behaviors, and estimated insulin sensitivity and secretion in pregnant and non-pregnant women 2011 Annan publikation (övrigt vetenskapligt/konstnärligt)abstract Aims Overweight and obesity during pregnancy raise the risk of gestational diabetes and birth complications. Lifestyle factors such as physical activity may decrease these risks through beneficial effects on systemic glucose homeostasis. Here we examined physical activity patterns and their relationships with measures of glucose homeostasis in late pregnancy compared to non-pregnant women. Methods Normal weight and overweight women without diabetes (N=108; aged 25-35 years) were studied; 35 were pregnant (in gestational weeks 28-32) and 73 were non-pregnant. An oral glucose tolerance test was conducted from which insulin sensitivity and β-cell response were estimated. Physical activity was measured during 10-days of free-living using a combined heart rate sensor and accelerometer. Total (TEE), resting (REE), and physical activity (PAEE) energy expenditure were measured using doubly-labeled water and expired gas indirect calorimetry. Results Total activity (counts/day) was associated with a reduced first-phase insulin response in both pregnant (r=-0.47; 95% CI: -0.70- to -0.15) and non-pregnant women (r=-0.36; 95% CI: -0.56- to -0.12). Pregnant women were estimated to have secreted more insulin (p=0.002) and had lower fasting glucose than non-pregnant women (p<0.0001). Measures of overall physical activity intensity were similar in both groups (p=0.547), but pregnant women spent more time sedentary (p<0.0001), less time in moderate-to-vigorous intensity activity (p<0.0001), had lower objectively measured total activity, and had lower physical activity energy expenditure (PAEE) than non-pregnant women (p=0.045). Conclusions Our findings suggest that physical activity conveys similar benefits on glucose homeostasis in pregnant and non-pregnant women, despite differences in subcomponents of physical activity.
17.	Grice, Marie, et al. (författare) Kompetenser för lärare inom utbildning förhållbar utveckling – konstruktionen av ett enkätinstrument 2018 Ingår i: Pedagogisk forskning i Sverige. - : Swedish Educational Research Association. - 1401-6788 .- 2001-3345. ; 23:3-4, s. 262-289 Tidskriftsartikel (refereegranskat)abstract Empiriska studier om lärares kompetens för undervisning inom utbildning för hållbar utveckling (UHU) är efterfrågade, men få forskningsinstrument finns tillgängliga. Studiens syfte är att ta fram ett enkätinstrument som kan beskriva lärares kompetens att implementera UHU. Ett andra syfte är att undersöka samband mellan UHU-kompetens och bakgrundsvariablerna: kön, ålder, undervisningsämne och antal år i yrket. I studien undersöks gymnasielärares (n=183) förhållningssätt till undervisning om UHU på en skola med ett uttalat UHU-arbete där förhållningssätt ses som ett uttryck för lärares UHU-kompetens. Utvecklingen av enkätinstrumentet baseras på det internationellt vedertagna OECD-ramverket DeSeCo:s (Definition and Selection of Competencies) definition av kompetensbegreppet. Explorativ faktoranalys identifierade fyra dimensioner av UHU-kompetens: didaktik, motivation, kapacitet och hinder. Inga korrelationer hittades mellan dimensionerna och bakgrundsvariablerna, vilket kan bero på en gemensam skolkultur. I framtida studier behöver instrumentets validitet för lärare som inte arbetat med UHU studeras.
18.	Hartmann, Rahel, et al. (författare) Impact of the source of organic manure on persistence of E. coli O157:H7 gfp+ in rocket (Diplotaxis tenuifolia) and Swiss chard (Beta vulgaris cicla) 2017 Ingår i: Food Control. - : Elsevier BV. - 0956-7135 .- 1873-7129. ; 81, s. 200-210 Tidskriftsartikel (refereegranskat)abstract The influence of organic nitrogen sources on the establishment of E. coil 0157:H7 and the occurrence of other potentially human pathogenic bacteria on baby leaf salads was evaluated. Greenhouse-grown rocket and Swiss chard were spray-inoculated with gfp-tagged E. coil 0157:H7 twice a week from when their first true leaves reached a length of 2 cm until three days before harvest. Analysis of nitrogen content in leaves revealed differences between treatments. Untreated plants had the lowest values, followed by plants fertilized with pig hair pellets and chicken manure. The same pattern was seen for the growth medium at the day of harvest. The applied strain showed similar establishment (measured using culture-dependent methods) irrespective of treatment, but Swiss chard hosted significantly more E. coli 0157:H7 than rocket. Differences in the risk of infection were found for the crops, with plants fertilized with pig hair pellets showing a slightly higher risk. No relationship was found for total nitrogen content in leaves and colonization with E. coli 0157:H7 gfp+. Isolating dominant Enterobacteriaceae from leaves, some strains showed conformity to bacterial species that have previously been identified to influence the establishment of E. coli 0157:H7 in the phyllosphere. In this study, no inhibitory effects were observed in vitro.Colonies showing matching characteristics for Listeria spp. and Salmonella spp. were detected up to 5.5 and 5 log CFU g(-1) fresh weight, respectively. However, presumptive Listeria spp. and Salmonella spp. could not be confirmed by sequencing of the 16S rRNA gene. (C) 2017 Elsevier Ltd. All rights reserved.
19.	Hjälmås, Kelm, 1933, et al. (författare) The overactive bladder in children: a potential future indication for tolterodine. 2001 Ingår i: BJU international. - 1464-4096. ; 87:6, s. 569-74 Tidskriftsartikel (refereegranskat)abstract OBJECTIVE: To determine the safety, efficacy and pharmacokinetics of tolterodine in children with an overactive bladder. PATIENTS AND METHODS: Thirty-three children (20 boys and 13 girls, aged 5-10 years) with an overactive bladder and symptoms of urgency, frequency and/or urge incontinence were enrolled in an open, dose-escalation study. Patients were treated with oral tolterodine 0.5 mg (n = 11), 1 mg (n = 10) or 2 mg (n = 12) twice daily for 14 days. The primary safety endpoint was the change in residual urinary volume, as determined by ultrasonography. In addition, voiding diary variables (frequency and incontinence episodes) and pharmacokinetics were evaluated. Other safety endpoints included laboratory variables, electrocardiogram recordings and reported adverse events. RESULTS: There were no safety concerns in terms of the change in residual urinary volume for any of the three dosage groups; values were comparable with baseline after 2 weeks of treatment for all three dosages. Adverse events were reported by 20 patients (six on 0.5 mg, five on 1 mg, and nine on 2 mg). Most adverse events were not considered to be drug-related; of the 13 possibly related events, 10 occurred in those taking 2 mg. Headache was the most commonly reported adverse event. No serious adverse events were reported and there were no general safety concerns. There was an improvement in voiding diary variables in all treatment groups after 2 weeks of treatment, although the efficacy was greatest in those taking 1 mg and 2 mg. Pharmacokinetic findings were consistent with dose linearity over the range 0.5-2 mg. CONCLUSION: The results support the use of 1 mg twice daily as the optimal dose of tolterodine for treating children aged 5-10 years with an overactive bladder.
20.	Karlsson, Therese, 1979, et al. (författare) Effect of the New Nordic Diet compared with usual care on glucose control in gestational diabetes mellitus: Study protocol for the randomized controlled trial intervention with new Nordic DIet in women with GestatiOnal diabetes mellitus (iNDIGO) 2022 Ingår i: Contemporary Clinical Trials. - : Elsevier BV. - 1559-2030 .- 1551-7144. ; 115 Tidskriftsartikel (refereegranskat)abstract Background: Gestational diabetes mellitus (GDM) is a pregnancy complication associated with short- and long-term health consequences for mother and child. First line treatment is diet and exercise but there is a recognized knowledge gap as to what diet treatment is optimal. A healthy Nordic diet has been associated with improved health but no studies in women with GDM exist. The New Nordic Diet (NND) is an initiative with the purpose to develop a healthy Nordic diet including foods with the potential to grow in Nordic countries; including fruit, berries, vegetables, whole-grain cereal products, nuts, fish, and rapeseed oil. The purpose of the intervention with new Nordic DIet in women with GestatiOnal diabetes mellitus (iNDIGO) is to test if the NND compared with usual care improves glucose control in women with GDM. Methods: The iNDIGO study is a randomized parallel controlled trial where 50 women with GDM will be randomized to either an NND or usual care for 14 days (30–32 weeks of gestation). Participants in the NND group will receive menus and food bags containing foods to be consumed. Primary outcome is glycemic control (time in target) measured using continuous glucose monitoring. Compliance to the dietary intervention will be tested using dietary biomarkers and adherence questionnaires. Conclusion: Diet treatment represents first line treatment in GDM but it remains unclear what type of diets are effective. iNDIGO is an efficacy study and will provide evidence as to whether a healthy Nordic diet can improve glucose control in women with GDM. Trial registration: ClinicalTrials.gov registration Number: NCT04169243. Registered 19 November 2019, https://clinicaltrials.gov/ct2/show/NCT04169243.
21.	Kleman, Isabella, et al. (författare) Simple quality prediction measurements for stored onions 2023 Ingår i: Acta Horticulturae. - 0567-7572 .- 2406-6168. ; , s. 183-186 Konferensbidrag (refereegranskat)abstract Onion (Allium cepa) is an important crop that is cultivated and consumed all over the world. It is the second most produced horticultural vegetable crop (after tomato) based on weight. In order to be available year-round in Sweden, onions must be stored for several months during the cold part of the year, when no fresh onions can be harvested. However, dormancy break resulting in early sprouting is a common quality problem during storage. Before visible sprouting, changes in the bulb chemical composition takes place, including relocation of oligosaccharides and breakdown of larger sugar molecules into smaller units that are then used as energy during the sprouting process. In this project we used a hand-held reflectometer to measure levels of mono- and disaccharides and calcium in onion bulbs that had been stored for different time periods in order to evaluate the usefulness of the method for quality control. Measured contents of glucose and calcium changed significantly during storage while sucrose content remained relatively unchanged.
22.	Lindblom, Tobias, et al. (författare) Processing of leafy vegetables matters: Damage and microbial community structure from field to bag 2021 Ingår i: Food Control. - : Elsevier BV. - 0956-7135 .- 1873-7129. ; 125 Tidskriftsartikel (refereegranskat)abstract Leafy vegetables undergo abiotic and biotic stresses, and a series of processing steps that cause mechanical injury. Breaching the epidermis alters phyllosphere structural and nutrient conditions, resulting in successional shifts in leaf microbiota and entry of human pathogens. This study examined damage during processing of baby leaves (Swiss chard, spinach) and concomitant microbial successional events. Machine-harvesting, washing, and packaging caused major phyllosphere perturbations, with increasing levels of leaf damage. Older leaves showed most damage, but plant species was influential. Diversity estimates of bacterial and fungal communities revealed shifts in microbiota post-harvest, particularly after the washing step. Relative abundance of Pseudomonadaceae and Enterobacteriaceae increased from field to bag. Bacterial species specific to different harvesting and processing steps replaced core microbiota species. While processing is unavoidable, procedures that mitigate leaf damage can enhance shelf-life and food safety.
23.	Mogren, A., et al. (författare) Children and adolescents with speech sound disorders are more likely to have orofacial dysfunction and malocclusion 2022 Ingår i: Clinical and Experimental Dental Research. - : Wiley. - 2057-4347. ; 8:5, s. 1130-1141 Tidskriftsartikel (refereegranskat)abstract Background: Children with speech sound disorders (SSD) form a heterogeneous group that differs in terms of underlying cause and severity of speech difficulties. Orofacial dysfunction and malocclusions have been reported in children with SSD. However, the association is not fully explored. Objectives: Our aims were to describe differences in orofacial function and malocclusion between a group of children and adolescents with compared to without SSD and to explore associations between those parameters among the group with SSD. Methods: A total of 105 participants were included, 61 children with SSD (6.0-16.7 years, mean age 8.5 +/- 2.8, 14 girls and 47 boys) and 44 children with typical speech development (TSD) (6.0-12.2 years, mean age 8.8 +/- 1.6, 19 girls and 25 boys). Assessments of orofacial function included an orofacial screening test and assessment of bite force, jaw stability, chewing efficiency, and intraoral sensory-motor function. Possible malocclusions were also assessed. Result: Children with SSD had both poorer orofacial function and a greater prevalence of malocclusion than children with TSD. Furthermore, children with SSD and poorer orofacial function had a greater risk of malocclusion. Conclusion: Our result suggests that children with SSD are more prone to having poorer orofacial function and malocclusion than children with TSD. This illustrates the importance of assessing coexisting orofacial characteristics in children with SSD, especially since orofacial dysfunction may be linked to an increased risk of malocclusion. This result highlights the need for a multiprofessional approach.
24.	Mogren, Anna, et al. (författare) Conceptual work on ESD from a school improvement perspective 2018 Konferensbidrag (refereegranskat)abstract Chair: Anna Mogren, PhD, Karlstad University SwedenDiscussant: Professor Arjen Wals, Wageningen University, The Netherlands & Gothenburg University,SwedenThis symposium places Education for Sustainable Development ( ESD) within the field of school improvementtheory and research. In a number of studies, the Whole school approach in ESD is suggested and referred toas the work of embedding ESD into existing school visions and action plans (Breiting, Mayer & Mogensen2005 “Quality Criteria for ESD-schools”; Hargreaves 2008; Scott 2013.) The symposium therefore focuses onhow the research field of school improvement – which investigates, how efforts to help schools becomeincreasingly effective learning environments for the full range of their students have been more or lesssuccessful – might inform and challenge ESD and the ESD the Whole school approach.If ESD is to be framed and studied from a “within perspective” as an ongoing school improvement processrather than as an add-on activity to existing organisational arrangements and educational practices, it isnecessary to discuss models of school improvement in terms of their contribution to ESD. It is also importantto identify models of school improvement that can identify drivers and barriers for ESD implementation atorganisational level as well as on teaching and learning level (see Scherp 2013; Reezigt & Creemers 2005“Comprehensive framework for effective school improvement” ; Rolff 2010 “Trias of school development”;Rolff 2002 “P.dagogische Qualit.tsmanagement (PQM)”.In school improvement theory, a school’s organisation is commonly understood as reflexive in relation tocontext and supportive to the action of all members of the school community and their cooperation.Further, research suggests there are basic mechanisms contributing to effective school improvement such asgoal setting for improvement, pressures to improve, cyclical improvement processes and autonomy (seeScheerens & Demeuse 2005). Further, the school culture ought to be build up on dialogue supported byschool leadership. By this definition of school organisation, school improvement refers to collectivelysupporting factors in the organisation, to the end that students’ possibilities for learning in relation to acomplex surrounding world are enhanced.The recognition of multiple perspectives within the school organisation, e.g. cultural, structural, political andtransformational is central in investing possible models of school improvement. The search for schoolimprovement models that can discern those perspectives that are closely linked to ESD is crucial. Suchmodels of school improvement have the potential to constitute the link between the research fields of ESDand school improvement. They could serve as a tool for further research on how the Whole school approachis constructed in formal education, which is searched for in the practical work on ESD implementation.In this symposium examples from ongoing research projects on ESD where models of school improvementare used, considered or asked for in a German, Swedish and Hungarian context are presented. Thesymposium will explore the potential of integrating, adapting and rejecting theoretical perspectives andempirical evidence from school improvement into the ESD research field through intention papers with thegoal of developing knowledge about- how selected conceptual work on the Whole school approach in ESD draw on models andperspectives from school improvement theory,- how in an empirical case study a school improvement model was used to measure the ESD Wholeschool approach,- how school improvement has informed efforts and plan for upscaling ESD implementation in Eco-Schools to a larger number of public schools.Following questions from the audience, Arjen Wals (Wageningen University, The Netherlands & GothenburgUniversity, Sweden) will draw together the discussion and to explore implications for research in ESD.
25.	Mogren, Anna, et al. (författare) Education for Sustainable Development (ESD), a matter of school organization 2014 Konferensbidrag (refereegranskat)
26.	Mogren, Anna, et al. (författare) Education for Sustainable Development, ESD implementation and transformative schoolorganization : a Swedish perspective of Whole school approach 2015 Konferensbidrag (refereegranskat)
27.	Mogren, Anna, et al. (författare) ESD, a matter of School Organization 2014 Konferensbidrag (refereegranskat)
28.	Mogren, Anna, et al. (författare) ESD implementation at the school organisation level, part 1 – investigating the quality criteria guiding school leaders’ work at recognized ESD schools 2017 Ingår i: Environmental Education Research. - : Taylor & Francis Group. - 1350-4622 .- 1469-5871. ; 23:7, s. 972-992 Tidskriftsartikel (refereegranskat)abstract Research on Education for Sustainable Development (ESD) implementation tends to focus primarily on student and teacher outcomes, and there have been few studies on leadership practices at the school organisation level that provide information on how quality in education contributes to ESD implementation. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ principals, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. Twenty-six criteria were identified and grouped into four main principal quality criteria on the basis of statistical analysis: Collaborative interaction and school development; Student centred education; Cooperation with local society; and Proactive leadership and continuity. This categorization both supports existing research on ESD quality criteria and highlights new criteria that are important but were previously unrecognized. Trends in the identified quality criteria are discussed and related to prior research in order to identify potentially fruitful school leadership and management for implementing ESD at the school organisational level. Research on Education for Sustainable Development (ESD) implementation tends to focus primarily on student and teacher outcomes, and there have been few studies on leadership practices at the school organisation level that provide information on how quality in education contributes to ESD implementation. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ principals, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. Twenty-six criteria were identified and grouped into four main principal quality criteria on the basis of statistical analysis: Collaborative interaction and school development; Student centred education; Cooperation with local society; and Proactive leadership and continuity. This categorization both supports existing research on ESD quality criteria and highlights new criteria that are important but were previously unrecognized. Trends in the identified quality criteria are discussed and related to prior research in order to identify potentially fruitful school leadership and management for implementing ESD at the school organisational level.
29.	Mogren, Anna, et al. (författare) ESD implementation at the school organisation level, part 2 – investigating the transformative perspective in school leaders’ quality strategies at ESD schools 2017 Ingår i: Environmental Education Research. - : Taylor & Francis Group. - 1350-4622 .- 1469-5871. ; 23:7, s. 993-1014 Tidskriftsartikel (refereegranskat)abstract Previous research has suggested that adopting a transformative school organisation perspective when implementing ESD may be more productive than the previously recommended transmissive perspectives, but it is not clear how transformative perspectives could be introduced. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ leaders, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. The arguments used by the leaders to justify their criteria were analysed and categorised based on their relationships with the transmissive and transformative quality strategies. Both school organisation perspectives were found to co-exist within the schools. A detailed analysis of schools where the transformative perspective was dominant revealed three distinct quality strategies, one of which was found to embody a strong focus on a transformative approach. This specific quality strategy is discussed and suggested as a way for interested schools to implement ESD in a more transformative way at the school organisation level.
30.	Mogren, Anna, et al. (författare) Failed Quality in ESD Implementation : School Leaders in Evidence Seeking of School Legitimacy to Become Whole School Organisations 2017 Konferensbidrag (refereegranskat)abstract This study seeks to investigate and understand the already established anchoring structures of quality education in schools that actively implement ESD (Laurie, Nonoyama-Tarumi, Mckeown and Hopkins 2016). The anchoring structures on leadership level are criticised for building cultures of standards and conformity (Bottery Wright and James 2012), rather than progress change and renewal in education, which is considered a way to prevent a negative societal development (Huckle and Wals 2015). Standards and conformity is found to coexist with transformative expressions of progress and change in education. In recent research the anchoring qualities are criticised as being too structural, predefined and apart from a real school context (Scott in Jucker and Reiner 2015) and referred to as counteracting a fruitful ESD implementation (Peters, Michael and Wals 2016; Lotz-Sisitka, Wals, Kronlid and McGarry 2015).The focus of this study is to outline which role the qualities that constitute structures and conformity (in this study called transmissive) play in schools, and what specific quality criteria the empirics underpin as necessary structures that anchor quality at ESD active schools? Qualities in transformative ESD implementation distinguish from qualities in transmissive ESD implementation. The gap between these two ESD implementation strategies can be described by qualities related to improve schools in transmissive ESD implementation to qualities used to develop schools in transformative ESD implementation (Hargreaves 2008). The term ESDquality criteria is a specific term used in studies that directly inquired about the qualities related to ESD settings in education (Breiting, Mayer and Mogensen 2005). The study investigates the school leaders understanding of transmissive quality criteria at ESD active schools and especially those appointed high importance in the school organisation.The authors have in earlier studies investigated ESD implementation at school organisation level with the focus of qualities that are process orientated (transformative). It was found that the school organisations most frequently based on transformative qualities in education also displayed the highest degrees of transmissive qualities (Mogren and Gericke a, b). The result of high levels of transmissive qualities in schools with a successful ESD implementation created research interest for their role. The study also intends to indicate transmissive quality criteria that seems to threatens a sound ESD implementation in that they display a vague anchoring function or hinder the transformative ESD implementation. The study will answer the questions:1, What characterizes the transmissive weighted quality criteria that ESD active schools use (as anchoring) in governing a school organisation of high quality?2, Can the realization of ESD WSA at teacher level indicate which transmissive weighted quality criteria (anchors in quality criteria) that is important for a school organisation to consider?The experience of schools with an active ESD implementation is informative and crucial in breaking new ground for ESD of a high quality (Jucker and Reiner2015). Research based on school leadership within such schools is accounted for in the study. Temporarily ´role model-schools´ are used to stand model and learn from for schools seeking information and proof on the power of a transformative ESD implementation as to redirect education to a higher quality in accordance to the local and global sustainability problems (Hargreaves 2008; Laurie, Robert, et al. 2016).The attention given to the transmissive quality criteria in this study is an attempt to find the anchoring structures that not previously has been the central interest for researchers studying ESD implementation (Schwarzin 2012). Rickinson, Hall and Reid (2016) urge the need to be more curious to which factors that do make implementation programmes to work overtime beyond the fact that they are present as a tool within educational settings.In this study two different datasets are used that relates to two levels of the same school organisations. One dataset is collected at the school leader level by interviews with principals. The other dataset is based on a questionnaire study with teachers. ESD schools from a Swedish nationwide sample are identified. This is done by investigating the schools ESD activity in national ESD award systems and national databases on ESD schools. The 10 most active ESD schools are selected and validated by interviewing local school personal and ESD stakeholders. In the first data collection semi structured interviews were conducted with the principals. The main objective for the interviews was to collect data about the way principals choose to organize their schools in relation to their perception of high quality in education. During the interviews concept maps were constructed by the researcher based on the interviewees’ statements. The concept maps hold information of which quality criteria that were highlighted by different schools, and the argumentation for those choices. The trustworthiness of the concept map is confirmed by each principal. Qualitative data in the form of concept maps are translated into quantitative data by using an assessment system in which each quality criteria were given a score depending on the emphasis given by the principal. The scores separate transmissive and transformative statements. The statements formed 26 quality criteria. In this study, we compare the ranking of single quality criteria to their ranking as transmissive weighted. We identify in that way the transmissive quality criteria that is used to anchor ESD. Excerpts by school leaders help us to interpret quantitative data. The datasets on teacher level at selected ESD schools consist of a survey about school development measuring the teacher’s opinion on quality in school development. This survey was developed and used within a larger school development project in Sweden (Scherp 2013). It is an operationalisation of a school organisation model. The model is used to understand high quality in ESD active schools in an earlier study by the Authors. This study assumes the use of the model one step further; as a tool to define ESD Whole School Approach, WSA. We define what is meant by WSA and explain how the model can be used to judge the realisation of WSA at ESD active schools. This allows an identification of transmissive qualities used in schools realising ESD.Our research contributes to an empirically based understanding on the impact of the transmissive quality criteria at school organization level in schools with an active ESD implementation. This gives new arguments and input to the design of implementation programmes on ESD that holds the ambition to scale up ESD. Universally the study also contributes to the definition on quality education related to actual policy documents on ESD realisation, Global Action Programme on ESD (UN 2014). The concept of Whole School Approach, WSA is introduced as the benchmark for high quality in education. Finally, the study is designed with an interdisciplinary approach where the ESD research field rapproach the research field of educational organisation and leadership, which contributes to a modest field of research. Our first results indicate that political support is an important transmissive weighted quality criterion that leads to ESD WSA implementation. I Hence, the sharing of ideological ideas within the school or networks to measure one owns practice and organisation against seems to be an important anchoring for ESD implementation. School organisation with a lower realization of ESD WSA search their legitimization of school organisation in evidence by external actors but seems less successful in their strategy. At time for the ECER conference we foresee that we will have even more detailed results to share.
31.	Mogren, Anna, 1973- (författare) Guiding Principles of Transformative Education for Sustainable Development in Local School Organisations : Investigating Whole School Approaches through a School Improvement Lens 2019 Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract The importance of an education that empowers students to engage with real societal problems to promote a sustainable future is widely acknowledged. However, the organisational characteristics of schools that facilitate such education for sustainable development (ESD) have received little attention. This thesis aims to fill this research gap by contributing new knowledge on ways that school organisations can implement transformative ESD, while aligning with a whole school approach.Swedish upper secondary schools actively implementing ESD were selected for the study. The research design used a mixed-method approach developed from the field of school improvement research. Methods included semi-structured interviews with school leaders and questionnaire surveys for teachers. School leaders’ and teachers’ understanding of quality in their local school organisation was studied.The thesis identifies the guiding principles that school leaders and teachers found important for promoting transformative ESD. These include four principal quality criteria that need structural support through collegial meetings to establish a holistic idea of ESD, namely collaborative interaction and school development, student-centred education, cooperation with local society, and proactive leadership and long-term perspective. With the support of the guiding principles, the whole school organisation contributes to teaching and learning practices in ESD active schools.The two main contributions are 1) identification of the school organisation that provide firm ground for local implementation of transformative ESD, and 2) that the internal school organisation is a prerequisite for school collaboration with the surrounding society, which is a main goal of ESD, according to policy and theory. In the case of the latter, a student-centred approach in organising education was found to facilitate such links between education and the community, which is a main goal of ESD, according to policy and theory. The results may provide useful recommendations for schools and ESD implementation programmes.
32.	Mogren, Anna (författare) Implementering av lärande för hållbar utveckling : En studie av rektors förståelse av kvalitet i skolans organisation 2017 Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract Student outcomes of Education for Sustainable Development (ESD) is reported to be weak and empirical studies investigating the underlying causes have been called for. School organization is pointed out as essential, which highlights the role of school leaders in realizing ESD. This study aims to identify characteristic features of ESD active school organizations, by investigating how school leaders maintain high quality in their organizations. ESD is thus studied from an internal organizational perspective. Fourteen school leaders at ten upper secondary schools, active in ESD implementation, were interviewed and qualitative data quantified. A special focus was on school leaders’ transformative statements, in response to earlier criticism that ESD implementation has been too structural. Results consist of 26 identified quality criteria. By means of cluster analysis, the quality criteria were merged into four principal quality criteria: collaborative interaction and school development, student-centred education, cooperation with local society and proactive leadership and continuity. The school leaders’ quality strategies were identified through correlation analysis of their principal quality criteria. The quality strategies reveal a difference in the schools’ internal or external focus. An analysis of the school leaders’ quality statements in relation to their quality strategy implementation indicates that ESD to a large degree is introduced from a transformative perspective. One school in the study stands out as highly transformation-oriented, and has a quality strategy combining an internal and external focus, thus making it a possible benchmark for successful ESD-implementation. The study contributes a suggestion on how a progression of ESD implementation can take place and as well as possible obstacles.
33.	Mogren, Anna, et al. (författare) Implementering av lärande för hållbar utveckling – den skolorganisatoriska nivån som ett stöd eller hinder? 2016 Konferensbidrag (refereegranskat)
34.	Mogren, Anna, 1973-, et al. (författare) Leadership Actions in Education for Sustainable Development – Establishing Leadership Agency for Permanent Accommodation in Education 2023 Konferensbidrag (refereegranskat)abstract This empirical study on leadership actions investigate Education for sustainable development (ESD) in Swedish schools. School leaders at five schools in one Swedish municipality are interviewed twice in 2018 and 2020, to evaluate effects from a longitude school improvement project focusing ESD. Actions can be seen as the school leader individual response on a direct stimuli. The school leader take action. Agency on the other hand is the gathered experience of such stimuli and the alternative possibilities at hand for a school leader to act upon (Feldman & Pentland 2003). Leadership agency in this study is defined the sense making of ESD over time by school leaders acting by experience, or what Hallenberg (2018) call expert agency, based in their own actions and related to other school leaders way of acting as a collective (Tourish 2014). The study adds knowledge to how individual leadership actions can contribute or counteract ESD implementation. Further aspects that drives and establishes ESD over time in schools; leadership agency on ESD is outlined. A review study on school leaders and education for sustainable development, ESD (Mogaji & Newton, 2020) reported the need to make school leaders more aware of ESD, as a way to empower students to handle sustainable. Research onschool leadership to raise quality in ESD active schools points out a lack of connection between inner school organizational routines that give support to ESD and the external organizational routines that connect education to the surrounding society (Mogren & Gericke, 2017), which in ESD is a guarantee of the relevance of education to the learner. Knowledge on school leadership and ESD as exemplified is based on case studies that point out important starting points for an effective ESD implementation, holistic ideas (Leo & Wickenberg 2013; Mogren, Gericke & Scherp, 2019) collegial approaches in the school organization (Gericke & Torbjörnsson, 2022) and legitimizing functions (Mogren & Gericke, 2019). This study builds on the knowledge identified at the formulation arena of ESD and take it one step further, studying the realization arena, what actually falls out in practice of ESD implementation over time, based on initial intentions. The formulation arena of a project, setting the scene is not a guarantee for successful implementation, instead schools often fail in their ambitions on ESD (Hargreaves, 2008) and certification programs on ESD with initial ambitions is not always successful (Olsson, Gericke & Chang Rundgren, 2016 ). Sense making activities is a methodological approach in school improvement and used in this study to understand practice (Weick, 2001). Sense making deals with challenges in the daily work patterns for school leaders, when ordinary frames of reference are disrupted and new understandings needs to be incorporated (Weick, Sutcliffe & Obstefeld, 2005). How school leaders make sense of ESD; couple the formulated visions to the practical outcomes of ESD is understood in this study by the framework of coupling mechanism (Liljenberg & Nordholm 2018). The framework of coupling mechanism seeks to understand more than if organizational routines on ESD are in place, but also their outcome and how they are used in practice. The coupling mechanisms is categorized according to either accommodation mechanisms leading to permanent changes of structures and routines in the organization for ESD. Mechanisms can also be assessed as assimilation, then leading to superficial changes, or decoupling mechanisms that shows no positive effects of implementation of ESD or even hinder changes in education. Research questions A, What leadership actions are identified for reaching accommodation in an ESD school improvement process?B, How is leadership agency in ESD formed and characterized in practical ESD implementation? Methods section This study is conducted within a school improvement project, studied by researchers in several different studies over time . The project was introduced to five schools in one municipality starting with a pre-study in year 2016 and followed by research until year 2021. The respondent nine school leaders from five schools all take part in the continues school improvement project on ESD. The aim of the practical improvement work for schools is to steer their processes towards an ESD whole school approach (Henderson & Tilbury, 2004) that establishes ESD in the school organization. The theoretical framework of coupling mechanisms, assessing actions as accommodative, assimilative or decoupling (Liljenberg & Nordholm 2018) link the formulation arena of ESD and the realization arena with outcomes in practice. School leaders actions on three specific organizational routines of ESD are studied over time (a holistic idea of ESD, the interdisciplinary approach of ESD and leadership legitimization of ESD). Accommodation actions are searched as they intend to transform and change pre-defined understanding of education, causing real changes that are permanent. Leadership agency on ESD is analyzed by thematization (White, 2009) of collective action by responding school leaders over time. Leadership agency towards an established ESD implementation is outlined by combining the mechanisms used by school leaders steering their actions and the identified themes of importance for the whole group in leading towards ESD. Interview data was coded, transcribed and narratives was constructed. nd characterized in practical ESD implementation?We make use of the analyzation of narratives to answer research question 1, RQ1, What leadership actions are identified for reaching accommodation in an ESD school improvement process? In the second step, thematization of narratives (from RQ1) for each mechanism of ESD (accommodation, assimilation and decoupling) are analyzed to search for characteristics of leadership agency in ESD, answering RQ2, How is leadership agency in ESD formed and characterized in practical ESD implementation? Conclusions Results on identified leadership actions for reaching accommodation of ESD confirm the importance of leadership actions to establish a guiding holistic idea on ESD in the school organization, as well as acting on communication and feed-back systems where collegial long reaching work can develop over time. Results further shows that a realization on ESD towards a permanent implementation is a pathway of distancing reliance on individual responsibilities of ESD to instead build structural support in the organization. Accommodating agency, as searched in the study consist of school leaders that involve collegial with other school leader to find moral support in decision-making as the same time as they increase their own understanding of the improvement of ESD. Five characteristic expressions for advancement in leadership agency of ESD towards a permanent implementation is identified;1, changes in the infrastructure of education to establish interdisciplinary teacher teams.2, the use of a distributed leadership approach to collaborate collegial on ESD.3, the active use of steering documents to support and legitimize ESD implementation and as a response to critical voices.4, the development of supportive and structural routines as well as continuously keeping school improvement on ESD alive.5, establishing a terminology about ESD that is used at the local school and that need specific introduction to new staff . Over all the pathway towards a permanent accommodation of ESD and the characteristic of accommodation mechanisms state that leadership agency of ESD is a question of nesting ESD to the robust foundations within education to establish structures and processes that prevents ESD implementation to fade or fail. In this study robust foundations are identified as ESD common goals in the organization, collegial work, communication, and leadership ambitions. References Feldman, M. S., & Pentland, B. T. (2003). Reconceptualizing organizational routines as source of flexibility and change. Administrative Science Quarterly, 48, 94–118. Gericke, N. & Torbjörnsson, T. (2022). Supporting local school reform toward education for sustainable development: The need for creating and continuously negotiating a shared vision and building trust, The Journal of Environmental Education, 53(4), 231-249. Hallgren, E. (2018). Clues to aesthetic engagement in process drama: Role interaction in a fictional business Doctoral dissertation, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Stockholms universitet.Hargreaves, L. G. (2008). The whole-school approach to eduation for sustainable development: From pilot projects to systemic change. Policy & Practice-A Development Education Review, (6).Henderson, K., & Tilbury, D. (2004). Whole-school approaches to sustainability: An international review of sustainable school programs. Australian Research Institute in Education for Sustainability:Australian Government Leo, U., & Wickenberg, P. (2013). Professional norms in school leadership: Change efforts in implementation of education for sustainable development. Journal of Educational Change, 14(4), 403-422. Liljenberg, M., & Nordholm, D. (2018). Organizational routines for school improvement: exploring the link between ostensive and performative aspects. International Journal of Leadership in Education, 21(6), 690-704.Mogaji, I. M., & Newton, P. (2020). School Leadership for Sustainable Development: A Scoping Review. Journal of Sustainable Development, 13(5).Mogren, A., & Gericke, N. (2017). ESD implementation at the school organization level, part 2 investigating the transformative perspective in school leaders’ quality strategies at ESD schools. Environmental Education Research, 23(7), 993-1014.Mogren, A., & Gericke, N. (2019). School le
35.	Mogren, Anna, 1973-, et al. (författare) Leadership Agency in Education for Sustainable Development 2023 Konferensbidrag (refereegranskat)abstract This is an empirical study on leadership actions that promote Education for sustainable development and facilitate teachers abilities to realize ESD in Swedish schools. A review study on school leaders and education for sustainable development, ESD (Mogaji & Newton, 2020) reported the need to make school leaders more aware of ESD as a way to empower students to handle sustainable. The aim of this study is to identify the leadership actions that enable and constrains a permanent implementation of ESD. School leaders at five schools in a Swedish municipality is interviewed twice in 2018 and 2020, to evaluate effects from a longitude school improvement project focusing ESD. A theoretical framework; coupling mechanisms (Liljenberg & Nordholm 2018), is used to study how school leaders act on three organizational routines of ESD (a holistic idea of ESD, the interdisciplinary approach of ESD and leadership legitimization of ESD) over time. Accommodation mechanisms are searched as they intend to transform and change predefined understanding of education, causing real changes that are permanent. Leadership agency on ESD is demonstrated by thematization of collective acting by the whole group of respondents over time. Leadership agency towards an established ESD implementation is outlined by combining the mechanisms used by school leaders and identified themes of importance for the whole group in leading towards ESD.
36.	Mogren, A., et al. (författare) Malocclusion in children with speech sound disorders and motor speech involvement: a cross-sectional clinical study in Swedish children 2022 Ingår i: European Archives of Paediatric Dentistry. - : Springer Science and Business Media LLC. - 1818-6300 .- 1996-9805. ; 23:4, s. 619-628 Tidskriftsartikel (refereegranskat)abstract Objectives The objectives of this study were to investigate the occurrence, types and severity of malocclusions in children with speech sound disorder (SSD) persisting after 6 years of age, and to compare these findings to a control group of children with typical speech development (TSD). Methods In total, 105 children were included: 61 with SSD and motor speech involvement (mean age 8:5 +/- 2:8 years; range 6:0-16:7 years, 14 girls and 47 boys) and 44 children with TSD (mean age 8:8 +/- 1:6; range 6:0-12:2 years, 19 girls and 25 boys). Extra-oral and intra-oral examinations were performed by an orthodontist. The severity of malocclusion was scored using the IOTN-DHC Index. Results There were differences between the SSD and TSD groups with regard to the prevalence, type, and severity of malocclusions; 61% of the children in the SSD group had a malocclusion, as compared to 29% in the TSD group. In addition, the malocclusions in the SSD group were rated as more severe. Functional posterior crossbite and habitual lateral and/or anterior shift appeared more frequently in the SSD group. Class III malocclusion, anterior open bite and scissors bite were found only in the SSD group. Conclusion Children with SSD and motor speech involvement are more likely to have a higher prevalence of and more severe malocclusions than children with TSD.
37.	Mogren, Anna, 1973- (författare) Rethinking education for sustainable development : Research, policy and practice Radhika Iyengar and Ozge Karadag Caman (Eds). BloomsburyAcademic, London, 2023, 208 pp. ISBN 978-1-3502-5612-5 (hbk), ISBN978-1-3502-5616-3 (pbk), ISBN 978-1-3502-5614-9 (eBook), ISBN 978-1-3502-5613-2 (ePDF) 2024 Ingår i: International Review of Education. - : Springer. - 0020-8566 .- 1573-0638. ; 70, s. 173-176 Recension (övrigt vetenskapligt/konstnärligt)
38.	Mogren, Anna, 1973-, et al. (författare) School leaders’ experiences of implementing education for sustainable development : Anchoring the transformative perspective 2019 Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 11:12 Tidskriftsartikel (refereegranskat)abstract In this article, we consider the problem of ensuring that Education for Sustainable Development (ESD) is firmly embedded in a school through appropriate management and planning of the school’s activities (or characteristics of the school organization). To this end, we identify the domains of school organization that would benefit from particular structures and routines in order to embed ESD. We identify these domains by thematically analyzing responses of interviewed leaders of schools employing a transformative approach to ESD. We divided the leaders into two groups, based on the extent to which their respective schools employed a transformative approach to ESD. We analyzed the differences in responses of the two groups, enabling us to identify and compare the structures that school leaders in the respective groups believe to be important. In addition to reporting the results, we discuss their implications. We focus particularly on how structures identified by leaders of highly transformative schools could contribute to long-lasting transformative implementation of ESD, and how structures identified by leaders of the other group could be used to circumvent barriers to such implementation.
39.	Mogren, Anna, 1973-, et al. (författare) The Change Agent Guide to Lead Education in Sustainable Development 2023 Ingår i: Abstrakts til papersessions. - : Aarhus Universitetsforlag. Konferensbidrag (refereegranskat)
40.	Mogren, Anna, et al. (författare) The role of school organization in ESD implementation 2015 Konferensbidrag (refereegranskat)
41.	Mogren, Anna, 1973-, et al. (författare) The work of higher education institutions to promote sustainable development 2018 Konferensbidrag (refereegranskat)abstract In March 2016, the Swedish Higher Education Authority (UKÄ) was tasked by the Swedish government to conduct an evaluation of how universities and university colleges promote sustainable development, pursuant to the provisions of the Higher Education Act (1992:1434) introduced ten years earlier, 2006. The evaluation has resulted in a unique collection of empirical material that would have been difficult for an individual researcher to collect independently. The evaluation includes an analysis, but is related to background theory not a strict scientific study. The empirical material could, however, form a basis for numerous interesting studies on, for example, the important factors for successfully working to integrate sustainable development into higher education. A comparison between nations is also possible to conduct based on the methodology of self-reporting by Higher Education institutions, HEI:s. The evaluation defined sustainable development by the Bruntland detention, that the present and future generations are ensured a healthy and good environment, financial and social welfare, and justice. The evaluation was limited to the educational area of sustainable development, education for sustainable development ESD. The purpose of the evaluation was to contribute with knowledge and a national comparison of HEIs, work with ESD, and also to present the results that have been achieved so far. The evaluation was further conducted to give support to the HEIs development work on ESD. Success factors of a positive ESD implementation due to pre-defined criteria were identified in the evaluation; the significance of management and control, building institutional support and providing support in implementation. Apart from investigated criteria, factors that showed effects on a positive ESD implementation was also identified in the evaluation. An example is that several of the large and medium-sized HEIs referred their ESD work from teaching- and engineering programmes, which is the only two programmes where sustainable development is included in the national qualitative programme targets. Central bodies with specific responsibilities for sustainable development was also appointed an important structure in translating ESD policy document to the local context and practice. An interesting finding was the link between HEIs rated high in this evaluation, to institutions with an environmental management system intended to improve the organisation’s environmental performance and contribute to national environmental goals and to the achievement of UN global goals for sustainable development. Such system takes a wider responsibility of sustainable development than education but seems influential and important in HEIs ESD work. A remaining challenge for a majority of HEIs in Sweden is the process of sustainable development in education where the ESD perspective is not only accounted for as a specific content in education but also a driving force to reach high quality education and society transformation.
42.	Mogren, Anna, et al. (författare) Whole school approaches to education for sustainable development : A model that links to school improvement 2019 Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 25:4, s. 508-531 Tidskriftsartikel (refereegranskat)abstract This study applies a model of school organisation developed by one of the authors to investigate school improvement processes leading to a whole school approach in Education for Sustainable Development (ESD) literature. The model is operationalized to a survey instrument and distributed to Swedish upper secondary teachers. The instrument provides empirical indications of teachers’ perceptions of their schools in terms of four major dimensions of an ESD whole school approach, the importance assigned to a holistic vision, routines and structures, professional knowledge creation, and practical pedagogical work. The aims of the study are to compare the teachers’ perception of their school organisation. We compare perceptions of teachers working in schools actively implementing ESD and teachers in comparable reference schools. Comparisons are also made between teachers from schools applying different strategies and quality approaches in implementing ESD. The results indicate that, relative to teachers in ordinary schools, those in ESD schools perceive their school organisations to have higher quality and coherence, with greater potential to support teaching and pedagogical work in practice. However, there is substantial variation in perceptions of teachers from different ESD schools. The model’s robustness is validated by coherence of earlier results in the same schools.
43.	Mogren, Ingrid, et al. (författare) Low back pain and pelvic pain during pregnancy : prevalence and risk factors. 2005 Ingår i: Spine. - 1528-1159. ; 30:8, s. 983-91 Tidskriftsartikel (refereegranskat)
44.	Mogren, Ingrid, et al. (författare) Trust and ambivalence in midwives' views towards women developing pelvic pain during pregnancy: a qualitative study. 2010 Ingår i: BMC public health. - : Springer Science and Business Media LLC. - 1471-2458. ; 10 Tidskriftsartikel (refereegranskat)abstract ABSTRACT: BACKGROUND: The Swedish midwife plays a significant role in the antenatal care (ANC) system, and a majority of pregnant women are satisfied with their ANC. Pelvic pain during pregnancy (PP) is prevalent. The study investigated the views, perceptions and attitudes of midwives currently working in ANC regarding PP during pregnancy. METHODS: The informants were ten midwives between the ages of 35 to 64 years, with a combined experience of 250 years of midwifery. In-depth interviews (n = 4) and one focus group discussion (n = 6) were conducted. The data were interpreted using a qualitative content analysis design. RESULTS: PP was considered a common, clinical problem that had most likely increased in prevalence in recent decades and could feature prominently in a woman's experience of pregnancy. The informants had developed a strategy for supporting pregnant women affected by PP. The pregnant woman's fear of not being believed concerning her symptoms and the risk of being regarded as a malingerer were acknowledged. Mistrust between a midwife and a woman might occur when the patient's symptoms were vague and ill defined. PP was not considered as something that complicated delivery, and women experiencing it were advised to await 'the natural course of the pregnancy'. CONCLUSIONS: PP was considered a common, clinical problem and the informants had developed a strategy for supporting pregnant women affected by PP. However, the woman's fear of not being believed concerning her symptoms of PP was acknowledged and mistrust might occur between a midwife and a woman if vague symptoms were reported.
45.	Mogren, Lars, et al. (författare) Framtidens utmaningar för svenska lökproducenter 2015 Ingår i: LTV-fakultetens faktablad. Annan publikation (populärvet., debatt m.m.)abstract Förstudiens huvudsakliga slutsats är att de svenska lökodlarna efterlyser mer erfarenhetsutbyte och bättre samordning mellan universitet, rådgivare, myndigheter och odlare. För framtiden är det extra viktigt att säkerställa en god lönsamhet för svensk lökodling så den unga generationen vågar satsa. Det finns inte någon stor efterfrågan bland svenska lökproducenter att det ska utvecklas ytterligare dokumentationsverktyg och manualer för kvalitetsutvärdering.
46.	Mogren, Lars, et al. (författare) The hurdle approach-A holistic concept for controlling food safety risks associated with pathogenic bacterial contamination of leafy green vegetables. A review 2018 Ingår i: Frontiers in Microbiology. - : Frontiers Media SA. - 1664-302X. ; 9:AUG Forskningsöversikt (refereegranskat)abstract Consumers appreciate leafy green vegetables such as baby leaves for their convenience and wholesomeness and for adding a variety of tastes and colors to their plate. In Western cuisine, leafy green vegetables are usually eaten fresh and raw, with no step in the long chain from seed to consumption where potentially harmful microorganisms could be completely eliminated, e.g., through heating. A concerning trend in recent years is disease outbreaks caused by various leafy vegetable crops and one of the most important foodborne pathogens in this context is Shiga toxin-producing Escherichia coli (STEC). Other pathogens such as Salmonella, Shigella, Yersinia enterocolitica and Listeria monocytogenes should also be considered in disease risk analysis, as they have been implicated in outbreaks associated with leafy greens. These pathogens may enter the horticultural value network during primary production in field or greenhouse via irrigation, at harvest, during processing and distribution or in the home kitchen/restaurant. The hurdle approach involves combining several mitigating approaches, each of which is insufficient on its own, to control or even eliminate pathogens in food products. Since the food chain system for leafy green vegetables contains no absolute kill step for pathogens, use of hurdles at critical points could enable control of pathogens that pose a human health risk. Hurdles should be combined so as to decrease the risk due to pathogenic microbes and also to improve microbial stability, shelf-life, nutritional properties and sensory quality of leafy vegetables. The hurdle toolbox includes different options, such as physical, physiochemical and microbial hurdles. The goal for leafy green vegetables is multi-target preservation through intelligently applied hurdles. This review describes hurdles that could be used for leafy green vegetables and their biological basis, and identifies prospective hurdles that need attention in future research.
47.	Persson, Margareta, 1958-, et al. (författare) "Dealing with ambiguity" - the role of obstetricians in gestational diabetes mellitus. 2012 Ingår i: Acta obstetricia et gynecologica Scandinavica. - : Wiley. - 1600-0412 .- 0001-6349. ; 91:4, s. 439-46 Tidskriftsartikel (refereegranskat)abstract Objective. Gestational diabetes mellitus is a pregnancy-related complication; hence obstetricians counsel and manage the maternal health care for these women. This study describes obstetricians' experiences of management of pregnant women with gestational diabetes mellitus. Design. Interview study. Setting. Hospital-based specialist maternal health care clinics in Sweden. Population. A consecutive purposive national sample of seventeen obstetricians providing maternal health care to pregnant women diagnosed with gestational diabetes mellitus. Methods. Interviews were recorded and transcribed. The data were analyzed using qualitative content analysis. Result. The overall theme describing the experiences of the obstetricians was labeled 'Dealing with ambiguity'. This ambiguity permeated all aspects of working as an obstetrician within the maternal health care; the role of the obstetrician, the context of organization, the multifaceted maternal and fetal interests to balance, and lack of consensus, recommendations and evidence-based knowledge. Conclusions. The study revealed the ambiguous situation experienced and managed by obstetricians providing maternal health care to pregnant women diagnosed with gestational diabetes mellitus. This indicates a need for national guidelines and standardized maternal health care services regarding gestational diabetes mellitus to fulfill the intentions of the health care system. Such recommendations may be beneficial and supportive for the health care professionals as well as for the mother-to-be and her fetus.
48.	Persson, Margareta, 1958-, et al. (författare) 'From stun to gradual balance' : women's experiences of living with gestational diabetes mellitus 2010 Ingår i: Scandinavian Journal of Caring Sciences. - : Wiley-Blackwell. - 0283-9318 .- 1471-6712. ; 24:3, s. 454-462 Tidskriftsartikel (refereegranskat)abstract Background and aim: In most parts of the western world, screening routines for gestational diabetes mellitus (GDM) are implemented, however, knowledge of the impact GDM has on the experience of pregnancy and life situation is sparse. The aim of this study was to describe pregnant women's experiences of acquiring and living with GDM during pregnancy. Method: A Grounded Theory approach was used. Ten pregnant women diagnosed with GDM in current pregnancy were interviewed. Data collection was performed in the north of Sweden over two periods; a first set of interviews in 1998-2000 and additional interviews in 2006 to further explore the experience and reach saturation. Findings: 'From stun to gradual balance' emerged as the core category, encompassing of the categories 'Struck by lightning', 'Having a personal responsibility', 'Being under surveillance', 'Struggling for protection', 'Feeling socially apart', 'Being sufficiently supported', 'Changing the self-image', 'Adapting to a new situation' and 'Waiting for the 'Moment of truth''. Our findings indicated that the diagnosis of GDM initiated a number of challenges and demands for the pregnant women. Further, being diagnosed with GDM was not only perceived as a medical complication threatening the pregnancy, moreover as an indicator of a future diabetes mellitus. Conclusion: The experience of being diagnosed with and living with GDM during pregnancy may be understood as a process 'from stun to gradual balance'. The experience comprises positive and negative dimensions. Despite the challenges, the inconveniences and the changes involved, gradually adapting to a lifestyle and balancing the every day life is the prize most of these women are willing to pay in order to secure optimal maternal and foetal health. Knowledge of the experiences of women diagnosed with GDM may enable midwives to provide increased support as well as provide information and preventive measures in order to delay future diabetes mellitus.
49.	Persson, Margareta, 1958- (författare) Gestational diabetes mellitus : experiences of pregnant women, midwives, and obstetricians and the performance of screening 2009 Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract In Sweden, there is currently no consensus addressing the screening, diagnostics and treatment of gestational diabetes mellitus (GDM). In addition, there is little knowledge on the impact of GDM on the daily life of pregnant women and the experiences of health care professionals providing maternal health care to women with GDM. Using different perspectives, this thesis examines the experiences of GDM and the performance of screening for GDM in a regional context in Sweden. The studies used qualitative and quantitative methods. In the qualitative studies, grounded theory was applied in two studies and qualitative content analysis in one study. In the quantitative study, a combination of questionnaire data and data from medical records of pregnancy and birth were processed. Surprisingly, screening for GDM was reduced despite local clinical guidelines stipulating the risk factors indicating an OGTT. Furthermore, the prevalence of the risk factors for GDM in the population investigated was almost doubled compared to previous Swedish studies. Pregnant women developing risk factors for GDM during pregnancy were found to be at substantially increased risk of giving birth to an infant with macrosomia. The experiences of pregnant women with GDM revealed that being diagnosed with and living with GDM during pregnancy might be understood as a process ‘from stun to gradual balance’. The experience comprised both negative and positive dimensions. Despite the challenges, the inconveniences and the changes involved, gradually adapting to an altered lifestyle and finding their balance in daily life was ‘the prize’ the women ‘were willing to pay’ to secure optimal maternal and foetal health. The experiences of midwives comprised managing conflicting demands providing antenatal care to pregnant women diagnosed with GDM. Most midwives felt the obligation to control and monitor the complicated pregnancy, to initiate and motivate the recommended changes in life style together with providing an empowering and caring relation with the women. These assignments disclosed complex conflicting situations and the midwives appeared to choose strategy for managing the situation depending on their perception of the circumstances. The experiences of the obstetricians were understood as ‘dealing with ambiguity’. The ambiguity permeated all aspects of working as an obstetrician within the maternal health care counselling women with GDM: the role of the obstetrician, the context of the organization, balancing the multifaceted interests of the maternal and foetal conditions and the lack of consensus, recommendations and evidence-based knowledge. The studies revealed the complexity of the situation for the affected pregnant women as well as for the health care professionals providing antenatal care to women diagnosed with GDM. Furthermore, the performance of screening of GDM in pregnant women with risk factors for GDM was insufficient in the investigated region. The findings in this thesis may be useful to increase knowledge of the experiences of pregnant women living with or managing GDM. The findings may also be useful when planning for improvements of maternal health care directed to pregnant women diagnosed with GDM during pregnancy.
50.	Persson, Margareta, et al. (författare) Lifestyle and health status in a sample of Swedish women four years after pregnancy: a comparison of women with a history of normal pregnancy and women with a history of gestational diabetes mellitus 2015 Ingår i: Bmc Pregnancy and Childbirth. - : Springer Science and Business Media LLC. - 1471-2393. ; 15 Tidskriftsartikel (refereegranskat)abstract Background: Despite the recommendations to continue the regime of healthy food and physical activity (PA) postpartum for women with previous gestational diabetes mellitus (GDM), the scientific evidence reveals that these recommendations may not be complied to. This study compared lifestyle and health status in women whose pregnancy was complicated by GDM with women who had a normal pregnancy and delivery. Methods: The inclusion criteria were women with GDM (ICD-10: O24.4 A and O24.4B) and women with uncomplicated pregnancy and delivery in 2005 (ICD-10: O80.0). A random sample of women fulfilling the criteria (n = 882) were identified from the Swedish Medical Birth Register. A questionnaire was sent by mail to eligible women approximately four years after the pregnancy. A total of 444 women (50.8%) agreed to participate, 111 diagnosed with GDM in their pregnancy and 333 with normal pregnancy/ delivery. Results: Women with previous GDM were significantly older, reported higher body weight and less PA before the index pregnancy. No major differences between the groups were noticed regarding lifestyle at the follow-up. Overall, few participants fulfilled the national recommendations of PA and diet. At the follow-up, 19 participants had developed diabetes, all with previous GDM. Women with previous GDM reported significantly poorer self-rated health (SRH), higher level of sick-leave and more often using medication on regular basis. However, a history of GDM or having overt diabetes mellitus showed no association with poorer SRH in the multivariate analysis. Irregular eating habits, no regular PA, overweight/obesity, and regular use of medication were associated with poorer SRH in all participants. Conclusions: Suboptimal levels of PA, and fruit and vegetable consumption were found in a sample of women with a history of GDM as well as for women with normal pregnancy approximately four years after index pregnancy. Women with previous GDM seem to increase their PA after childbirth, but still they perform their PA at lower intensity than women with a history of normal pregnancy. Having GDM at index pregnancy or being diagnosed with overt diabetes mellitus at follow-up did not demonstrate associations with poorer SRH four years after delivery.

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