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- Henningsson-Yousif, Anna
(författare)
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Skolperspektiv : Utveckling av verktyg för analys av politikers, lärares och elevers resonemang om skolan
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The major objective has been to create tools for analyzing the reasoning regarding the school the different actors involved - pupils, teachers, school and politicians show. A subordinate aim was to explore relevance in this connection of eight studies carried out by the author 1979 – 1999 concerning three basic areas: the pedagogical processes at the school level, at the teacher education level and at the level of school change. I conclude that a recurring question is that of the relevance and the sense of meaningfulness experienced by those involved in different educational processes. In one of the eight empirical studies, termed the compulsory-school teacher study (1997), an approach to analyzing what teacher trainees find relevant in their work in schools is presented, involving two basic concepts, those of the event space and the relational space. In considering these concepts in terms of Alfred Schutz' theory of the lifeworld, I rename the relational space the space of contemporaries. A new study is also reported in this thesis – Teachers and schoolpoliticians in the pedagogical process of school change, the LoP-study. In considering the earlier eight studies in conjunction with the LoP-study, I find the studies to have dealt with personal processes and societal processes as well as pedagogical processes in how the parties involved reason in talking about the school. Three different aspects of the processes are distinguished: meta-aspects, connected with the aims a given process has; core aspects, connected with what one concretely does; and approach aspects, pertaining to how the persons involved relate to each other and to the process. In analyzing the LoP- interviews carried out with use of the tools developed – enabling different processes and aspects of these to be analyzed – I find marked individual differences in the patterns of different aspects of the processes involved. The width of the event space and of the space of contemporaries on the part both of the teachers and of the politicians were found to vary considerably. A conclusion drawn is that further development of the tools created would be worthwhile. It also seems possible to apply these tools to other areas, such as those of the scientific community with its research processes and of the political community with its steering processes.
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| 2. |
- Ivarsson, Pia-Maria, 1957-
(författare)
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Barns gemenskap i förskolan
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study is about children’s communities. It is also about children’s everyday interaction in a pre-school setting and how they utilise interactional and institutional resources to construct peer communities and to group themselves within them. The peer communities discussed in this study are embedded in an institutional context, namely the pre-school setting.To capture this phenomenon an ethnographic approach was used. Included in the benefits of choosing this approach are the opportunities to study everyday practices and children’s activities in a pre-school setting. Participant observations, child interviews and video recordings were used when the data were subsequently constructed and analysed.One feature underlying the pre-school setting as a social context is the organisation of time and space. Time and space structure children’s activities and their material and immaterial resources and social relations. This is shown in an example related to a little boy’s (Mattias) story of everyday practices in pre-school. Another illustrative example of how time and space form the structure for routines and social relations is when the children play a game called ‘the ting-a-ling train’. Still another example of an interesting finding was discovered when the children swung together in the pre-school playground.The preschool conditions allow children to construct their own strategies to gain access to the interactive space, where their negotiations and the organisation of time and space are of vital importance. Another important finding is that activity and talk about activity are functions that are inter-related and that children use as interactional resources.When the children become members of a pre-school group they are at the same time constructed as pre-schoolers. They are ‘doing-being’ pre-schoolers and at a same time constructing the everyday practice called pre-school. Interaction and social context are entwined, which means that a study of children’s peer communities in a pre-school setting offers valuable knowledge about the world of children and about the pre-school as a social context.
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| 3. |
- Nihlfors, Elisabet, 1952-
(författare)
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Skolchefen i skolans styrning och ledning
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis addresses the problem of how it is possible to understand the governing system for the school sector by studying how the relationship between the government and municipalities comes to the fore in the position held by the directors of education, who are the administrative directors of education in the municipalities. In order to put the position of the directors of education in its place in the government´s system for adminsitrating the school sector, we have studied how this office developed to be a part of the central adminsitration of school acivities in the municipalities. The study includes an analysis of how the position and function of this office changes up until the 1990´s, as well as what experiences the directors of education who serverd during the 1990´s had of the control and adminsitration of matters in the school sector.The empirical material of the study consists partly of documents and litterature - particularly hostoric texts, and partly of a questionnaire and interviews. The questionnaires have been carried out among all of the directors of education that served during the whole 1990´s. The results of the study show that the changes in the government´s system for governing the school sector have rendered the system itself seomwhat obscure. Positions of responsibility have not become clear. Hidden control becomes visible by the way in which economic issues are handled and by the existence of the agreement on school development - both of which are control instruments in the school sector, but not parts of the national control and adminsitration system. Underpressure has been developed in which the government, through its decrees, has strengthened the school level in issues that need to be solved in the municipal level in the present system, whithout the municipal level actually beeing strengthening.
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| 4. |
- Wijk, Katarina, 1972-
(författare)
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Planning and Implementing Health Interventions : Extrapolated Theories of Health Education and Constructed Determinants of Risk-Taking
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Health interventions are usually preceded by calculations of risks, i.e. ascribed or supposed problem(s). An initial series of meta-reviews (n=5+14) revealed that there is a lack of research that problematises the planning and implementation of educational health interventions, and that reviews in the area of health interventions overwhelmingly focus on effectiveness and outcomes. Based on this, two systematic reviews, a total of 42 peer-reviewed articles, describing educational sexual health interventions targeting youths, have been conducted. The aim of the initial meta-reviews (n=5+14) was to investigate how to improve search and analysis techniques and then in a first systematic review (n=21) to analyse how risk-taking adolescents, from Europe and North America, were ‘constructed’. A further aim was to extrapolate explicit and/or implicit theoretical premises and possible divergences among them. On the basis of the first analysis, methods were refined and a second review (sample n=21) from the same population was carried out. Results revealed that causal relations regarding risk were presented as operating non-mutually, as one-sided or as reciprocal causes between environmental, behavioural and personal determinants or antecedents. Normative descriptions of ascribed problems were shown as possibly legitimating interventions. Pedagogical strategies embraced more or less conscious use of pedagogical theories. Some articles, where an explicit theory was presented, were regarded as not convergent when comparing the explicit theory with tacit assumptions extrapolated from the text. Other texts combined different theories without any apparent reflection. The results of this study could contribute to improved review techniques, enhance quality assessment of empirical research and extend the review-approach by emphasising how theoretical premises are reflected on in the planning and implementation phases of health interventions. Results also offer an opportunity for reflecting on how risk-taking is constructed. A protocol of critical questions that ought to precede planning and implementing of health interventions is proposed.
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