| 1. |
- Chambers, John C., et al.
(author)
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Genetic loci influencing kidney function and chronic kidney disease
- 2010
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In: Nature Genetics. - : Springer Science and Business Media LLC. - 1546-1718 .- 1061-4036. ; 42:5, s. 373-375
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Journal article (peer-reviewed)abstract
- Using genome-wide association, we identify common variants at 2p12-p13, 6q26, 17q23 and 19q13 associated with serum creatinine, a marker of kidney function (P = 10(-10) to 10(-15)). Of these, rs10206899 (near NAT8, 2p12-p13) and rs4805834 (near SLC7A9, 19q13) were also associated with chronic kidney disease (P = 5.0 x 10(-5) and P = 3.6 x 10(-4), respectively). Our findings provide insight into metabolic, solute and drug-transport pathways underlying susceptibility to chronic kidney disease.
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| 4. |
- Henning Loeb, Ingrid, 1962, et al.
(author)
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Framgångsrika lärmiljöer som handlingsnät
- 2014
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In: Resultatdialog 2014. - Stockholm : Vetenskapsrådet. - 9789173072472 ; , s. 69-77
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Book chapter (other academic/artistic)
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| 6. |
- Henning Loeb, Ingrid, 1962, et al.
(author)
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Internal marketisation and teachers defending their educational setting – Accounting and mobilisation in Swedish upper secondary education.
- 2011
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In: Education Inquiry. - 2000-4508. ; 2:4, s. 619-636
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Journal article (peer-reviewed)abstract
- The article shows how, today, internal marketisation processes are intrinsic to Swedish educational municipal managerialism, and how accounting practices are continual, frequent and dispersed and part of teachers’ professional work. A case study is presented as an outline of a teacher teams’ response to an accounting request and their mobilisation to defend their pedagogic activity for pupils ineligible for regular upper secondary education. The accounting response involves translating, collective editing and inscribing the pupils and the pedagogical activity. We show how teachers have become skilled practitioners of accounting practices. Our case provides an empirical example in line with research on performance management: there is no possibility for teachers not to involve themselves in the techniques in use and employing the right signifiers when defending their pedagogical activity. As accounting practices are dispersed and teachers have acquired accounting skills, the practice of accounting is continuously reinforced and strengthened.
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| 8. |
- Henning Loeb, Ingrid, 1962, et al.
(author)
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Synlig pedagogik och subtila interaktionsmönster: fallstudier av framgångsrik undervisning vid IV och IM
- 2014
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In: Utbildning och Demokrati. - 1102-6472. ; 2014:2, s. 71-91
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Journal article (peer-reviewed)abstract
- Visible pedagogy and subtle interactions. Successful teaching in upper secondary education for students not eligible for regular programmes. In this article, two examples of teaching for students not eligible for regular programmes in Swedish upper secondary education are analysed. These were selected as they are representative of teaching that the students have spoken highly of. A theoretical point of departure are theories of organizing which focus on connections of actions and institutionalized patterns. Institutionalized patterns of visible pedagogy with strong classification and strong framing (cf. Bernstein 1975) are identified. However, the two examples also show other more subtle interactions. These are analysed and shown to be of importance with the help of concepts from John Dewey (1916) and his emphasis on the role of communication and interaction in the educational process.
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| 10. |
- Lumsden Wass, Karin, 1969, et al.
(author)
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The organizing of "different educational needs" and "clear educational routes" for students not eligible for national programs. Analysis of varieties in Swedish upper secondary education.
- 2013
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In: The 41st Annual Congress of the Nordic Educational Research Association. 7-9 march 2013 in Reykjavik..
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Conference paper (peer-reviewed)abstract
- Since the early 1990s, Swedish upper secondary education has been organized in three-year national programs, with eligibility requirements from compulsory school. Students who did not fulfill these requirements attended the so-called Individual program. The program had several objectives, and included a myriad of educational arrangements and local ‘packages’ for students who for various reasons did not attend a national program. As formulated by Skott (2007) the Individual program was a concrete answer to the differentiation question concerning the upper secondary school. In 2011, a major reform of upper secondary education was launched – GY2011, including a restructuring of education for students without qualification for national programs into five introductory programs: “The introductory programmes should give students who are not eligible for a national programme an individually adapted education, which satisfies students’ different educational needs and provides clear educational routes. The introductory programmes should lead to establishment on the labour market and provide as good a foundation as possible for further education” (The National Agency for Education, 2012, p. 30). The research presented in this paper is based on a project financed by the Swedish Research Council, in which we have studied the organizing of the Individual program and followed the process of the re-organizing into the five programs of today. Theoretical framework has been organization theory as outlined by Czarniawska (2004, 2008) as a theory of action nets. This approach has methodological implications and our studies have been conducted as field studies. Although the national ambition of “clear educational routes” with the Introductory programs, the allocation of economical resources is not defined, but is up to the municipalities to decide upon. The purpose of this paper is to describe and analyze how the allocation of economical resources together with labeling of students have become a prominent part of the local administration of the Introductory programs. Our results show local variation, and we identify different principles for ‘labeling’. This is of import as students in Introductory programs cannot attend education outside the municipality and the questions of individual needs and clear educational routes are handled very differently by the municipalities.
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