| 1. |
- Petersson-Bloom, Linda, et al.
(författare)
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The Use of Professional Development to Enhance Education of Students with Autism : A Systematic Review
- 2023
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 13:9, s. 1-13
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Forskningsöversikt (refereegranskat)abstract
- The study objective in this article was to present the state-of-the-art on teachers’ professional development to enhance educational quality for students with autism spectrum disorders (ASD) in primary and secondary education. A systematic review was conducted, following the PRISMA guidelines. Quantitative, qualitative, and mixed-methods studies were eligible for inclusion. Fifteen studies were identified and summarized. To identify the eligibility criteria, we applied the SPIDER framework. Quality appraisal was applied using the MMAT. A thematic summary and narrative synthesis of the included studies was conducted to establish a comprehensive understanding of what makes a difference in preparation for teachers of autistic students. Two key factors were found regarding the design of professional development for teachers to enhance their skills to teach autistic students. Firstly, teachers’ developed autism-specific knowledge, and secondly, the need for practice-based training with a focus on the challenges teachers meet at their own schools. Multiple ways of addressing teachers’ need for professional development regarding autistic students may further contribute to inclusive values and actions.
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| 2. |
- Nordén, Birgitta, Dr. 1952-, et al.
(författare)
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Global Learning for Sustainable Development : A Historical Review
- 2021
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Ingår i: Sustainability. - Basel : MDPI. - 2071-1050. ; 13:6
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Forskningsöversikt (refereegranskat)abstract
- Despite continued efforts by educators, UN declarations and numerous international agreements, progress is still limited in handling major global challenges such as ecosystem collapse, accelerating climate change, poverty, and inequity. The capacity to collaborate globally on addressing these issues remains weak. This historical review of research on global learning for sustainable development (GLSD) aims to clarify the diverse directions that research on GLSD has taken, to present the historical development of the research area, and highlight emerging research issues. The review summarizes key findings of 53 peer-reviewed publications, published in English in the period 1994-2020 identified with the search terms "global learning" and "sustainable development", sustainability or GLSD, respectively. The review documented a gradually growing knowledge base, mostly authored by scholars located in the global North. Conclusions point to what we might achieve if we could learn from one another in new ways, moving beyond Northern-centric paradigms. It is also time to re-evaluate core assumptions that underlie education for sustainable development more generally, such as a narrow focus on formal learning institutions. The review provides a benchmark for future reviews of research on GLSD, reveals the emerging transformative structure of this transdisciplinary field, and offers reference points for further research.
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| 3. |
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| 4. |
- Sagberg, Fridulv, et al.
(författare)
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A Review of Research on Driving Styles and Road Safety
- 2015
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Ingår i: Human Factors. - : SAGE Publications. - 1547-8181 .- 0018-7208. ; 57:No. 7, November 2015, s. 1248- 1275
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Forskningsöversikt (refereegranskat)abstract
- Objective: To outline a conceptual framework for understanding driving style and, based on this, review the state-of-the-art research on driving styles in relation to road safety.Background: Previous research has indicated a relationship between the driving styles adopted by drivers and their crash involvement. However, a comprehensive literature review of driving style research is lacking. Method: A systematic literature search was conducted, including empirical, theoretical and methodological research on driving styles related to road safety. Results: A conceptual framework was proposed where driving styles are viewed in terms of driving habits established as a result of individual dispositions as well as social norms and cultural values. Moreover, a general scheme for categorising and operationalizing driving styles was suggested. On this basis, existing literature on driving styles and indicators was reviewed. Links between driving styles and road safety were identified and individual and socio-cultural factors influencing driving style were reviewed. Conclusion: Existing studies have addressed a wide variety of driving styles, and there is an acute need for a unifying conceptual framework in order to synthesise these results and make useful generalisations. There is a considerable potential for increasing road safety by means of behaviour modification. Naturalistic driving observations represent particularly promising approaches to future research on driving styles. Application: Knowledge about driving styles can be applied in programmes for modifying driver behaviour and in the context of usage-based insurance. It may also be used as a means for driver identification and for the development of driver assistance systems.
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| 5. |
- Kononowicz, A. A., et al.
(författare)
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Virtual patient simulations for health professional education
- 2016
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Ingår i: Cochrane Database of Systematic Reviews. - : John Wiley & Sons. - 1469-493X .- 1469-493X. ; :5
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Forskningsöversikt (refereegranskat)abstract
- The objective of this review is to evaluate the effectiveness of virtual patient simulation as an educational intervention versus traditional learning, other types of e‐Learning interventions and other forms of virtual patient simulation interventions for delivering pre‐registration and post‐registration healthcare professional education. We will primarily assess the impact of these interventions on learners’ knowledge, skills and attitudes. Our secondary objective is to assess the cost‐effectiveness of these interventions.
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| 6. |
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| 7. |
- Martin, Diana Adela, et al.
(författare)
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Pedagogical Orientations and Evolving Responsibilities of Technological Universities: A Literature Review of the History of Engineering Education
- 2023
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Ingår i: Science and Engineering Ethics. - : SPRINGER. - 1353-3452 .- 1471-5546. ; 29:6
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Forskningsöversikt (refereegranskat)abstract
- Current societal changes and challenges demand a broader role of technological universities, thus opening the question of how their role evolved over time and how to frame their current responsibility. In response to urgent calls for debating and redefining the identity of contemporary technological universities, this paper has two aims. The first aim is to identify the key characteristics and orientations marking the development of technological universities, as recorded in the history of engi- neering education. The second aim is to articulate the responsibility of contempo- rary technological universities given their different orientations and characteristics. For this, we first provide a non-systematic literature review of the key pedagogi- cal orientations of technological universities, grounded in the history of engineer- ing education. The five major orientations of technological universities presented in the paper are technical, economic, social, political, and ecological. We then use this historical survey to articulate the responsibilities of contemporary technologi- cal universities reflecting the different orientations. Technological universities can promote and foster the development of scientific, professional, civic, legal, or intra- and inter- generational responsibility. We argue that responsibility is not specific to any particular orientation, such that the concept is broadened to complement each orientation or mix of orientations of a technological university. Our contribution thus serves as a call for technological universities to self-reflect on their mission and identity, by offering a lens for identifying the orientations they currently foster and making explicit the responsibility arising from their current orientation or the ones they strive to cultivate.
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| 8. |
- Anderberg, Mats, 1961-
(författare)
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In search of a social pedagogical profession in schools : Missions and roles under reconsideration
- 2020
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Ingår i: International Journal of Social Pedagogy. - Anglesey, United Kingdom : UCL Press. - 2051-5804. ; 9:1, s. 1-19
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Forskningsöversikt (refereegranskat)abstract
- School is one of the areas where social pedagogy has taken on an increasingly important function.Supported by available literature, the aim of this literature review is to describe and analyse how the workof social pedagogues in schools can be manifested. The literature review shows that social pedagogicalwork in schools is common in many countries and emerging in others. The study shows a wide variationboth between and within countries with regard to the mission and goals, status, role and function, tasksand activities of social pedagogues. The primary mission is inclusion of pupil groups or individualswith various types of psychosocial problems or school-related difficulties, followed by preventive workaimed at all pupils to counteract social exclusion in school, disciplining groups of pupils who are invarious ways disrupting or breaking school norms, a consciousness-raising and mobilising mission anda more general teaching mission aimed at citizenship and democratic upbringing. The literature reviewshows that social pedagogy as a profession enjoys high currency and relevance in schools with a view topreventing the segregation and exclusion of pupils.
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| 9. |
- Palmquist, Adam, 1983, et al.
(författare)
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Gamified learning analytics: An initial outline of design concept synergies from two fields
- 2021
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Ingår i: Proceedings of the Nordic Learning Analytics (Summer) Institute (NLASI 2021). - Stockholm, Sweden, 2021.. - 1613-0073. ; 2985
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Forskningsöversikt (refereegranskat)abstract
- Technology advancement has dynamically improved the ability to conduct research on large mounts of data and produce innovative ways to engage students. This work-in-progress paper presents tentative research proposals devised from two related and emerging fields: learning analytics and educational gamification. We highlight three shared concepts – processes and elements of development (design), institutional actors and practitioners (stakeholders), and perceptions about usability and adoption (acceptance). We explore the unique nature of each field pertaining to these concepts. Further, we explore how these fields intersect and present opportunities for implementing design that can be beneficial to researchers and practitioners currently working at the interaction between the fields. We also want to bring awareness to the potential synergies that the combination of these fields presents
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| 10. |
- Håman, Linn, 1982-, et al.
(författare)
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Orthorexia nervosa : An integrative literature review of a lifestyle syndrome
- 2015
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Ingår i: International Journal of Qualitative Studies on Health and Well-being. - Järfälla : Taylor & Francis. - 1748-2623 .- 1748-2631. ; 10:1
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Forskningsöversikt (refereegranskat)abstract
- Bratman first proposed orthorexia nervosa in the late 1990s, defining it an obsession with eating healthy food to achieve, for instance, improved health. Today, in the Swedish media, excessive exercising plays a central role in relation to orthorexia. A few review articles on orthorexia have been conducted; however, these have not focused on aspects of food and eating, sport, exercise, or a societal perspective. The overall aim of this study was to provide an overview and synthesis of what philosophies of science approaches form the current academic framework of orthorexia. Key questions were: What aspects of food and eating are related to orthorexia? What role do exercise and sports play in relation to orthorexia? In what ways are orthorexia contextualized? Consequently, the concept of healthism was used to discuss and contextualize orthorexia. The method used was an integrative literature review; the material covered 19 empirical and theoretical articles published in peer-reviewed journals. This review demonstrates a multifaceted nature of orthorexia research; this field has been examined from four different philosophies of science approaches (i.e., empirical-atomistic, empirical-atomistic with elements of empirical-holistic, empirical-holistic, and rational-holistic) on individual, social, and societal levels. The majority of the articles followed an empirical-atomistic approach that focused on orthorexia as an individual issue, which was discussed using healthism. Our analysis indicates a need for (a) more empirical-holistic research that applies interpretive qualitative methods and uses a social perspective of health, e.g., healthism and (b) examining the role of sports and exercise in relation to orthorexia that takes the problematizing of "orthorexic behaviours" within the sports context into account.
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