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Sökning: hsv:(SAMHÄLLSVETENSKAP) hsv:(Utbildningsvetenskap) > Alerby Eva

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  • Alerby, Eva, et al. (författare)
  • Student Participation and Influence in Education : Possibilities and Challenges
  • 2016
  • Ingår i: Successful Approaches to Raising Attainment and Tackling Inequity. - Livingston : Education Scotland. - 9781526206282 ; , s. 168-182
  • Bokkapitel (refereegranskat)abstract
    • Education is one way for society to promote active engagement and participation as forms of civic responsibility. The decline in academic achievement in schools in Europe, and particular in Swedish schools, can be addressed through working with issues related to teaching, where student participation is an important part.In this article, we aim to illustrate and exemplify how student participation can be described and understood as a continuous process that includes both students’ influence over formal decision-making and student active education. The content of the text emerges from a research overview (Swedish National Agency for Education, 2015), in which current research about student participation and influence in schools was collected, illuminated, analysed and discussed.The article illustrates existing challenges and opportunities identified in educational research, relating to students’ influence over decision-making processes and students being active in their education. The article concludes with a few thoughts about the future, including how student voices are becoming a clearer part of school improvement. Furthermore, we discuss the need for staff training, organisational conditions for developing participation work and the importance of further educational research that will highlight student participation and influence. 
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  • Emmoth, Björn, 1972- (författare)
  • Estetiska lärprocesser: Definition, position och potential
  • 2024
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The aim of this thesis is to contribute to an understanding of the definition and posi­tion of aesthetic learning processes (ALP), as well as to illustrate and discuss its poten­tial for learning. This is achieved based on Ricoeur´s hermeneutic approach.The first part concerns the Scandinavian concept of ALP, which has proven difficult to define. The lack of clarity and the ambiguity, which mainly derives from the two parts of the concept, namely aesthetic and learning processes, and from two fields, the artistic/aesthetic and the educational, has led to a medium-specific and a medium-neutral point of view. If ALP is to be a useful and meaningful concept, a greater degree of theoretical understanding is required. My hermeneutic interpretation suggests a medium-neutral point of departure, focusing the aesthetic aspect of the learning process, which shows itself in the form. My definition stipulates that in ALP meaning is created through an active reflection on previous and new experiences, where reason and emotions as well as imagination and creativity contribute to a form-expression, which carries meaning and moves the learner. This occurs within the aesthetic form-language, where fragmented pieces of content are formed and trans­formed into coherent wholes in a personally shaped and expressed experience.The second part addresses the position of ALP in the Swedish school system. Four chrono­logical periods are presented: 1) The societal and pedagogical context that ALP emerges from, such as the development of a new view on knowledge and learning, also the notion and project Arts in School. 2) The establishment of ALP through a rapidly growing research field, based on political priorities connected to the expression a desire to learn. 3) The ambiguous concept of ALP in a non-electable position, the inability to create a theoretical understanding, and the neo-liberal nega­tive effects. 4) Finally, the current position of ALP, at the intersection between the past and the future. I argue that many teachers in school, as well as researchers at universities, associate ALP in a both medium-specific and medium-neutral way, which entails an exclusiveness that excludes most teachers in their positioning to this concept and moves ALP to a peripheral position in the school system.   The third part, based on a school study, reports a strong correlation between the aesthetic quality in students’ form-expressions and their course grades. The higher aesthetic qua­lity in the form, the higher the course grade. Central aspects of ALP, such as intrinsic motivation, reflection and creativity, and the aesthetic formation of personal ex­perien­ces, generate deep conceptual learning, which harmonizes with the criteria of the highest grade. Students as well as teachers emphasize these aspects to learn and remem­ber. The concept of ALP offers a great potential for learning.
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  • Bygdeson-Larsson, Kerstin, 1949- (författare)
  • "Vi började se barnen och deras samspel på ett nytt sätt " : Utveckling av samspelsdimensionen i förskolan med hjälp av Pedagogisk processreflektion
  • 2010
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The overall aim of the Educational Process Reflection (EPR) studies has been to develop a better understanding concerning interaction between adults and children and the conditions for children’s peer play and interaction within the pre-school arena. The ultimate goal of the present study is to explore how practitioners through the use of EPR may develop the dimension of social interaction between practitioners and children and between children, in order to consciously create a more healthy and inclusive experience for all children and especially for children at risk. The study is based on a hermeneutic and a socio cultural perspective and a combination of activity theory and object relation theory. The methodology draws on activity theory and Yrjö Engeström’s (1987) development work research and specifically a more elaborated version of learning activity termed Educational Process Reflection, which is a model for professional development created in the previous EPR-studies presented in Bygdeson-Larsson (2005a; b; 2006). It builds on practitioners´ observations of peer play interactions and practitioners retold experiences of interaction with the children. The model consists of an oscillation between EPR-sessions and pre-school practice. The results of the study are presented in a narrative way and show how changes in pre-school grow out of collaborative reflection combined with new theoretical perspectives. The practitioners´ competence or professionalism concerning the interactive dimension was improved and individual children at risk got new and better conditions for being included in positive peer play and interaction experiences. The pre-school turned out to become a resilient environment for children in peer play and interactive difficulties. The main results illuminate and give an understanding of how practitioners´ ways of working with children in peer play problems or special needs turned out to become more resilient and how children got better possibilities to be included in positive ways. It also enhances the understanding of how the processes in peer play situations changed for the better for other children and how the whole climate in the pre-school also seemed to change and become more inclusive. Overall the results of this study bring about an enhanced understanding of the complexity of the pre-school seen as an activity system and the need for new tools concerning interactive processes. This study implicates that pre-school practitioners own investigation and reflection of interactive processes in pre-school is essential, and may well be used before applying a categorising or diagnostic approach concerning children in special needs. This study has implications for professional development, researcher-practitioner co-operation and consultative activities concerning pre-schools and children. The present study implies that all these activities have an advantage of taking the dynamics of the pre-school as an activity system into account before focusing on practitioners or children as individuals.
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  • Alerby, Eva, et al. (författare)
  • ‘I miss the physical presence of the students’: Swedish teachers’ experiences of online teaching and learning during the COVID-19 pandemic
  • 2021
  • Ingår i: Education in the North. - Aberdeen : University of Aberdeen. - 0424-5512 .- 2398-0184. ; 28:3, s. 100-120
  • Tidskriftsartikel (refereegranskat)abstract
    • The demographic and economic conditions for education in the Nordic countries—especially in remote areas of this region—has led to an increasingly intensive use of information and communication technologies. The authorities’ response to the COVID-19 pandemic has, however, entailed a radical acceleration of the already ongoing change towards digitisation. In the wake of the current pandemic regulations, the purpose of this study was to illuminate and discuss Swedish secondary school teachers’ experiences of online teaching and learning—with a particular focus on the teaching dimension—based on synchronous teaching and learning modes. A specific research question was posed: What opportunities and challenges do online teaching and learning offer when it comes to forming a sense of belonging, authenticity, and presence? Theoretically, this study was based on a phenomenological lifeworld approach. The empirical data, collected from March 2020 to March 2021, consisted of written reflections from ninety-three teachers in a remote school district. Three themes showed how online teaching and learning redefines the bodily, temporal, and spatial conditions for teachers’ experiences of belonging, authenticity, and presence in education. The study also indicates how digitisation might serve as a disruption that not only reminds us of the pedagogical assignment at hand but also lets another possible pedagogical world announce itself.
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  • Alerby, Eva, et al. (författare)
  • Introduction
  • 2008
  • Ingår i: Voices From the Margins. - : Brill Academic Publishers. - 9789087904609 - 9789087904616 - 9789087904623 ; , s. 1-6
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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  • Cronquist, Eva, 1959- (författare)
  • Samtidskonstbaserat gestaltningsarbete i utbildningen av bildlärare : Om vikten av transformativ beredskap i förändringsprocesser
  • 2020
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • This dissertation addresses student learning processes in contemporary arts- based practice in visual arts teacher education programs. The arts-based processes studied are based on the explorative method for exploring social and social phenomena. ‘Art’, as a school subject, is based on scientific foundations that are informed by a ‘semiotics of art’ perspective. Notwithstanding this, artistic methods comprise a large part of the subject. The aim of this dissertation is to deepen our knowledge of the students’ experience of the learning processes that are present in contemporary arts-based practice in visual arts teacher education programs. Three empirical investigations into two visual arts teacher education programs were conducted. Study I reports on an investigation into an introductory course in contemporary arts-based practice where focus was placed on the student’s learning processes. The theoretical frameworks used in Study I were hermeneutics, symbolic interactionism, and transformative theory. The results of Study I were reported on in their entirety in a licentiate thesis (Cronquist, 2015), and can be summarised in terms of the concepts ‘resistance’, ‘challenges’, and ‘alienation and conciliation as a communicative process’. This introductory study gave rise to new questions which demanded both further depth and breadth in their answers. These issues were addressed by investigating an additional art teacher education program and by analysing the more advanced courses in this program, in contrast to the analysis of the introductory courses that were analysed in the first investigation. Study II presents an investigation into the meanings which emerged in the students’ experiences of the learning processes in a prescribed contemporary arts-based projects whilst Study III presents an investigation of the meanings with emerged in the students’ experiences of learning processes in a prescribed contemporary arts-based independent project, second cycle (Master of arts in secondary education for upper secondary). Study II and Study III take their point of departure in Dewey’s ‘pragmatism’, where human behaviour is considered to be a transactional process between people and their environment. The method of analysis that was used in these studies was inspired by ‘practical epistemological analysis’ (PEA) (Wickman & Östman, 2014). The object of study, which links all three studies together, addresses deepening our knowledge of the learning processes in contemporary arts-based projects. The results of these studies are revealed in three distinct problem areas namely, the laboratory - explorative problem, the subject-cultural problem, and the methodology problem. The laboratory - explorative problem involves the difficulties which students are faced with when they are tasked with making independent choices of methods for creative laboratory - explorative workprocesses in art projects. The subject- cultural problem refers to how students carry within themselves their experiences of learning processes from other subjects and how they put them in contrast with their learning experiences in their art classes. The methodology problem reveals to us how scientific research methods and exploratory art methods come to collide with each other (from the students’ perspective) in the students’ independent art projects. In conclusion, I present a discussion of the questions and challenges that contemporary art concepts can provide to an art teacher education program. ‘Transformative preparedness’ is highlighted as a central concept which students can use to move forward in their art teacher training when habitual behaviours are challenged. ‘Transformative preparedness’ is based primarily on the ability to adopt another person’s perspective.Keywords: teacher education program, art teacher education program, contemporary art, art project, contemporary arts-based practice learning processes, transformation, subject culture, artistic project methods
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