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- Löfgren, Håkan, et al.
(författare)
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Att ständigt bli bedömd
- 2017. - 1:1
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Ingår i: Att ständigt bli bedömd. - Lund : Studentlitteratur AB. - 9789144115900 ; , s. 175-188
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Leibring, Ingela
(författare)
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Metodrumsundervisning : En kvalitativ studie av simulering inom vård- och omsorgsutbildning
- 2015
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Den här avhandlingen handlar om vårdlärares arbete med simulering av arbetsuppgifter i metodrum Ett metodrum kan ses som en hybrid mellan klassrum och sjukhussal. I denna skolmiljö övas arbetsuppgifter som förekommer inom vård och omsorg. Det saknas patienter att öva på och ibland sjukvårdsmaterial, vilket innebär en utmaning för vårdläraren att skapa en autentisk miljö.Syftet med studien är att undersöka hur vårdlärare arbetar med simulering av arbetsuppgifter i metodrumsundervisning för vuxna elever. Avhandlingen grundar sig på ett sociokulturellt perspektiv och har analyserats med hjälp av kvalitativ innehållsanalys. Tre metodrumslektioner från tre olika skolor ljudinspelades digitalt : venprovtagning, urinkatetrisering och såromläggning.Resultatet visar att vårdlärarna arbetar med tre olika simuleringsaktiviteter: Tekniskt utförande, Tolkande och Bemötande. Simuleringsaktiviteternas utförande varierar med lektionsinnehållet. Studien visar vilka redskap i metodrumsundervisningen som är vanligt förekommande och hur de används.Ingela Leibring har bakgrund som barnmorska och arbetar för närvarande som vårdlärare inom kommunal vuxenutbildning i Karlstad samt är utbildningsledare för Yrkeshögskolans utbildning till barnspecialiserad undersköterska.
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- Strandberg, Max, 1953-
(författare)
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Läxor om och för kulturell mångfald med föräldrars livserfarenheter som resurs – några kritiska aspekter
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the thesis is to explore how parents' life experience can become a resource to strengthen teaching about, and for, cultural diversity with the help of homework assignments and teacher feedback. Two of the four articles included are based on data from the Läxprojektet (2004-2006) [The Homework Assignment Project], which was a practicebased, collaborative research project at a multi-lingual and multi-cultural secondary school. The material collected from project and used in this thesis consists of collaborative homework assignments, audio recorded lessons, student texts and interviews with parents, students and teachers. Article A concerns teachers' feedback during classroom discussions. Results consist of seven categories of feedback and show that all feedback, in contrast to previous research, does not support students' learning. Article B show that collaborative lessons that are based on parents' life experience may fulfill the function of boundary objects (Star & Griesemer 1989) between home and school. Article C deals with the relationship between homework and feedback, which is studied in a research review. Article D revealed that issues concerning how cultural diversity was highlighted at the municipal level and in school planning were primarily featured in the municipalities with the highest proportion of multilingual immigrant students.Thesis results suggest that:Feedback is a challenge for teachers when the content of what the students present is unknown.Parents' life experiences can be a resource in a content-based partnership between home and school.Teaching about cultural diversity is facilitated by the existence of cultural diversity among students and parents.In summary, results indicate that there are several factors that influence whether and how content and teaching about, and for, cultural diversity succeeds in schools. These factors affect the individual level, the classroom level and partially also the municipal level.
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| 6. |
- Öhman, Anna, 1962-
(författare)
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Återkoppling i interaktion : En studie av klassrumsbaserad bedömning i frisörutbildningen
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present dissertation concerns social organization of feedback in ongoing hairdressing education. The central aim is to explore feedback between teacher and student in multimodal interaction within classroom assessment, as co-production of action and student’s participation. Classroom assessment and feedback are understood as social actions situated in interaction.The empirical data consists of video recordings from two vocational schools. From 31 hours of video material, selections of feedback interactions were made. At first, teacher and student communication in feedback cycles and loops was analysed from a social semiotic perspective. Secondly, examples of student initiated feedback loops were analysed from a conversation analytic perspective. Thirdly, a single case of a teacher and a student interacting through feedback related to creative subject content was analysed from a conversation analytic perspective. The analyses show the importance of collaborative use of artefacts and embodied communication in the production of mutual understanding; opening for student initiatives in actions of assessment as well as feedback. Silence and body position were found to be important resources giving the student space to display concern. Participation in feedback practices within creative subject content emerged in a trajectory of problem detection to problem solving, resulting in tacit dimensions of hairdressers’ knowing made explicit.The findings indicate the importance of taking a participatory perspective on multimodal interaction when exploring actions of assessment and feedback between teacher and student. This study shows how feedback is not only given from the teacher, but also locally produced as a collaborative practice between teachers and students, displaying tacit dimensions of professional knowledge and subject content.
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| 7. |
- Hansson, Kristina, 1956-
(författare)
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Skola och medier : Aktiviteter och styrning i en kommuns utvecklingssträvanden
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Over time, the state has undertaken various reforms to govern the development of education. The issue of using new media may be seen as such an example. A change in the use of media in education imposes great challenges on both municipalities and teachers. This thesis aims to visualise and discuss governance in the contradictions that arise in practical activities aimed at integrating new media in school teaching, based on three actors’ perspectives, namely the dilemmas of the teacher, the media pedagogue and the media developer. The study is based on systemic thinking about governance and I employ both activity theory and the concept of governmentality to visualise and discuss the governance.The study is conducted in the form of a case study. The case consists of a municipality where, based on the curriculum’s mission, teachers have tried to find ways to integrate new media into their teaching. My own connection to the case consists of having been a driving and governing force in the work as a teacher, media pedagogue and media developer. The case was chosen because the municipality’s work on the national level and via the media has been held up as a good example.The empirical part consists of both my own life narrative and studies of different documents, texts, images, films and sound recordings that show how governmentalities are formed and take shape on the micro, macro and meso levels. I use a methodological prism, a combination of different analytical perspectives, discourse, activity, narratives and governmentality.The results reveal that the driving actors are innovatively handling the systemic contradictions that arise in the work of carrying out the curriculum’s mission. The governance of the activities is based on a trust rationality. The more the use of new media is spread in the municipality’s schools, the more contradictory it becomes for the middle level’s actors. The trust rationality has been superseded by a distrust rationality, creating a growing gap between the administration and the activities.
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| 8. |
- Löfgren, Håkan, 1968-, et al.
(författare)
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Pupils’ enactments of a policy for equivalence : Stories about different conditions when preparing for national tests
- 2018
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Ingår i: European Educational Research Journal. - London, United Kingdom : Sage Publications. - 1474-9041. ; 17:5, s. 676-695
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Tidskriftsartikel (refereegranskat)abstract
- This article revolves around the educational policy introduced in Swedish schools that has extended national testing to younger pupils. The policy is intended to support equal assessment and grading. With the exception of short-term preparations for the tests focused on here, the testing routines are regulated by the state. The paper aims to examine how the policy of national testing in grade six is enacted in different school contexts from a pupil’s point of view, and how this affects equivalence in school. A narrative analysis was conducted of pupils’ (n = 150) stories about preparing for national tests in 11 schools. Three forms of enactments were distinguished according to how responsibility for test preparations was allocated in each school. In some schools, teachers invited the pupils systematically to the translation process. In other schools, pupils were given most of the responsibility for preparation and were left alone as actors vis-a-vis the policy. Finally, in schools that applied ad hoc preparations, the pupils’ position as actors became less secure and more multifaceted. This variety regarding the pupils’ test preparations in school stress that the different enactments of this policy of national testing have implications for the interpretation of equivalence in school.
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Med livsberättelser som forskningsansats : en rapport från den 6:e livsberätteleskonferensen i Karlstad
- 2015
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Proceedings (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Den här rapporten är den första gemensamma publikation som vi gett ut inom ramen för konferensen om livsberättelseforskning som årligen hålls vid Karlstads universitet. De texter vi samlat här är skrivna av de författare som hörsammade vår uppmaning att bidra med färdiga artiklar till den sjätte livsberättelsekonferensen. De olika forskningsartiklarna är produkter av de enskilda författarnas arbete och de representerar deras särskilda intressen, men de har även påverkats av våra gemensamma diskussioner under och efter konferensen. Gemensamt för de olika bidragen i denna rapport är att livsberättelseansatsen är central för deras analyser och att de förhåller sig på olika sätt till relationen människa, erfarenhet och berättelse. Vi har placerat in artiklarna i tre temaområden, Livsberättelser - identitet och kontext, Livsberättelser - tillhörighet och språk samt Livsberättelser - livsvärld och lärande vilka illustrerar de centrala dragen avseende artiklarnas innehåll.
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| 10. |
- Pérez Prieto, Héctor, 1953-, et al.
(författare)
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Vad är det vi gör med prov och betyg i skolan?
- 2017. - 1:1
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Ingår i: Att ständigt bli bedömd. - Lund : Studentlitteratur AB. - 9789144115900 ; , s. 13-34
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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