| 1. |
- Kullberg, Angelika, 1969, et al.
(author)
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Teaching one thing at a time or several things together? : Teachers changing their way of handling the object of learning by being engaged in a theory-based professional learning community in mathematics and science
- 2016
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In: Teachers and Teaching. - Abingdon : Routledge. - 1354-0602 .- 1470-1278. ; 22:6
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Journal article (peer-reviewed)abstract
- Twelve lower secondary schoolteachers in mathematics and science were asked to teach a topic of their choice during a lesson that was video-recorded. We were able to analyse 10 of the cases and we found that all of them were similar in one respect: concepts and principles were introduced one at a time, each one followed by examples of the concept or principle in question, apparently to highlight its essential meaning. All the teachers participated in three modified lesson studies with three cycles in four different groups during three semesters. The modified lesson studies were built on a theoretical idea supported by a large number of recent studies. The theory states that new meanings (of concepts and principles, for instance) are learned through engaging with instances of contrasting concepts and principles. The core idea is that new meanings derive from differences, not from sameness. After the three modified lesson studies, the teachers were asked to once again teach the same topic as in the recorded lessons before the lesson studies. The new lessons were also recorded and the analysis showed that there was one thing in common in all cases: all of the 10 teachers dealt with the relevant concepts and principles in relation to each other (i.e. simultaneously) and not one at a time. By thus bringing out the differences between them, their meaning was made possible to grasp for the students. The study lends support to the conjecture that the modified lesson study is a powerful tool for enabling teachers to structure the content of their teaching in accordance with a principle that is more powerful in making learning possible, even if this contradicts their taken-for-granted practice.
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| 2. |
- Lilja Andersson, Petra, et al.
(author)
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Nursing students' experiences of assessment by the Swedish National Clinical Final Examination
- 2013
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In: Nurse Education Today. - : CHURCHILL LIVINGSTONE. - 0260-6917 .- 1532-2793. ; 33:5, s. 536-540
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Journal article (peer-reviewed)abstract
- The Swedish National Clinical Final Examination (NCFE) was established in 2007 in order to examine nursing students' clinical competence upon completing their Bachelor's degree in nursing. The NCFE constitutes an innovative method of examination, divided into two parts: a written and bedside test. The aim of this study was to evaluate nursing students' experiences of being assessed by means of the NCFE, in order to obtain information that could be used to improve the examination. A survey was conducted using a questionnaire with open-ended questions concerning the written and the bedside part of the NCFE. The answers from 577 third-year nursing students were analysed using content analysis. The nursing students regarded the NCFE as promoting further learning and as an important means of quality assurance. Its comprehensive nature was perceived to tie the education together and contributed to the students' awareness of their own clinical competence. The strengths of the NCFE especially highlighted were its high degree of objectivity and the fact that it took place in a natural setting. However, the students felt that the NCFE did not cover the entire nursing programme and that it caused stress. It thus appears to be important to reconsider the written theoretical part of the examination and to standardise the bedside part. (C) 2011 Elsevier Ltd. All rights reserved.
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| 3. |
- Sernhede, Ove, 1951, et al.
(author)
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Mellan resignation och framtidstro : livsvillkor och lärande hos förortens unga
- 2024
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Book (other academic/artistic)abstract
- Mellan resignation & framtidstro är en motberättelse mot den stereotypa bilden av ortens unga och mot de politiskt uppmålade visionerna om en mer jämlik stad genom omvandlingar av det urbana rummet och kortsiktiga insatser i skolor. Boken är ett kollektivt resultat av tre forskningsprojekt som alla kretsar kring begränsningar och möjligheter i unga människors livsvillkor och lärande i några av Göteborgs mest stigmatiserade stadsdelar.
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| 4. |
- Nilsson, Pernilla, 1969-, et al.
(author)
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Capturing and Developing Early Childhood Teachers’ Science Pedagogical Content Knowledge Through CoRes
- 2017
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In: Journal of Science Teacher Education. - Abingdon : Routledge. - 1046-560X .- 1573-1847. ; 28:5, s. 406-424
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Journal article (peer-reviewed)abstract
- During the past decade, early childhood teachers have been faced with new needs to develop their content knowledge and pedagogi- cal content knowledge (PCK) for different science subject areas. In order to meet these challenges there is a strong need for professional learning programmes for early childhood teachers that focus on the development of knowledge, and skills to work with science activities in their own context. In this article, 46 early childhood teachers participated in a professional development programme aimed at helping teachers capture and further develop their content knowl- edge and PCK for teaching science through the use of content representations (CoRes). A CoRe is a holistic reflective tool for making explicit the different dimensions of, and links between, knowledge of content, teaching, and learning about a particular topic. The aim of the project was to investigate in what ways the use of the CoRe helped the teachers in planning and reflecting on their science teaching and in developing their PCK. Thus, the project was based on opportunities for teachers to develop and reframe their knowl- edge of science teaching in ways that stimulated children's curiosity for scientific phenomena. The result indicates that with its content- specific focus, the CoRe helped the teachers to highlight the science content in their activities, not only the general pedagogical knowl- edge. The use of the CoRes also helped the preschool teachers to establish the fundamental ideas of the topic they were teaching and to develop confidence in what they were teaching, why, and how. © 2017 Association for Science Teacher Education
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| 5. |
- Barow, Thomas, 1969, et al.
(author)
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Junge Menschen mit geistiger Behinderung in Schweden und deren Übergang in die Arbeitswelt: Forschungsstand und Perspektiven
- 2016
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In: Hedderich, I. & Zahnd, R. (red.). Teilhabe und Vielfalt: Herausforderungen einer Weltgesellschaft. - Bad Heilbrunn : Verlag Julius Klinkhardt. - 9783781520592 ; , s. 337-343
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Book chapter (peer-reviewed)abstract
- Der Übergang von der Schule in die Arbeitswelt bedeutet eine Weichenstellung im Lebenslauf, nicht zuletzt mit Blick auf die Situation von Menschen mit geistiger Behinderung. Gerade für diese Personengruppe und im Kontext hoher Jugendarbeitslosigkeit bestätigen jüngste Forschungen in Schweden die Schwierigkeiten, im Erwerbsleben Fuß zu fassen. Der Beitrag präsentiert den schwedischen Forschungsstand und die sich daraus ergebenden Perspektiven.
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| 6. |
- Politis, Diamanto, et al.
(author)
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Exploring the resource logic of student entrepreneurs
- 2012
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In: International Small Business Journal. - : Sage Publications. - 0266-2426 .- 1741-2870. ; 30:6, s. 659-683
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Journal article (peer-reviewed)abstract
- This study responds to the call in recent research for comparative studies examining whether student entrepreneurs are different to other kinds of entrepreneurs. Based on institutional theory, the specific question we ask in this study is whether student entrepreneurs who start up their firms in close relation to the university have a different resource logic compared to entrepreneurs who start their firms outside the university context. We define resource logic as the individual's set of ideas for how to secure and use resources, and we link this concept to theories of effectual reasoning and bootstrapping to develop our argument. Moreover, we identify two different viewpoints about the effects of the university milieu on the resource logic of student entrepreneurs and we develop hypotheses to test the different viewpoints. The findings give overall support for the view that student entrepreneurs have developed a resource logic that favours both effectual reasoning and the use of bootstrapping methods.
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| 7. |
- Svane, Torben Ernst, 1953-, et al.
(author)
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Establishing international co-operation in edutainment software design : Some experiences
- 2002
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In: Frontiers in Education Conference, Conference Proceedings. - New York : IEEE. - 1539-4565. ; 3, s. 5-10
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Journal article (peer-reviewed)abstract
- This paper addresses two topics that are viewed important to the future of most institutions of higher learning. One is an increased international focus, for extended student enrolment and also for facilitating international experiences to already enrolled students. The second deals with establishing international partnerships, which not only will provide a receiver of exchange students but will also, as in the case presented, provide a partner for educational joint ventures, resulting in the establishment of innovative, new and student-attractive degree programmes. The example given presents curriculum design and work leading to the establishing of an undergraduate degree in edutainment software design at a Swedish and a British university, and an extended outlook, to also incorporate other overseas partners over time, initially from the U.S.A., Australia and New Zealand.
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| 8. |
- Aldrin, Viktor, Teol.dr. 1980-
(author)
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Kristendomen har en ny plats på schemat
- 2014
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In: Pedagogiska Magasinet. - Stockholm : Lärarförbundet. - 1401-3320. ; 4, s. 48-51
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Journal article (pop. science, debate, etc.)
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| 9. |
- Barow, Thomas, 1969-, et al.
(author)
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Lernen im Schatten der Gymnasialreform in Schweden
- 2015
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In: Die UN-Behindertenrechtskonvention und ihre Umsetzung. - Bad Heilbrunn : Verlag Julius Klinkhardt. - 9783781519435 - 3781519430 ; , s. 266-272
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Book chapter (peer-reviewed)abstract
- In den letzten Jahren hat sich das schwedische Bildungswesen grundlegend gewandelt. So wurde 2011 eine Gymnasialreform durchgeführt, die u.a. striktere Aufnahmekriterien vorsieht. Zugleich wurden fünf Einführungsprogramme implementiert, die Schülern den Übergang in ein Nationales Programm oder in den Arbeitsmarkt ermöglichen sollen. Im Beitrag wird deutlich, dass die Schülerzahl in speziellen Programmen zunimmt, ohne dass bislang eine verbesserte Eingliederung in den Arbeitsmarkt zu erkennen ist.
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| 10. |
- Bernhard, Dörte, 1974-, et al.
(author)
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Die Reform der "Gymnasiesärskola" in Schweden
- 2015
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In: Die UN-Behindertenrechtskonvention und ihre Umsetzung. - Bad Heilbrunn : Verlag Julius Klinkhardt. - 9783781519435 - 3781519430 ; , s. 258-265
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Book chapter (peer-reviewed)abstract
- Im Zuge der schwedischen Gymnasialreform wird derzeit auch die so genannte „Gymnasiesärskola“, die gymnasiale Sonderschule für Jugendliche mit geistiger Behinderung umgestaltet. Diese Schulform soll stärker mit der allgemeinen gymnasialen Stufe zusammenarbeiten. Auch sollen mehr Berührungspunkte zwischen Schule und Arbeitsleben geschaffen werden, um den Übergang der Jugendlichen in die Berufswelt zu erleichtern. Im Beitrag wird die Schulreform diskutiert, wobei eine stärkere Betonung der Qualifizierungsfunktion von Bildung deutlich wird.
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