| 1. |
- Finnveden, Göran, et al.
(författare)
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Evaluation of integration of sustainable development in higher education in Sweden
- 2020
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Ingår i: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Limited. - 1467-6370 .- 1758-6739. ; 21:4, s. 685-698
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes. Findings Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement. Originality/value This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
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| 2. |
- Säljö, Roger, 1948, et al.
(författare)
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Epilog: Framtidens skola och utbildning
- 2014
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Ingår i: Lundgren, U. P., Säljö, R., & Liberg, C. (Red.), Lärande, skola, bildning. Grundbok för lärare.. - Stockholm : Natur & Kultur. - 9789127136021 ; , s. 689-702
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Ödalen, Jörgen, 1975-, et al.
(författare)
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Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities
- 2019
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Ingår i: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 38:2, s. 339-353
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Tidskriftsartikel (refereegranskat)abstract
- Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden’s six largest universities, who participated in pedagogical training courses. Our study reveals that the participants’ self-reported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact.
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| 4. |
- Brantefors, Lotta, 1952-, et al.
(författare)
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Human Rights Education as Democratic Education The Teaching Traditions of Children's Human Rights in Swedish Early Childhood Education and School
- 2019
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Ingår i: The International Journal of Children's Rights. - Pa Leiden : Brill Academic Publishers. - 0927-5568 .- 1571-8182. ; 27:4, s. 694-718
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Tidskriftsartikel (refereegranskat)abstract
- This article examines the teaching traditions of children's human rights in four levels of education in Swedish early childhood education and school by drawing on a three-year long didactic (Didaktik) research project on the teaching and learning of human rights. The purpose of the article is threefold. First, the aims, content and methods used in the teaching of the four levels are compiled. Second, the main characteristics of the observed teaching are analysed. Third, the question of why rights are taught is examined using Roberts' concept of curriculum emphases (1982). The article identifies the aims, content and methods used within each level of education and the main characteristics of the teaching of human rights and shows that the teaching of human rights often consists of the content themes interaction and the life conditions of others. When further analysed, the main conclusion is that the teaching tradition of human rights is strongly rooted in the fundamental and democratic values on which Swedish education is based (Education Act, 2010) - a democratic curriculum emphasis.
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| 5. |
- Francia, Guadalupe, 1961-, et al.
(författare)
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Children's rights and violence : A case analysis at a Swedish boarding school
- 2017
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Ingår i: Childhood. - : SAGE Publications. - 0907-5682 .- 1461-7013. ; 24, s. 51-67
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on the Convention on the Rights of the Child, the article highlights various conceptions of violence at a Swedish boarding school and is based on a critical discourse analysis of different educational and media documents. The investigation indicates that ambitions to protect childrenfrom violence need to overcome the dichotomy of private and public in order to protect children affected by violence in the borderland between the private and public spheres.
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| 6. |
- Hemmi, Kirsti, et al.
(författare)
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Challenging traditional classroom practices : Swedish teachers’ interplay with Finnish curriculum materials
- 2018
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Ingår i: Journal of Curriculum Studies. - : Taylor & Francis Group. - 0022-0272 .- 1366-5839. ; 51:3, s. 1-20
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Tidskriftsartikel (refereegranskat)abstract
- In the current paper, we present an analysis of a case study in which we have followed Swedish primary teachers who voluntarily began using translated Finnish curriculum materials, i.e. a textbook and teacher guide, in order to reform their mathematics teaching. The multifaceted data, consisting of questionnaires, interviews, protocols from collegial meetings and classroom observations, were gathered during the period 2010–2014. The analysis of the interplay within this cross-cultural setting reveals the special characteristics and the challenges existing in practice. Both the experienced and inexperienced teachers offloaded a great deal of their agency to the materials in order to become familiar with the ideas they mediated. Yet, the lack of a clear rationale behind the organization of the materials, as well as the suggested activities connected to taken-for-granted features of the Finnish teaching tradition, made fruitful interaction problematic. The changes teachers made in their classroom practice were tightly connected to the support offered in the materials, without which the teachers abandoned their new classroom patterns. Based on the results of this study, we suggest a number of general aspects that we regard as important to consider when implementing curriculum materials developed within another cultural-educational context.
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| 7. |
- Kanebrant, Erik, et al.
(författare)
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T-MASTER -- A tool for assessing students' reading abilities
- 2015
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Ingår i: <em>Proceedings of the 7th International Conference on Computer Supported Education (CSEDU 2015),</em> Lisbon, Portugal. - : SciTePress. - 9789897581083 - 9789897581076 ; , s. 220-227
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Konferensbidrag (refereegranskat)abstract
- We present T-MASTER, a tool for assessing students’ reading skills on a variety of dimensions. T-MASTER uses sophisticated measures for assessing a student’s reading comprehension and vocabulary understanding. Texts are selected based on their difficulty using novel readability measures and tests are created based on the texts. The results are analyzed in T-MASTER, and the numerical results are mapped to textual descriptions that describe the student’s reading abilities on the dimensions being analysed. These results are presented to the teacher in a form that is easily comprehensible, and lends itself to inspection of each individual student’s results.
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| 8. |
- Levin, Lena, 1958-, et al.
(författare)
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Unpacking corrections in mobile instruction : Error-occasioned learning opportunities in driving, cycling and aviation training
- 2017
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Ingår i: Linguistics and Education. - : Elsevier BV. - 0898-5898 .- 1873-1864. ; 38, s. 11-23
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Tidskriftsartikel (refereegranskat)abstract
- This article deals with the organisation of correction in mobile instructional settings. Five sets of video data (>250 h) documenting how learners were instructed to fly aeroplanes, drive cars and ride bicycles in real life traffic were examined to reveal some common features of correction exchanges. Through detailed multimodal analysis of participants’ actions, it is shown how instructors systematically elaborate their corrective instructions to include relevant information about the trouble and remedial action – a practice we refer to as unpacking corrections. It is proposed that the practice of unpacking the local particulars of corrections (i) provides for the instructional character of the interaction, and (ii) is highly sensitive to the relevant physical and mobile contingencies. These findings contribute to the existing literature on the interactional organisation of correction and mobility, as well as to ongoing work in ethnomethodology and conversation analysis on teaching and learning as members’ phenomena.
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| 9. |
- Parker-Jenkins, Marie, et al.
(författare)
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Education for the other : policy and provision for Muslim children in the UK and Swedish education systems
- 2017
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Ingår i: Compare. - : Taylor & Francis. - 0305-7925 .- 1469-3623. ; 47:2, s. 257-270
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Tidskriftsartikel (refereegranskat)abstract
- Metrics Reprints & Permissions PDFAbstractThe European Convention on Human Rights has been signed by both the UK and Sweden as well as other European states, providing legal justification for accommodating the educational needs of religious minorities. This legal entitlement is explored in the paper, with particular reference to parental choice for schools based on an Islamic ethos. How the UK and Sweden have responded to accommodate the religious convictions of Muslim families is the focus of discussion, drawing on historical and policy backgrounds. The paper also draws on the theoretical work of Kumashiro and the concept of ‘Education for the Other’, examining the positioning of minority groups within the broad context of a multicultural society and the challenge of accommodating religious convictions in a climate of increasing support for cultural assimilation.
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| 10. |
- Nilsson, Lena A., 1947-, et al.
(författare)
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Att bygga gemensamma miljöer : delaktighet och lärande genom dialogplanering
- 2012
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Avdelningen barns, ungas och vuxnas lärande, Högskolan i Skövde. - 2001-4554. ; 6:1, s. 12-29
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Tidskriftsartikel (refereegranskat)abstract
- The aim is to investigate how dialogue planning can provide users and professionals with tools for learning and be a path to organizational development in the context of design and construction of a town square and a sports hall adjacent to a K-9 school. Design and construction was carried out in collaboration between a municipality, a building contractor, school staff and students. A model for dialogue planning using artistic practice and collaboration with an artist was applied to develop an authentic dialogue. An architect and an artist were project managers. Their role was to support students to formulate interests, needs and creative solutions. Awareness of the complexity of planning was developed.Students’ participation had major impact on the design of the town square. With support, students can give a qualified contribution, significant for design of physical environment. Students’ involvement contributes to the learning of professional partners. Learning takes place primarily at the horizontal level around the students. Learning can be seen vertically among representatives of the school and community. Among building producers horizontal learning can be seen with entrepreneurs directly facing students.
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