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1.
  • A good life for all : Essays on sustainability celebrating 60 years of making life better
  • 2017. - 1
  • Editorial collection (other academic/artistic)abstract
    • For a better world now and in the futureFor a world that sustains itself for genereations to come, the University of Gävle is an ambitious and development-oriented organization with a focus on sustainability now and in the future. Under the leadership of Dr. Maj-Britt Johansson, the University is creating a sustainable community. This book commemorates her efforts in hounour of her 60th birthday.The ten essays here show the wide variety of sustainability activities under her leadership, not limited to ecological issues, includning science, social work, building design and contruction, and World Hertiage sites, along with a variety of other cutting-edge topics.
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  • Aalto, Sanni, et al. (author)
  • The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work
  • 2024
  • In: Social Psychology of Education. - : Springer. - 1381-2890 .- 1573-1928.
  • Journal article (peer-reviewed)abstract
    • Teachers are pivotal in creating safe and efficacious learning environments for ethnic minority students. Research suggests that teachers' multicultural attitudes, self-efficacy, and wellbeing at work may all play important roles in this endeavor. Using survey data on 433 teachers in Belgium, Denmark, Finland, Norway, Sweden, and the United Kingdom, the present study used structural equation models to analyze the paths between teachers' multicultural attitudes and work-related wellbeing (work dedication and exhaustion), and whether self-efficacy mediates these paths. We further investigated how these associations differ between teachers of reception classes for migrant and refugee students versus teachers of multi-ethnic mainstream classes. The results show that positive multicultural attitudes were directly associated with high level of work dedication, but not with work exhaustion. Self-efficacy mediated the association between multicultural attitudes and work-related wellbeing, indicated by both higher work dedication and lower work exhaustion. Concerning the role of teacher's class type, self-efficacy mediated the association between positive multicultural attitudes and work dedication for both types of teachers, whereas the mediation to low work exhaustion was only evident in mainstream class teachers. To conclude, teachers' multicultural attitudes and work-related wellbeing are mediated by self-efficacy and this important link should be acknowledged when designing professional development programs in order to create supportive and competent learning environments for all students.
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  • Aasheim, V, et al. (author)
  • Associations between advanced maternal age and psychological distress in primiparous women, from early pregnancy to 18 months postpartum
  • 2012
  • In: British Journal of Obstetrics and Gynecology. - : Wiley. - 1470-0328 .- 1471-0528. ; 119:9, s. 1108-16
  • Journal article (peer-reviewed)abstract
    • Please cite this paper as: Aasheim V, Waldenström U, Hjelmstedt A, Rasmussen S, Pettersson H, Schytt E. Associations between advanced maternal age and psychological distress in primiparous women, from early pregnancy to 18 months postpartum. BJOG 2012;119:1108-1116. Objective  To investigate if advanced maternal age at first birth increases the risk of psychological distress during pregnancy at 17 and 30 weeks of gestation and at 6 and 18 months after birth. Design  National cohort study. Setting  Norway. Sample  A total of 19 291 nulliparous women recruited between 1999 and 2008 from hospitals and maternity units. Methods  Questionnaire data were obtained from the longitudinal Norwegian Mother and Child Cohort Study, and register data from the national Medical Birth Register. Advanced maternal age was defined as ≥32 years and a reference group of women aged 25-31 years was used for comparisons. The distribution of psychological distress from 20 to ≥40 years was investigated, and the prevalence of psychological distress at the four time-points was estimated. Logistic regression analyses based on generalised estimation equations were used to investigate associations between advanced maternal age and psychological distress. Main outcome measures  Psychological distress measured by SCL-5. Results  Women of advanced age had slightly higher scores of psychological distress over the period than the reference group, also after controlling for obstetric and infant variables. The youngest women had the highest scores. A history of depression increased the risk of distress in all women. With no history of depression, women of advanced age were not at higher risk. Changes over time were similar between groups and lowest at 6 months. Conclusion  Women of 32 years and beyond had slightly increased risk of psychological distress during pregnancy and the first 18 months of motherhood compared with women aged 25-31 years.
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8.
  • Aasland, Erik, et al. (author)
  • Enacting a new physical education curriculum : a collaborative investigation
  • 2024
  • In: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243.
  • Journal article (peer-reviewed)abstract
    • Previous research shows that enacting a new curriculum is a complex process. Teachers can be enthusiastic and committed to new curricular objectives, but they can also experience frustration and disappointment. Scholars have suggested that teachers who perceive lack of support, or tensions between their personal philosophies and the educational principles underpinning a new curriculum, struggle to enact new curricula in line with their intent. Our purpose in this article is to illustrate how two Physical Education (PE) teachers experienced the enactment of a new official curriculum. An action research approach was used as design of the study. Researchers cooperated with two PE teachers for 18 months. The empirical material consisted of 50 sets of field notes from the two teachers' teaching lessons, transcripts from one semi-structured qualitative interview with both teachers following the completion of the school year. The material also consisted of reflection logs produced by the teachers containing written notes about their experiences of the curriculum enactment. We used literature on educational change (Fullan, M., & Hargreaves, A. (1991). What's worth fighting fore? Working together for your school. Ontario Public School Teachers' Federation) as our theoretical framework. Our findings show that the teachers experienced the curriculum enactment in contradictory ways. Shifting from previous PE practices that focused on sports activities and emphasized teacher instruction, to pedagogical practices informed by the new PE curriculum (including sociocultural perspectives of learning and assessment), led to uncertainty, surprise, satisfaction, as well as distrust. Our findings also showed that the teachers' experiences of the enactment were influenced by perceived gender biases. We argue that teachers' beliefs and the teaching culture were particularly influential dimensions regarding the two PE teachers' experiences of the curriculum enactment. Practitioners and researchers attempting curriculum enactment in the future should pay careful attention to such dimensions, especially given that tensions and uncertainty often occur during any educational change.
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Ärnlöv, Johan, 1970- (224)
Zhang, Xingxing (192)
Wallin, Lars (188)
Bales, Chris (173)
Ehrenberg, Anna (172)
Olsson, Mikael (143)
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Lind, Lars (140)
Ärnlöv, Johan (137)
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Wedin, Åsa, 1955- (124)
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Erlandsson, Kerstin, ... (84)
Persson, Tomas (84)
Åberg, Anna Cristina (82)
Bagger, Anette, 1974 ... (82)
Rönnegård, Lars (81)
Äng, Björn (78)
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Jansson, Bo G (75)
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Nyberg, Gunn (73)
Sundström, Johan (73)
Westin, Jerker (71)
McKee, Kevin, 1961- (71)
Bexell, Ulf (71)
Hintze, Arend, Profe ... (70)
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Wide, Sverre, 1973- (68)
Göransson, Katarina, ... (67)
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Osman, Fatumo, 1973- (63)
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University of Gothenburg (449)
Stockholm University (447)
Lund University (334)
Mid Sweden University (309)
Linköping University (263)
Royal Institute of Technology (257)
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Jönköping University (201)
University of Gävle (193)
Luleå University of Technology (178)
Linnaeus University (154)
Marie Cederschiöld högskola (143)
Södertörn University (134)
The Swedish School of Sport and Health Sciences (130)
University of Skövde (101)
Sophiahemmet University College (92)
Swedish University of Agricultural Sciences (84)
Halmstad University (81)
Chalmers University of Technology (81)
Red Cross University College (68)
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University of Borås (63)
VTI - The Swedish National Road and Transport Research Institute (45)
RISE (36)
University West (30)
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Stockholm School of Economics (11)
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Swedish Environmental Protection Agency (3)
Royal College of Music (3)
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IVL Swedish Environmental Research Institute (1)
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