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1.	Anderson, Lotta, et al. (author) Assessments for learning in grades 1-9 in a special school for students with intellectual disability in Sweden 2017 In: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; 75:6, s. 508-524 Journal article (peer-reviewed)abstract The aim of this research is to analyze teachers’ and paraprofessionals’ work and reflections on assessments for learning in a Swedish compulsory special school. Research has shown that assessment for learning is a powerful tool to improve student achievement. The theoretical perspectives discuss concepts such as situated learning and collaboration. The research adopted a participatory design; the researchers followed four teams, totally 20 teachers and paraprofessionals’ work through video observation, discussions, feedback and lectures on assessment. The teams documented classroom teaching and assessment of students' abilities in different subject. The data in this study are based on teams’ written texts. The texts are analyzed using a qualitative content analysis and contribute to research on formative assessment by including teachers as well as paraprofessionals. Results show, that professions have developed their educational philosophy and their ability to give children feedback, which will help their learning. The results also highlight the discussion between learning and caring, regarding the duties of teachers and paraprofessionals. A challenge for the teams is to unite the children’s care needs with the curriculum knowledge requirements and ensure them to learn within a holistic perspective. Teaching and assessing students with extensive learning difficulties and in need of alternative communication is another challenge for the teams as well as awareness that change processes take time.
2.	Anderson, Lotta, et al. (author) Assessments for learning in grades 1-9 in a special school for students with intellectual disability in Sweden 2017 In: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 75:6, s. 508-524 Journal article (peer-reviewed)abstract Syftet med denna studie är att analysera lärares och elevassistenters arbete och reflektioner kring bedömningar för lärande i en svensk grundsärskola. Forskning har visat att bedömning för lärande är ett kraftfullt verktyg för att förbättra studieresultat. De teoretiska perspektiven diskuterar begrepp som lärande och samarbete. Studien faller inom ramen deltagande design; forskarna följde fyra team, totalt 20 lärare och elevassistenters arbete genom videoobservation, diskussioner, feedback och föreläsningar om bedömning. Teamen dokumenterade klassrumsundervisning och bedömning av elevernas förmågor i olika ämnen. Empirin i denna studie är baserade på teamens skriftliga texter. Texten analyseras med hjälp av en kvalitativ innehållsanalys och bidrar till forskning om formativ bedömning genom att inkludera lärare såväl som elevassistenter. Resultat visar att båda professionerna har utvecklat sin pedagogiska filosofi och förmåga att ge eleverna feedback, vilket kommer att ge stöd i deras inlärning. Resultaten belyser också diskussionen mellan inlärning och omsorg, vad gäller lärare och elevassistenters uppdrag. En utmaning för teamen är att förena elevernas vårdbehov med läroplanens kunskapskrav och se till att de lär sig inom ett holistiskt perspektiv. Undervisning och utvärdering av elever med omfattande inlärningssvårigheter och i behov av alternativ kommunikation är en annan utmaning för teamen samt medvetenhet om att förändringsprocesser tar tid.
3.	Anderson, Lotta, et al. (author) Characteristics of independent schools directed at students in need of special support : a study of school website presentation 2019 In: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 77:3, s. 317-337 Journal article (peer-reviewed)abstract The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools’ website presentations, which were processed and analysed in consecutive steps. The results showed that the students’ complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments.
4.	Anderson, Lotta, et al. (author) Characteristics of Independent Schools Directed at Students in Need of Special Support : a Study of School Website Presentation 2019 In: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 77:3, s. 317-337 Journal article (peer-reviewed)abstract The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools' website presentations, which were processed and analysed in consecutive steps. The results showed that the students' complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments.
5.	Bäcklund, Johan, et al. (author) Pre-service teachers’ experiences of the transition from analogue to digital learning during the Covid-19 pandemic 2022 In: Problems of Education in the 21st Century. - : PEC. - 1822-7864 .- 2538-7111. ; 80:2, s. 273-288 Journal article (peer-reviewed)abstract The transition from analogue campus-based learning to digital distance learning during the Covid-19 pandemic affected our society in many ways. This study set out to explore the experiences of 30 pre-service teachers when transitioning to digital distance learning. The pre-service teachers (PSTs) participated in a series of focus-group interviews that were subsequently analysed using qualitative content analysis. The results indicate that the transition to digital distance learning worked well and that the technology that was used performed satisfactorily. However, the PSTs experienced both opportunities and obstacles with respect to distance learning. The opportunities associated with digital distance learning were reported to be instantiated by teacher-led ‘flipped classroom’ teaching sessions and the additional freedom that was enjoyed by the PSTs (in both space and time). An obstacle associated with digital learning was the feeling that important aspects of interpersonal interaction disappeared. The PSTs remained sedentary and isolated at home, and the learning experience became somewhat dysfunctional when the teaching was not clearly structured and teacher-lead. The study concludes that it is not possible to replace IRL (‘in real life’) teaching entirely with digital distance learning. However, the results suggest that a hybrid form of teaching or elements of digital teaching can work well as a complement to future campus-based courses.
6.	Bäcklund, Johan, et al. (author) The paradox of the flipped classroom : One method, many intentions 2018 In: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 76:4, s. 451-464 Journal article (peer-reviewed)abstract The Flipped Classroom is a teaching model where content attainment is shifted forward to outside of class, to be followed up by the teacher in class. In Sweden this way of teaching has become very popular during recent years. But what is gained by this way of teaching? Research on the Flipped Classroom in the context of the Swedish High School system is close to non-existent; why studies within this field are of great importance. In order to find appropriate informants, an electronic survey was constructed. Informants matching the selection criteria were then selected for qualitative interviews. In total nine informants agreed to participate in interviews (Semi-structured) to describe their experiences from flipping their own classrooms. The informants reported that the transition from more conventional ways of teaching to using the Flipped Classroom entailed major changes. The informants pointed out that the process of moving away from the more conventional way of teaching improved their teaching. All of the informants expressed they all used the Flipped Classroom methodology but they all did it with different goals in mind and their approach varied a lot. By using the same terminology, it might seem that they worked with the Flipped Classroom in similar ways, but the results show they did not. Herein lies the problem: Teachers say they flip their classrooms, which they do, but they do not share the same goals or approaches, just the term: The Flipped Classroom.
7.	Christensen, Jonas (author) A Critical Reflection of Bronfenbrenner´s Development Ecology Model 2016 In: Problems of Education in the 21st Century. - : Scientific Methodical Centre 'Scientia Educologica', Lithuania; The Associated Member of Lithuanian Scientific Society, European Society for the History of Science (ESHS) and ICASE. - 1822-7864 .- 2538-7111. ; 69, s. 22-28 Journal article (peer-reviewed)abstract This article is a theory based reflection out of the development ecology. When studying an organisation, transformation and spheres of influence of professions and in education, the Development Ecology model provides a tool for understanding the encounter between societal, organisational and individual dimensions, a continual meeting point where phenomena and actors occur on different levels, including those of the organisation and society at large. However, the theory of development ecology may be questioned for how it looks at the individual’s role in relation to other actors in order to define and understand the forces underlying the professional development. The focus on the individual might prevent the understanding of group wise development. Resilience capacity on a mental, intra level and an entrepreneurial way of building, developing and keeping networks gives the different levels in the Development Ecology model a broader understanding of what stimulates learning processes. Factors relating to both the inside of the individual and social ties between individuals in a group context in relation to global factors need to be discussed.
8.	Dahl, Marianne, 1955-, et al. (author) Leisure-time teachers in a changed profession 2015 In: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; 68, s. 22-35 Journal article (peer-reviewed)abstract This exploratory research focus on teaching and learning on the basis of Swedish leisure-time teachers with more than thirty years of experience. The purpose of this research was to bring to light the role of the Leisure time teachers, both in the past up to the present day and into the future. Based on important concepts for professional development, the qualities decisive for a long and sustainable career as a leisure-time teacher are sought. In interviews ten leisure-time teachers describe their professional careers on the following question areas: teachers, children, parents, leisure-time centers and mission. The outcomes are discussed in relation to the professional concepts of knowledge, autonomy, responsibility, collegial decision-making, confidence and trust, closing off and professional development. The results show that there are a number of success factors for why the interviewees stayed in a profession that has undergone and is subject to significant changes. Children, challenges, leisure-time pedagogy, flexibility and teamwork are considered to be important qualities. One factor that in certain cases meant that one did not change profession is that there are no clear career paths within the profession. Change that has occurred regarding the focus of the work is perceived mainly as positive. Leisure-time teachers emphasize that the collaboration with the school has resulted in greater confidence in their own mission and competence. From this research some critical research areas are revealed, such as, children’s possible perceptions of learning requirements at the leisure-time center.
9.	Diehl, Monika (author) Teachers' and learners' experiences of entrepreneurial education : practice and challenges in relation to visible and invisible pedagogy 2016 In: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; 73:73, s. 27-44 Journal article (peer-reviewed)abstract Entrepreneurial education is described as gaining abilities that enable the future workforce to develop, be part of and adapt to the changing society. International policy texts, from for instance the Organisation for Economic Co-operation and Development (OECD) and the European Commission, agree that entrepreneurial abilities are to be taught and learned in school. Even if this has been on the agenda for decades, it wasn't inscribed in the Swedish curricula until 2011. This research focuses on lower secondary schools and what is called the broad approach or entrepreneurial education. To foster entrepreneurially, different progressive theories of instruction are often suggested. Basil Bernstein has outlined two generic forms of instructional theories: visible and invisible pedagogy; visible pedagogy can be described as "traditional", while invisible pedagogy requires progressive teaching and learning. Based on classroom observations, interviews with teachers and learners, this study elaborates on these concepts in relation to experiences of entrepreneurial education. Different challenges, due to contradictory messages in curricula, learners' backgrounds and experiences, as well as teachers' approaches, are revealed. The study suggests that, even though more or less ambitious attempts are being made, "pure" entrepreneurial education is difficult to enable in a practice where visible pedagogy is the standard educational practice.
10.	Engvall, Margareta, 1955-, et al. (author) THE EFFECT ON STUDENTS ARITHMETIC SKILLS OF TEACHING TWO DIFFERENTLY STRUCTURED CALCULATION METHODS 2020 In: Problems of Education in the 21st Century. - : SCIENTIA SOCIALIS. - 1822-7864 .- 2538-7111. ; 78:2, s. 167-195 Journal article (peer-reviewed)abstract Mastering traditional algorithms has formed mathematics teaching in primary education. Educational reforms have emphasized variation and creativity in teaching and using computational strategies. These changes have recently been criticized for lack of empirical support. This research examines the effect of teaching two differently structured written calculation methods on teaching arithmetic skills (addition) in grade 2 in Sweden with respect to students procedural, conceptual and factual knowledge. A total of 390 students (188 females, 179 males, gender not indicated for 23) were included. The students attended 20 classes in grade 2 and were randomly assigned to one of two methods. During the intervention, students who were taught and had practiced traditional algorithms developed their arithmetic skills significantly more than students who worked with the decomposition method with respect to procedural knowledge and factual knowledge. These results provided no evidence that the development of students conceptual knowledge would benefit more from learning the decomposition method compared to traditional algorithm.
11.	Holmqvist, Mona, 1961-, et al. (author) Contrasting cases and their impact on learning : a replication of a learning study corfirming the impact of contrasts 2009 In: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; :10, s. 38-46 Journal article (peer-reviewed)abstract The present article describes how Swedish pupils in class 4 (nine to eleven years old) learn English as a second language. The study replicates a learning study carried out within the framework of a more ex-tensive project known as “The Pedagogy of Learning”. The present study is aiming to find out if the re-sults from one original learning study can be generalised to other teachers and pupils. The pupils partici-pating in the presented study learn how to use “to have”. The original Learning Study Cycle (LSC) con-sisted of three lessons per cycle, each lesson carried out in different groups of pupils. The teachers fo-cused on the critical aspects, i.e. the features which must be distinguished in order to understand a phe-nomenon. This process entailed investigating the contrasts between the specified learning outcome(s), i.e. the ability or knowledge targeted. The lessons were planned from a variation theory perspective. The LSC demonstrated that the use of contrast – applied in only one of the three lessons – between “to be” and “to have” had a positive effect on pupils’ generative learning, i.e. continued learning outside the classroom. In order to establish if the results of the present study are coincidental or repeatable the LSC was repli-cated. The first replicated study was conducted by a group of teachers with a good knowledge of variation theory. These teachers had previously applied the theory in mathematics lessons. A second replication was initiated by a group of teachers with no knowledge of variation theory. The results demonstrated that contrast is important for generative learning provided that teachers are able to focus on critical aspects and thereby elucidate contrast. In the group familiar with variation theory the results were similar to those of the original study, i.e. generative learning was promoted, while contrast had little effect on the pupils generative learning in the group of teachers who had no knowledge of variation theory. The study demonstrates that generative learning is dependent on teachers’ knowledge of how the critical aspects of the target knowledge should be presented to pupils. Such knowledge enables teachers to apply contrast as a means of developing pupils’ ability to distinguish qualitative differences. In this way, pupils continue to develop their knowledge beyond the classroom.
12.	Holmqvist, Mona, 1961-, et al. (author) Differences between learning facts and complex phenomena : a learningstudy in history based on the variation theory 2010 In: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; :20, s. 80-92 Journal article (peer-reviewed)abstract This study has been carried out as part of a project entitled “The Pedagogy of Learning” (Holmqvist, 2002) whose objective is to use theory and practice to extend our knowledge of learning and teaching. The study was implemented at the upper secondary school level and involved students in the first year of the social science programme. Two classes were evenly divided into three groups. The “learning study” model (Holmqvist, 2006) was employed and three research lessons in history were the focus of the study. The aim was to describe what students could potentially learn, and then compare this with what they actually learned with regard to critical aspects of historical knowledge of the learning object. The learning object was exemplified by the period when Skåne, the southern part of the present country of Sweden, became Swedish after a period of Danish rule. By examining different aspects of the learning object, the aspects necessary to bring about learning were clarified. The lessons themselves were analysed in accordance with Variation Theory (Holmqvist, Gustavsson & Wernberg, 2008; Holmqvist & Mattisson, 2008), according to the constituent concepts of discernment, simultaneity, and variation. What varies and what is invariant in a learning situation are important in determining what can be learned (Marton & Booth, 1997). Changes were implemented in how certain critical aspects of the subject were presented to students with the goal of improving the student learning outcomes. The results confirmed that the nature of what was taught resulted in different learning possibilities. One such element was the ability to identify with those who lived during the period studied. Creating a kind of compassion for one or more fictitious persons enabled students to discern more easily the critical aspects. One conclusion of this study was that an effective learning strategy for students is hard to develop because they try to focus both on understanding the learning object itself, and on gathering hints from the teacher about what will be on the upcoming examination (which constitutes a second implicit learning object). This is amounts to a ‘Guess what he is thinking’ game with the teacher, rather than developing a real understanding of the learning object itself. Another conclusion underscored the important role played by the developed understanding of the learning object in producing long-term or so-called ‘generative learning’. Our study demonstrated that there is a difference in the long term between decreased learning of isolated facts and increased comprehension of overall historical phenomena.
13.	Holmqvist, Mona, 1961-, et al. (author) Instruction built on learners' previous knowledge by using the variation theory 2008 In: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; :6, s. 86-95 Journal article (peer-reviewed)abstract This chapter discusses teaching based upon pupils’ previous knowledge. As the world becomes more and more globalised, it is harder and harder for a teacher to form a picture of the pupils’ knowledge when planning instruction. However, without this information about pupils, it is impossible to know if the created learning situations are conducive to learning or if the pupils had already acquired knowledge about the learning object before the learning situation. In this study pupils’ previous knowledge is investigated in relation to how English as a Second Language is learnt when pupils have different mother tongues. In a phenomenographic study we found that pupils with three different mother tongues, when placed in the same learning situation, made errors which could be traced back to the structure of their mother tongue. This observation led to a learning study, in which variation theory was the theoretical point of departure, and in which three different research lessons with three different groups of pupils were carried out. The learning object was dependent possessives, and the pupils’ mother tongue was Swedish. As there is no differentiation between independent and dependent possessives in Swedish, the pupils could not discern the difference between these two forms. As Swedish has a differentiation between t- and n-gender, the puils wrongly assumed that the difference between my and mine was not connected to dependent and independent possessives but to gender. The results of our study show how teachers who are familiar with the pupils’ previous knowledge (mother tongue) can become aware of what mistakes they might make as ESL learners; this knowledge has a profound effect on instruction. In this way, teachers can also predict and plan what information is needed to develop learning situations which provide maximum opportunity to learn. They also understand what kinds of critical aspects are necessary to enable pupils to discern. As a result, teachers are more effective, which is reflected in better pupil results in the classroom.
14.	Holmqvist, Mona, 1961-, et al. (author) Students learning English as second language : an applied linguistics learning study 2009 In: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; :18, s. 86-96 Journal article (peer-reviewed)abstract This study involved students from a teacher training programme and classroom teachers during in-service training. These students and teachers were introduced to variation theory and carried out a learn-ing study on English as a Second Language (ESL) that incorporated five research lessons taught in paral-lel, rather than in a cycle. The participants in the study were five classes from grade level five to upper secondary school, five university students, and two researchers. The aim was to put learning study to test in describing in what ways students (from fifth graders to upper secondary school students) discerned the letter s at the end of a word, and secondly what kind of knowledge about this learning object they were able to develop during instruction. When an s appears as a terminal letter in English, it can be inter-preted in at least five different ways: contraction, plural, third person singular, genitive or possessive pronoun. It can also be the final letter of a monomorphemic word (bass) or suffix (-ness). Our study dem-onstrated how learning study was used to describe how students of different ages interpret the suffix s. A pattern emerged indicating the way knowledge of a phenomenon develops as a consequence of teaching. This pattern was analysed in terms of the structure of the students’ native language. The outcome showed how students tried to comprehend a second language by means of the structure of the first. A good exam-ple is the pronoun your (dependent possessive form) and yours (independent possessive form). As there is no variation in Swedish between dependent and independent possessives, students associate the two forms with the differences between d- and t- gender. This distinction is made in Swedish (din/ditt) but not in modern English.
15.	Holmqvist, Mona, et al. (author) Teacher Educators' Self-Reported Preparedness to Teach Students With Special Educational Needs in Higher Education 2019 In: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 77:5, s. 584-597 Journal article (peer-reviewed)abstract This research explores teacher educators' self-reported preparedness to teach students with special educational needs. Teacher educators are concerned with preparing the next generation of teachers who will, in turn, be addressing the needs of students with special educational needs within schools. Being able to address this important task also in their own teaching at the teacher education program is important for their own credibility. In total, 104 teacher educators at two university faculties completed an online questionnaire with questions about teaching students with special education needs. The results showed a significant difference between the educators' self-reported professional development needs. At University B, educators rated their own competence as well as the organizational ability to meet students with special educational needs higher than educators at University A, regardless of disability One explanation for the differences in self-rated competence might be due to the mandatory courses about how to teach students with special educational needs, shaping a community of practice with a shared knowledge among the teacher educators at University B. However, the experienced challenge lies in difficulties to transform the knowledge of what is required and expected into practical solutions for teaching students with special educational needs.
16.	Holmqvist, Mona, 1961-, et al. (author) The same lesson in two different cultures - what differs and what is the same? : a Learning Study on reading comprehension in Sweden and Hong Kong 2010 In: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; :21, s. 71-82 Journal article (peer-reviewed)abstract This project is about the relationship between what happens in the classroom and what the students learn from reading. We have found that what the students learn may differ in different classes radically even if the school resources are the same, learning is organized in the same way, even if the students are equally capable and motivated and even if the teachers are equally well educated and experienced. We have found that radical differences in what the students learn frequently originate from differences in how the content of learning is handled, structured in the interaction between teachers and students. Such differences have to do with what is made possible for the students to discern, to notice, to become aware of, through what is said, what is exemplified, what commonalities and what differences are brought out by means of discernment, simultaneity and the systematic use of variation. The study is a comparison between how reading comprehension is taught in two different cultures, Sweden and Hong Kong. The same lesson, developed and designed in Hong Kong, and content is given to three school year four-classes in Sweden and one school year-four class in Hong Kong, in the learning study model. The results show the similarities and differences between the learning outcomes, but also the similarities and differences in how the teachers offer the students to experience the object of learning and what implications this have on the student‘s results. The results show how powerful the design of the lessons is independent of the different cultural settings.
17.	Holmqvist, Mona, 1961-, et al. (author) Variation theory : a tool to analyse and develop learning at schoool 2008 In: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; :7, s. 31-38 Journal article (peer-reviewed)
18.	Karlsudd, Peter, 1958- (author) Assessing Essays to Develop Writing 2010 In: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; 25, s. 67-76 Journal article (peer-reviewed)abstract Special needs teacher education in Sweden has by tradition been pragmatic and action-oriented. The higher degree of academization the education is now undergoing has revealed deficiencies in the concluding essay project. A low problematization degree, poor grounding in theory as well as undeveloped analyses are among the explanations of the low quality. This article describes a development project conducted at Linnaeus University with a view to improving the quality of student essay writing. With the overarching aim of making students aware of the quality criteria involved in essay writing, students and teachers assessed essays on the basis of 24 different criteria. Initially worked out by teachers, the criteria were developed and supplemented in dialogue with students. After the appraisal the conformity of assessment between student-student, teacher-student and teacher-teacher was presented. The result demonstrates that disagreement exists in the assessment. Teachers and examiners assess the quality of the essays as being somewhat lower in certain respects than what students do, whereas they may give higher values on the basis of other criteria. However, individual differences in assessment among teachers are not fewer than among students. There are clear differences in the evaluation of method, theory grounding, innovativeness and creativity. Subsequent discussions have led to clearer quality requirements for essays and have also to some extent reduced the former interpretation gap.
19.	Karlsudd, Peter, 1958-, et al. (author) Less tradition for more profession : an attempt with thesis projects in practical development 2017 In: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 75:3, s. 252-262 Journal article (peer-reviewed)abstract This research scrutinises the question whether an education profile with development-oriented thesis projects in teacher education programs can provide an increased professional relevance without losing scientific quality. The methodology used in the survey can be defined as a participatory approach in which field work, document studies and interviews form the basis for data collection. The suggested activities that students used were development-oriented methods. Before the project's implementation, instructional texts and supplementary examination criteria were written with a view to guaranteeing scientific excellence, with the main aim of improving professional relevance. The results show that the course tutor initially had some trouble communicating disposition and structure, which meant that some of the students at first had doubts. Despite this, the summary assessment is that the development-oriented approach implemented with scientific quality enhanced the students` readiness for future professions.
20.	Karlsudd, Peter, 1958- (author) Tablets as learning support in special schools 2014 In: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; 59, s. 49-58 Journal article (peer-reviewed)abstract Within special education research, ICT has occupied a relatively small space, especially when it comes to implementation and pupils’ learning effects. Few studies emphasize how ICT can promote a learning environment for pupils with cognitive disadvantages. The studies conducted in Sweden are about children and young people with physical rather than cognitive disabilities. Against this background and with the view to find new ways of learning for special school pupils the present research started. The overall aim was to increase pupil participation and promote learning in special schools by means of tablets. The research project involved researchers, teachers and student assistants in research circles, a method that can in many respects be compared with action research. Three special schools, two middle schools and one high school participated in the research project in which teachers and pupils were given Tablets. The data were using four different methods: Interview, Observation, Questionnaire and Essays. The data were tested against Professor Englund’s theory of Educational Philosophies. The theory has been a valuable tool for measuring and discussing how the discourse of change has occurred. The results show improved skills and a clear declaration of intent of staff to work in a reconstructive direction.
21.	Lelinge, Balli, et al. (author) Teachers' Awareness and Understanding of Students' Content Knowledge of Geometric Shapes 2020 In: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 78:5, s. 777-798 Journal article (peer-reviewed)abstract Few research studies have been conducted in a primary school in early mathematical education about the teaching of geometry. This research aims to contribute with knowledge of how teachers' awareness and understanding of necessary conditions to enhance students' abilities to discern two- and three-dimensional shapes develop. In this research, qualitative methods were used to analyse data from a lesson study in grade 4 in the subject of mathematics. Data were primarily collected through audio-recorded conversations with teachers before and after the lesson, and the results of students' pre- and post-test. The results of this research showed increased awareness of using collaboration opportunities to apply professional classroom instructions and activities to enhance students' knowledge of two- and three-dimensional shapes. This research elucidates how the practice-based professional development approach emphasised the teachers' teaching targets for understanding students' content knowledge of geometric shapes. Additionally, the result highlighted teachers' awareness and understanding of the challenges students face in learning about three-dimensional shapes from two-dimensional representations. Future research should develop a more iterative and revised research lesson design to develop more powerful content knowledge and classroom activity in this topic area.
22.	Ljung-Djärf, Agneta, 1961-, et al. (author) Doing pre-school : knowledge utilization and discursive patterns during pre-school planning meetings 2010 In: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; :25, s. 77-86 Journal article (peer-reviewed)abstract The aim of this research is to study knowledge utilization and discursive patterns during pre-school planning meetings fronstage. The study is designed as a qualitative case study based on tape recordings of five planning meetings and three video documented activities. Three pre-school teachers and three researchers participated. In the analysis, Foucault’s work on discursive practices is used as theoretical framework. The study highlights knowledge used and cited in the local negotiations. The conclusions are that the knowledge used is based on both professional knowledge related to children's learning and development, and local knowledge of children and their abilities, conditions and personalities. The professional knowledge appears as rather implicit and it is primarily the local knowledge of children and their individual needs and circumstances that is most clearly expressed. Dominant discursive patterns are formulated as the staff make themselves responsible for making the pre-school activity not school-like for the maturing child. On the front stage arena the teachers' tasks primarily appears as a desire to maintain the pre-school content in accordance with pre-school ideology that also controls how they see the children’s learning in pre-school in another perspective than student learning in a school context
23.	Manuel, Alzira, et al. (author) The challenges of adult education policy implementation in Mozambique 2016 In: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; 71:71, s. 53-61 Journal article (peer-reviewed)abstract The current socio-economic development in Mozambique is characterized by growing social inequalities, in particular concerning the imbalanced access to education and the increased poverty of women and the unemployed. Adult education is a way to provide youth and adults with opportunities to improve their knowledge and skills. Through education they can gain power and they can learn how to cope with social and economic challenges. The purpose of this research is to examine how far policies concerning adult education, especially with respect to Non-Formal Vocational Education and Training (NFVET) are implemented. The research is qualitative in nature, based on document analysis with a focus on the policies that have guided the implementation of adult education and training in Mozambique during the period 2000-2015. The findings reveal that Mozambique has been strongly influenced by international initiatives within the framework of ‘Education for all’ and ‘Education for development’. There is an apparent need to strengthen policy implementation strategies, particularly in the area of NFVET in order to ensure the real empowerment of learners and teachers.
24.	Mattisson, Jane, 1953-, et al. (author) Learning through technology : a report on the implementation of a "new" e-learning tool 2010 In: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; :23, s. 146-157 Journal article (peer-reviewed)abstract This article discusses an on-going pilot project for improving essay writing at Kristianstad University, Sweden. It presents a so-called boilerplate which has been designed for Master’s-level English students. This e-learning tool is used as a cognitive tool that facilitates learning with as opposed to learning through technology. The boilerplate is part of a joint learning system (Kim & Reeves, 2007) in which there are three equal participants in the learning process: the tool, learner, and activity.As technology is increasingly implemented in education, there is a need to understand pedagogical processes that not only take into consideration the student, but how the technology is used by the student. Our paper discusses the e-learning tool created at Kristianstad University, and looks at the first, preliminary results of its use in connection with pedagogical issues, usability, and interaction.
25.	Palla, Linda, et al. (author) Characteristics of Preschool Teaching in Language, Communication and Multilingualism : Expressions From Ten Swedish Municipalities 2018 In: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 76:2, s. 189-214 Journal article (peer-reviewed)abstract Syftet är att vidareutveckla kunskap om vad förskollärare och chefer från tio kommuner i Sverige skriftligen uttrycker kan känneteckna undervisning i språk, kommunikation och flerspråkighet i förskola, år 2016. Vidare är frågan vilka spår av didaktiska nivåer och didaktiska frågor som kan uttolkas i relation till under¬visning i språk, kommunikation och flerspråkighet. Materialet består av skriftliga svar på en relativt öppen fråga. Frågan skickades till 243 förskollärare och chefer och 222 besvarade frågan (svarsfrekvens 91%). Didaktiskt orienterad analys genomfördes utifrån tre didaktiska nivåer: aktionsnivå, teoretisk nivå och metateoretisk nivå. Analysresultatet utfaller i utmärkande spår som tydligare refererar till praktiknära aktionsnivå än till teoretisk/ämnesdidaktisk nivå, eller metateoretisk nivå. Detta gäller såväl chefer som förskollärare i det undersökta materialet. Kännetecknande för språk, kommu-nikation och flerspråkighet är att barnen står i centrum för undervisningen, som både kan vara gränslös och avgränsad. Undervisningen sägs ske hela tiden, spontant, men medvetet, i alla sammanhang och situationer men även genom planerade aktiviteter, projekt eller teman. Muntlig kommunikation dominerar i undervisningen. Summerande kan framhållas att vaga och lågfrekventa spår av flerstämmighet kring flerspråkighet och särskilt stöd har gjort sig gällande. Flerstämmigheten som beskrivs stannar i huvudsak vid allmän undervisning av barn i förskola – en allmänt inriktad flerstämmighet.

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