| 1. |
- Abitbol, Tiffany, et al.
(author)
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Isolation of Mixed Compositions of Cellulose Nanocrystals, Microcrystalline Cellulose, and Lignin Nanoparticles from Wood Pulps
- 2023
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In: ACS Omega. - : American Chemical Society (ACS). - 2470-1343. ; 8:24, s. 21474-21484
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Journal article (peer-reviewed)abstract
- From a circular economyperspective, one-pot strategies for theisolation of cellulose nanomaterials at a high yield and with multifunctionalproperties are attractive. Here, the effects of lignin content (bleachedvs unbleached softwood kraft pulp) and sulfuric acid concentrationon the properties of crystalline lignocellulose isolates and theirfilms are explored. Hydrolysis at 58 wt % sulfuric acid resulted inboth cellulose nanocrystals (CNCs) and microcrystalline celluloseat a relatively high yield (>55%), whereas hydrolysis at 64 wt% gaveCNCs at a lower yield (<20%). CNCs from 58 wt % hydrolysis weremore polydisperse and had a higher average aspect ratio (1.5-2x),a lower surface charge (2x), and a higher shear viscosity (100-1000x).Hydrolysis of unbleached pulp additionally yielded spherical nanoparticles(NPs) that were <50 nm in diameter and identified as lignin bynanoscale Fourier transform infrared spectroscopy and IR imaging.Chiral nematic self-organization was observed in films from CNCs isolatedat 64 wt % but not from the more heterogeneous CNC qualities producedat 58 wt %. All films degraded to some extent under simulated sunlighttrials, but these effects were less pronounced in lignin-NP-containingfilms, suggesting a protective feature, but the hemicellulose contentand CNC crystallinity may be implicated as well. Finally, heterogeneousCNC compositions obtained at a high yield and with improved resourceefficiency are suggested for specific nanocellulose uses, for instance,as thickeners or reinforcing fillers, representing a step toward thedevelopment of application-tailored CNC grades.
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| 2. |
- Backman, Erik, 1972-, et al.
(author)
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Activating students as resources in physical education teacher education – a complex process making social and physical capital visible.
- 2023
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Conference paper (peer-reviewed)abstract
- It is well established that students in higher education need to develop evaluative skills in order to become effective learners (Guest & Riegler 2022). Assessment for Learning (AfL) is a model for assessment that strengthens learning in schools as well as in higher education (Black et al 2002). This is also the case in physical education teacher education (PETE) (Eather et al 2017, Macken et al 2020) and in school physical education (Leirhaug 2016). One of the key learning strategies in AfL is to activate peers as resources for learning, often operationalised as peer assessment. In PETE, peer assessment (or peer-assisted learning in a broader meaning) has proven to strengthen learning for both the observer and the observed (Lamb et al 2012). One dimension of peer assessment, that has only scarcely been covered in the PETE context (Macken et al 2020) but that is more highlighted in research of peer assessment in general teacher education (see e.g. Kilic 2016, Tait-McCutcheon & Bernadette Knewstubb 2018), is the tensions inherent in giving feedback to peers on their work, peers who might also often be friends. According to Kilic (2016, 137) preservice teachers “do not feel comfortable when critiquing another student” and Tait-McCutcheon and Knewstubb (2018, 773) argues that “peer assessment could reflect friendships more than learning outcomes”. Research demonstrates a complexity with regards to the potential for peer assessment in PETE. On the one hand, preservice teachers have expressed that giving feedback to peers creates a positive, safe, equal and relaxed learning environment (Lamb et al., 2012) and peer assessment has been reported to improve competence, confidence and self-efficacy among preservice teachers (Eather et al., 2017). On the other hand, a study by Macken et al. (2020) reported that preservice teachers believe their students would be mean to each other if implementing peer assessment during their school placement practice in PETE.In this paper, we aim to further explore the complexity involved in peer assessment in PETE to get a deepened and more differentiated picture of this phenomenon. Our overall aim is to contribute to more knowledge about how to involve preservice teachers in PETE and students in school physical education as resources for learning without risking to cause harm. Drawing on the call from Scanlon et al. (2022) for more studies on how assessment is taught in PETE, our specific aim in this paper is to investigate preservice teachers’ views on what as well as how peer assessment is taught in PETE, to be used in school physical education. We will use Pierre Bourdieu’s (1990) concept of capital, as well as the work of Hay and Penney (2013) on how accountability mechanisms functions in assessment, in order to analyse what is assigned value in peer assessment. The two questions that will guide our analysis in this paper reads: What mechanisms are assigned value in peer assessment according to preservice teachers in PETE? And: How do the mechanisms that are assigned value in peer assessment in PETE function according to preservice teachers? More knowledge about the what and the how in teaching of assessment practices in PETE can improve these practices within school physical education.MethodologyThe study presented in this paper is conducted as part of a greater project with the aim of exploring how PETE matters for school physical education. In the overall project we have recruited preservice teachers, with physical education as one of their subjects, during their last year in teacher education. During this last year, one campus-placed course in assessment and one school placement course, constituted the contexts from which we collected empirical material to this study (Authors 2021). The participants in this study were 21 preservice teachers from two different PETE institutions in Sweden (10 from uni A and 11 from uni B). The empirical material analysed in this study compriced of: Three audio-recorded seminars (90-120 min each) from the campus-based assessment courses (one seminar from uni A and two from uni B) conducted before the preservice teachers’ school placement studies.Seven individual semi-structured interviews (40-70 min each) (Kvale 1996) conducted during visits at the preservice teachers’ school placement studies (all from uni A).Five individual Stimulated Recall (SR)-interviews conducted during visits at the preservice teachers’ school placement studies (one from A, four from B).Two audio-recorded and semi-structured group interviews (40-60 min each) (Kvale 1996) from the campus-based assessment courses (both from A) conducted after the school placement studies. After having had the empirical material transcribed by an external part, a thematic content analysis was initiated by a process of familiarisation in which all four researchers were engaged (Braun et al 2017). Inspired by an abductive approach (Alvesson & Sköldberg 2017), we allowed ourselves to be open to alternative theories that could help explain the empirical material. The choice of research object was initiated by the impression from the interviews that giving feedback to peers is surrounded by a complexity, both in PETE and in school physical education. The identification of social relationships and certain types of bodies and movements as assigned with value when giving feedback to peers guided our attention towards Bourdieu-inspired interpretations of the social capital (Beames & Atencio 2008) and the physical capital (Redelius & Hay 2010). Educational challenges following when ‘the what’ is reflected in ‘the how’The findings indicate that when the what-aspect of ‘social relationships’ is to be implemented into an how-aspect, the preservice teachers calls for continuous interaction ‘over time’ in order to build a safe and an allowing climate for learning. While this interaction can be implemented in PETE and in school physical education, allowing for school children to build social capital (Beames & Atencio 2008), a result from this study that calls for further discussion is how PETE can make continuous interaction between preservice teachers and school students possible during school placement studies. When the what-aspect of ‘articulating what to learn’ is mirrored in relation to the how-aspect of giving ‘correct feedback’ in peer assessment, this displays that physical capital in school physical education is strongly connected to standards of excellence and norms of right and wrong movement technique (Redelius & Hay 2010). These golden norms seem to be upheld by the displayed lack a common language for learning (Larsson & Redelius 2008). A question following from this study is what resources preservice teachers are offered within PETE to embody a language for learning in school physical education? This study also made visible that ‘the emphasis of certain forms of knowledge ’ is highly valued when preservice teachers are to give feedback to their peers, to their students (during school placement) or when they engage students to give feedback to each other. The preservice teachers claim to handle this ‘what-aspect’ of peer assessment by focus their attention on ‘managing the sensitivity’ arising when themselves or their students are to comment on each others’ bodies in movements. In conclusion, the combination of social and physical capital decides what is possible to say to whom when preservice teachers and students are to give feedback to peers in PETE and in school physical education.ReferencesAlvesson M and Sköldberg K (2017) Tolkning och Reflektion. Vetenskapsfilosofi och Kvalitativ Metod [Interpretation and Reflection. Philosophy of Science and Qualitative Method]. Lund: Studentlitteratur. [In Swedish.]Beames, Simon and Atencio, Matthew (2008)'Building social capital through outdoor education', Journal of Adventure Education & Outdoor Learning,8:2,99 — 112Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. 2002. Working Inside the Black Box. Assessment for Learning in the Classroom. London: GL AssessmentBourdieu, P. (1990). The logic of practice. (Richard Nice, Trans.). Cambridge, MA: Polity Press.Eather, N., Riley, N., Miller, D., Jones, B. (2017) Evaluating the Effectiveness of Using Peer-Dialogue Assessment for Improving Pre-Service Teachers' Perceived Confidence and Competence to Teach Physical Education. Australian Journal of Teacher Education, Guest J & Riegler R (2022) Knowing HE standards: how good are students at evaluating academic work?, Higher Education Research & Development, 41:3, 714-728Hay, P. J., and D. Penney. 2013. Assessment in Physical Education. A Sociocultural Perspective. London: Routledge.Kilic, D. (2016) An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education, Higher Education Studies, 6(1), 136-144. Kvale, Steinar (1996). Interviews. An Introduction to Qualitative Research Interviewing. California: Sage Publications.Lamb P Lane K & Aldous D (2012) Enhancing the spaces of reflection: A buddy peer-review process within physical education initial teacher education, European Physical Education Review 19(1) 21–38Larsson H & Redelius K (2008) Swedish physical education research questioned—current situation and future directions, Physical Education and Sport Pedagogy, 13:4, 381-398, DOI: 10.1080/17408980802353354Leirhaug 2016 Exploring the relationship between student grades and assessment for learning in Norwegian physical education, European Physical Education Review, 22(3) 298–314Macken S, MacPhail, A & Calderon, A (2020) Exploring primary pre-service teachers’ use of ‘assessment for learning’ while teaching primary physical education during school placement, Physical Education and Sport Pedagogy, 25:5, 539-554Redelius, K. & Hay, P. (2010) Defining, acquiring and transacting cultural capital through assess
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| 3. |
- Backman, Erik, 1972-, et al.
(author)
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How does physical education teacher education matter? : A methodological approach to understanding transitions from PETE to school physical education
- 2023
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In: Physical Education and Sport Pedagogy. - : Routledge. - 1740-8989 .- 1742-5786. ; 28:4, s. 411-424
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Journal article (peer-reviewed)abstract
- Background: In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE's impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal attempts to follow preservice teachers’ journey from education to workplace, in order to grasp how they perceive the relation between teacher education and teaching practice in schools, and the transition between these contexts, are few and far between. This gap of knowledge is a missing piece of the puzzle to further develop PETE, and to inform life-long professional development for teachers.Purpose: The purpose of this paper is twofold. First, we develop and present a methodological approach for investigating the transition of content areas from courses in PETE into teaching practice in school physical education. Second, we will illustrate the potential utility of this methodological approach in longitudinal studies by showing how one particular content area, Assessment for Learning (AfL), was investigated through the use of methods and theories described in the first part of this paper.Methodology: The suggested longitudinal approach involves Stimulated Recall (SR) interviews with pre- and postservice teachers, observations and communication with groups of students and teachers through social media. The construction, recontextualisation and realisation of pedagogic discourses regarding content areas are suggested to be analysed through a combination of Bernstein's concept of the pedagogic device and Ball's concept of fabrication.Results and Conclusions: The longitudinal design and the suggested methodology can provide answers to how content areas are transformed in and between PETE and school physical education. A combination of the theoretical perspectives of Bernstein and Ball enables us to say something not only about how pedagogic discourses regarding content areas are constructed, recontextualised and realised in PETE and school physical education, but also about what content areas become in terms of fabrications in the transition between these contexts. To conclude, we argue that the methodological research design can be used to explore different content areas in PETE and that this methodology can contribute to knowledge about how PETE matters for school physical education.
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| 4. |
- Backman, Erik, 1972-, et al.
(author)
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Peer assessment in physical education teacher education - a complex process making social and physical capital visible
- 2023
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In: Curriculum studies in health and physical education. - : Taylor & Francis. - 2574-2981 .- 2574-299X.
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Journal article (peer-reviewed)abstract
- Peer assessment has been proven to improve learning for both the observer and the observed. One dimension of peer assessment that has been given little attention in the context of physical education teacher education (PETE) is the tension that exists when peers give feedback on each other's work. In this paper, we report on Swedish preservice teachers' (PST) views on peer assessment used in PETE school placements. Our findings reveal four mechanisms of peer assessment assigned value in PETE: (i) building social relations, (ii) making 'what to learn' visible, (iii) giving correct feedback, and (iv) handling sensitive and gendered comments. Inspired by Bourdieu, we discuss learning potentials and complex challenges with peer assessment, where the combination of social capital and physical capital decides what is possible to say and to whom when peer assessment is used in the PETE school placement and in school physical education (PE).
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| 5. |
- Nyberg-Akremi, Sandra, et al.
(author)
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No concurrent correlations between parental mental state talk and toddlers language abilities
- 2023
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In: Journal of Child Language. - : CAMBRIDGE UNIV PRESS. - 0305-0009 .- 1469-7602.
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Journal article (peer-reviewed)abstract
- Mental State Talk (MST) is utterances describing invisible mental aspects. The first aim of this study was to investigate the characteristics of Parental MST and Child MST and their concurrent association in a Swedish population, and the second aim was to relate these MST measures to the childrens general language abilities. Seventy-seven dyads of parents and their 25-month-old toddlers participated. MST was assessed by videotaping the dyads during free-play sessions in a laboratory and general language abilities were based on parental reports. Forty-nine toddlers did not produce MST, while all parents used MST. Child MST was positively associated with vocabulary and grammar. Parental MST was not associated with Child MST nor the childrens general language abilities. In exploratory analyses, Parental MST referred to another than the child was positively correlated with vocabulary and grammar. Further studies are needed to confirm these findings and continue studying MST in different linguistic contexts.
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| 6. |
- Persson Pavlović, Erik, 1985-
(author)
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The weakest link : Governing the risk of floods and dam failure in Sweden
- 2023
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Doctoral thesis (other academic/artistic)abstract
- The effects of climate change are already being felt today, and future effects, which will be determined by the readiness and resolve of today’s world leaders, are fraught with high levels of complexity, uncertainty, ambiguity, and transboundary effects – characteristics of systemic risk. Since climate change is seen as a threat multiplier, the risks that might be impacted by climate change, such as floods and dam failure, will be affected by systemic risk characteristics as well. Recent literature on risk governance calls for a more inclusive approach to address the challenges of systemic risks. Sweden has adopted the Sendai Framework, which aims to reduce disaster risk and strengthen societal resilience through a more people-centered approach. Sweden can be expected to have the resources and institutional structures needed to be able to implement the framework at a high level. However, evaluations of recent crises have shown a discrepancy between what can be expected and actual performance. This thesis aims to increase the understanding of contextual barriers to and drivers of inclusive risk governance, with a focus on responsibilities, (mandated) collaboration, and stakeholder participation, as an approach to increase societal resilience against disaster and systemic risk. The aim is reached by studying flood-related systemic risks and their governance. Three distinct, qualitative case studies focusing on different aspects of the Swedish disaster risk reduction and risk governance systems in relation to the risk of floods and dam failure are the empirical foundation for the four papers that are appended in the thesis. The thesis concludes that there is a need for a change in how resilience is framed, as part of a paradigm shift to a discourse that views resilience as a measure of adaptive capacity, and a change in how systemic risks should be understood and governed, as part of a paradigm shift to an inclusive risk governance framework.
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| 7. |
- Tolgfors, Björn, Universitetslektor, 1968-, et al.
(author)
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A PE teacher’s tale : journeying from teacher education to teaching practice in physical education
- 2023
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In: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243.
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Journal article (peer-reviewed)abstract
- As part of a longitudinal research project on the transition from physical education teacher education (PETE) to school physical education (PE) in Sweden and exploring whether and how PETE matters, this article uses narrative inquiry to ‘represent’ a PE teacher’s professional journey from PETE to the induction phase of PE teaching. The study focuses on his use of, and reflections on, ‘assessment for learning’ (AfL) at different stages of his teaching experience. The purpose of the study is to contribute knowledge about how positive experiences of AfL during PETE can enable the use of AfL in school PE for a newly qualified teacher. This is done by analysing one male PETE student’s reflections on AfL in the context of a campus-based course on PE assessment, his use of and reflections on AfL during his practicum, and in school PE as a newly qualified teacher. The data generation consisted of recordings of a PETE seminar, a stimulated recall interview with the participant during his final school placement, and two interviews with him in his role as a newly qualified PE teacher at two different schools. Through the PE teacher’s tale, we show how the campus-based course on PE assessment in PETE and the student teacher’s positive experience of using AfL during his practicum seem to have inspired him in his later positions. The results are discussed in relation to the perspective of occupational socialisation theory. This narrative inquiry suggests that PETE can make a difference for student teachers who are prepared to face the challenges of the induction phase of PE teaching and are able to navigate between the barriers that get in their way. We conclude the paper with some considerations regarding the study’s potential strength (trustworthiness), sharing (transferability) and service (usefulness).
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