| 1. |
- Berglund, Ingrid, 1954-
(author)
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Byggarbetsplatsen som skola - eller skolan som byggarbetsplats? : En studie av byggnadsarbetares yrkesutbildning
- 2009
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Doctoral thesis (other academic/artistic)abstract
- The issue of this dissertation is the relationship between Vocational Education and Training (VET) in general and VET for building and construction in particular, as well as implications of the fact that Swedish VET is carried out both in school and in working life. Vocational construction education includes a three year Construction Programme at upper secondary school followed by two to three years of on-the-job training in the construction industry. In this case study of an upper secondary Construction Programme, the school based daily instruction as well as work based training, is explored and documented. These constitute a base for descriptions and analysis of education as a whole from the perspective of Cultural Historical Activity Theory (CHAT). The aim of the analysis is to identify the main motives for vocational construction education. The case study results are further based on descriptions and CHAT-analyses of the historical development of construction work as well as of Swedish VET in general and of vocational construction area in particular. The case study illustrates that two activities form vocational construction education; the dominating activity being construction production, and school-activity. The terms of construction industry seem to greatly determine the realisation of the school based construction production activity. E.g. teamwork is emphasised in both activities. The school activity is marked by the implementation of infusion of core subjects by vocational subjects, aimed at preparing the students for continued professional development in the trade. The conclusion drawn here is that the new Swedish apprenticeship seems to contribute to a narrow professional knowledge base, whereas the use of infused core subjects seems to contribute to a broader professional knowledge base.
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| 2. |
- Berthén, Diana, 1956-, et al.
(author)
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In-service training as cognitive apprenticeship
- 2007
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In: Sociocultural perspectives on teacher education and development: New directions for research – SOCIOTED, 7-8 April 2008 in Oxford University, England.
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Conference paper (other academic/artistic)abstract
- The issue of this paper is to present and discuss a project for in-service training of some teachers employed within advanced vocational education (AVE), part of higher education in Finland. The political visions of an increased proportion of people with higher education, not only in Finland but in the Western world as a whole, have contributed to teachers encountering with new groups of students with non-academic backgrounds. These students have been accepted for studies but an increasing proportion fail in examinations. Especially language teachers at this specific AVE, a small polytechnic institution, were concerned about how the situation had developed. According to their understanding, an increasing amount of the students had dyslexia. Therefore the had attended courses and lectures, which however did not provide them with the tools they needed. An expert was enrolled, in order to work with the students. Instead of working with remedial programmes, her work focused on students; reading and writing strategies, which became a success. As a result, the school wanted her to work with an increasing number of students. Instead an in-service training project that would provide the teachers with the competence of the expert was initiated. The project was designed based on socio-cultural perspectives on learning, drawing on the concepts distributed expertise (Palinscar & Brown, 1984), literacy practices (Street, 1984; Gee, 1996; Lea & Street, 1998) and cognitive apprenticeship (Rogoff, 1984, 1990). As a whole, the project consisted of two parts: firstly, the experts work with the students, and secondly, the in-service training for teachers. Here, the main focus is on in-service training for the teachers but as the content of this in-service training is students' reading and writing strategies, it is necessary to describe part of the project directed towards the students as well. The aim of the work directed to students at risk was on the one hand related to trying out and developing appropriate tools for identifying students at risk, and to explore their current reading and writing strategies and making the students aware of and other, more relevant strategies as well as helping them to change their current strategies on the other. The expert's findings about students' current strategies contribute to the picture of the characteristics of readers and writers inadequate strategies for reading and writing. Her work also included identifying what kind of reading and writing was expected from the students within each of the eight programmes included in the project. In all, 112 students were tested, 57 of these were offered the programme, 41 students accepted joining the programme and 29 finished it. The aim of the in-service training was to make it possible for the teachers to appropriate the competencies of the expert. Therefore the in-service project was designed on ideas of cognitive apprenticeship and distributed expertise. In other words, the expertise was to be distributed to the teachers attending the in-service programme. The programme started with only two teachers; a year later they were expected to take over some of the work and new teachers were accepted for the programme as newcomers, and after one more year further teachers were invited. As a complement to apprenticeship, seminars related to specific texts were offered. In manual work, apprenticeship is organised in relation to a production that involves material, tools, and techniques - in a way this work is transparent. When it comes to cognitive work, the material, tools and techniques are opaque rather than transparent, therefore the design of cognitive apprenticeship must involve possibilities for making the competence underlying planning, decision-making and reflection more transparent. The text seminars mentioned were one means offered in order to make the expert's competencies visible. In the paper these ideas are further developed. The results of the project are discussed on two levels. Firstly in relation to teachers' knowledge formation - that is their struggle with their strong contemporary conception of these students' as suffering from dyslexia on the one hand and with their emerging insights of the relational and contextual aspects of what it means to become literate within a specific AVE-programme. Secondly, the results are related to organisational conditions for these teachers to use the competence they have appropriated. Finally, we discuss the relation between the practice-concept in New Literacy Studies and that used in studies based on socio-cultural and activity theoretical studies.
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| 3. |
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| 4. |
- Eriksson, Inger, et al.
(author)
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Matematikundervisningens innehåll : Avrapportering av ett kollaborativt forskningsprojekt om att utveckla redskap och innehåll i arbetet med att realisera ”strävansmålen” i matematik
- 2007
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Reports (other academic/artistic)abstract
- Forskningsprojektet Matematikundervisningens innehåll byggdes upp som ett kollaborativt projekt där forskare och lärare arbetade med att analysera innehållet i strävansmålen (mål att sträva mot) i kursplanen för matematik. Ett syfte var att forskare och lärare i samverkan skulle utveckla kunskaper om de förmågor som eleverna förväntas utveckla i matematik.Det kollaborativa arbetet mellan lärarna och forskarna startade höstterminen 2004 och pågick under två läsår. Projektet genomfördes under det första året tillsammans med åtta lärare från fyra Farstaskolor i år 1-6. Det andra projektåret deltog sex lärare från tre Farstaskolor – år 7-9.Under det första projektåret handlade det matematiska innehållet om mätning av volym och under det andra ekvationer. Centralt för projektet var frågan om vad det är man kan när man är kunnig (innehållsanalys) och i vilket sammanhang detta kunnande efterfrågas. För att organisera en undervisning där strävansmålen kan realiseras arbetade lärarna och forskarna tillsammans med att genomföra innehållsanalyser och konstruera sådana uppgifter som gör det möjligt för eleverna att utforska kunskapsinnehållet.
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| 5. |
- Jablonska, Beata, et al.
(author)
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School performance and hospital admissions due to self-inflicted injury : a Swedish national cohort study.
- 2009
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In: International Journal of Epidemiology. - : Oxford University Press (OUP). - 0300-5771 .- 1464-3685. ; 38:5, s. 1334-1341
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Journal article (peer-reviewed)abstract
- BACKGROUND: Self-inflicted injury in youth has increased in many Western countries during recent decades. Education is the most influential societal determinant of living conditions in young people after early childhood. This study tested the hypothesis that school performance predicts self-inflicted injury. METHODS: A national cohort of 447 929 children born during 1973-77 was followed prospectively in the National Patient Discharge Register from the end of their ninth and last year of compulsory school until 2001. Multivariate Cox analyses of proportional hazards were used to test hypotheses regarding grades in ninth grade as predictors of hospital admission due to self-inflicted injury. RESULTS: The risk of hospital admission because of self-inflicted injury increased steeply in a step-wise manner with decreasing grade point average. Hazard ratios were 6.2 (95% confidence interval 5.5-7.0) in those with the lowest level of grade point average compared with the highest. The risks were similar for women and men. Adjustment for potential socio-economic confounders in a multivariate proportional hazards regression analysis attenuated this strong gradient only marginally. CONCLUSION: School performance is a strong factor for predicting future mental ill-health as expressed by self-inflicted injury.
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| 6. |
- Johansson, Marléne, 1953, et al.
(author)
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Att lära sig se trådraken – om tvekan och fokusförskjutning
- 2009
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In: Paper, presenterat vid den Nordiske Fagdidaktikkonference, maj 2009, Middelfart, Syddansk Univiversitet, Danmark.
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Conference paper (peer-reviewed)abstract
- Utgångspunkten i denna presentation är empiriskt förankrade exempel från tre olika textilslöjdspraktiker i den svenska skolan; grundskolans slöjdundervisning skolår 8, ett specialutformat program inom gymnasieskolan (årskurserna 1 och 3) och gymnasieskolans hantverksprogram årskurs 1. Studien är relaterad till ”Komolärprojektet” (Kommunikation och lärande i slöjdpraktiker) som är finansierat genom det svenska Vetenskapsrådet. Det empiriska materialet bygger på videoinspelade klassrumsobservationer. Fokus för analysarbetet är klassrumskommunikationen å den ena sidan och elevernas interaktion med material och redskap å den andra. Vad är det man kan när man kan lägga ut ett mönster trådrakt vid en tillklippningssituation? Det är inte tydliga skillnader mellan ”kan” eller ”kan inte” utan en gradvis ökad kompetens som blir synlig genom jämförelsen mellan de olika sammanhangen och vad som karakteriserar ett mera kompetent kunnande beträffande mönsterutläggning. Eleverna i de ovan nämnda sammanhangen är alla delaktiga, men i varierande grader, i de kunskaper som byggts in i handlingar, pappersmönster och andra redskap som används vid mönsterutläggningen.
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| 7. |
- Johansson, Marléne, 1953, et al.
(author)
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Conditions for learning in tool-mediated activities and collective work processes in sloyd practices [slöjdpraktiker]
- 2006
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In: Paper, NERA/NFPF Congress, mars 2006, Örebro.
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Conference paper (peer-reviewed)abstract
- Conditions for learning in tool-mediated activities and collective work processes in sloyd practices [slöjdpraktiker] The issue of this paper is what pupils do and thereby can learn in sloyd practices within formal education. Social practices are formed by what people do, the tools they use, and how they communicate in doing. By exploring the context in which interaction, teaching and learning take place, we expect to be able to describe what is mediated by the activities the pupils engage in, by the material and by the symbolic and other tools the pupils work with. The paper gives examples from two contexts, the subject craft and design [slöjd] in comprehensive school and textile-related courses in two upper secondary programmes. In both studies we have paid attention to the social as well as to the physical environment in which learning takes place. We want to identify the content of sloyd that the pupils get access to, as well as what it is that constitutes progress. Concerning sloyd in comprehensive school, we will discuss conditions for learning from video-recorded classroom situations and pupils’ and teachers’ diary notes. For upper secondary school, video-recorded classroom situations have been analysed with focus on the tasks, the tools used, teachers’and pupils’ communications, and changes in these from year 1 to 3.
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| 8. |
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| 9. |
- Lindberg, Viveca, 1954-
(author)
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Bedömning i förändring
- 2005. - 1. uppl.
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In: Pedagogisk bedömning. - Stockholm : HLS Förlag. - 9176565947 - 9789176565940 ; , s. 39-56
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Book chapter (other academic/artistic)
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| 10. |
- Lindberg, Viveca, 1954-
(author)
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Contexts for craft and design within Swedish vocational education : implications for the content.
- 2006
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In: Tidskrift för lärarutbildning och forskning. - 1404-7659. ; :2/3, s. 83-104
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Journal article (other academic/artistic)abstract
- The context for this paper the research project”Communication and learning in sloyd practices”,funded by the Swedish Research Council.Within the project, we explore sloyd practicesfrom comprehensive school to higher education.In upper secondary education, which is the focusof this paper, the sloyd-related content can befound in various programmes. This paper is relatedto one of the subprojects, ”Sloyd in a changingworld”, with a general issue concerning whatkind of sloyd- and craft-related competence isin demand in society today. Here, the focus ison variations and similarities in content in twovocational programmes related to craft anddesign within Swedish upper secondary educationand the implications of these with regardsto competence. The data produced are based ongroup interviews, designed as three sequentialsessions for collective remembering (Middleton& Edwards, 1990). Activity theoretical aspectsinform the analysis of data. The schools represent different programmes but they all includetextile craft in the main vocational subject. Theidentified similarities and differences in what theteachers want their students to learn is discussedin relation to historically developed traditionsand how these shape the actions that frame thecontent, in order to achieve the sloyd- and craftrelatedcompetencies important for professionalor personal development.
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