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- Borg Hammer, Anne Sofie, et al.
(author)
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Hypodiploidy has unfavorable impact on survival in pediatric acute myeloid leukemia : An I-BFM Study Group collaboration
- 2023
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In: Blood Advances. - : American Society of Hematology. - 2473-9529 .- 2473-9537. ; 7:6, s. 1045-1055
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Journal article (peer-reviewed)abstract
- Hypodiploidy, defined as modal numbers (MNs) 45 or lower, has not been independently investigated in pediatric acute myeloid leukemia (AML) but is a well-described high-risk factor in pediatric acute lymphoblastic leukemia. We aimed to characterize and study the prognostic impact of hypodiploidy in pediatric AML. In this retrospective cohort study, we included children below 18 years of age with de novo AML and a hypodiploid karyotype diagnosed from 2000 to 2015 in 14 childhood AML groups from the International Berlin-Frankfurt-Münster (I-BFM) framework. Exclusion criteria comprised constitutional hypodiploidy, monosomy 7, composite karyotype, and t(8;21) with concurring sex chromosome loss. Hypodiploidy occurred in 81 patients (1.3%) with MNs, 45 (n = 66); 44 (n = 10) and 43 (n = 5). The most frequently lost chromosomes were chromosome 9 and sex chromosomes. Five-year event-free survival (EFS) and overall survival (OS) were 34% and 52%, respectively, for the hypodiploid cohort. Children with MN≤44 (n = 15) had inferior EFS (21%) and OS (33%) compared with children with MN = 45 (n = 66; EFS, 37%; OS, 56%). Adjusted hazard ratios (HRs) were 4.9 (P = .001) and 6.1 (P = .003). Monosomal karyotype or monosomy 9 had particular poor OS (43% and 15%, respectively). Allogeneic stem cell transplantation (SCT) in first complete remission (CR1) (n = 18) did not mitigate the unfavorable outcome of hypodiploidy (adjusted HR for OS was 1.5; P = .42). We identified pediatric hypodiploid AML as a rare subgroup with an inferior prognosis even in the patients treated with SCT in CR1.
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- Danielsson, Anna, et al.
(author)
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Science identities: A systematic review of a consolidating field
- 2021
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Conference paper (peer-reviewed)abstract
- This paper presents a systematic review of research on learner identities within science education research. The purpose is to identify different methodological approaches in the field of science identities research, the prevalence of the approaches, and their strengths and weaknesses as well as to identify key challenges and fruitful future developments. In an open, thematic analyses of 190 papers, located through Web of Science searches, we identify three different methodological approaches; macro-studies within a psychological tradition (30 studies), macro-studies within a sociological tradition (20 studies), and micro-studies within an interpretivist tradition (131 studies) (9 papers are not empirical studies). Consequently, this field is dominated by small-scale, qualitative case studies, in accordance with what has been found in previous reviews. Yet, this field is also found to be conceptually diverse, with the notion of identity used broadly, sometimes theorised as a perspective, and sometimes used to denote an empirical phenomena. In moving the field further, we argue that it would be beneficial to establish a stronger theoretical and conceptual coherence, thereby aiding the building of cumulative knowledge across studies. Further, we also see an increased attentiveness to scaling as a key for making impact; both regarding small-scale qualitative studies being scaled up to broader groups of students and educators and large-scale quantitative studies being scaled down for the use of individual teachers.
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- Danielsson, Anna T., et al.
(author)
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The identity turn in science education research: a critical review of methodologies in a consolidating field : A critical review of methodologies in a consolidating field
- 2023
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In: Cultural Studies of Science Education. - : Springer Nature. - 1871-1502 .- 1871-1510.
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Journal article (peer-reviewed)abstract
- This manuscript reflects on the affordances and limitations of methodological approaches commonly adopted by science education researchers examining learner identities. Our aims are to unpack the relative strengths and weaknesses of such approaches and note their respective prevalence. In so doing, we identify and critique studies which we consider exemplify the different approaches and, in turn, note the direction of fruitful developments and the nature of key challenges. From our review of the field, we suggest that three discrete methodological approaches can be identified: macro-studies within a psychological tradition; macro-studies within a sociological tradition; and micro-studies within an interpretive tradition. Our review comprised a critical analysis of papers included in the Web of Science databases published between 1998 and 2018. A total of 198 papers examining aspects of learner identity relating to science were identified. Of these, the majority (146) were categorised as micro-studies within an interpretive tradition. We discuss the implications of methodological choices for the advancement of understanding and further note ambiguities in the field particularly in relation to the ways in which learner identity research is conceived. We also raise questions for the field relating to the ways in which findings may be scaled, and how the field might develop to allow stronger theoretical and conceptual coherence.
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- Danielsson, Anna T., Professor, 1978-, et al.
(author)
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Young Peoples’ Online Science Practices as a Gateway to Higher Education STEM
- 2023
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In: Research in science education. - : Springer Science and Business Media LLC. - 0157-244X .- 1573-1898. ; 53:4, s. 759-770
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Journal article (peer-reviewed)abstract
- The purpose of this manuscript is to explore how students perceive that online practices have enabled their participation in university physics programmes. In order to conceptualise how students bridge their science participation across physical and online spaces, we make use of the learning ecology perspective. This perspective is complemented with the notion of science capital, analysing how students have been able to strengthen different aspects of science capital through online participation. Data has been generated through semi-structured interviews guided by a timeline, constructed in collaboration between the interviewer and the interviewee. Twenty-one students enrolled in higher education physics have been interviewed, with a focus on their trajectories into higher education physics. The findings focus on four students who in various ways all have struggled to access science learning resources and found ways to utilise online spaces as a complement to their physical learning ecologies. In the manuscript, we show how online practices have contributed to the students’ learning ecologies, e.g. in terms of building networks and functioning as learning support, and how resources acquired through online science practices have both use and exchange value in the wider science community. Online science participation is thus both curiosity driven and founded in instrumental reasons (using online tutoring to pass school science). Furthermore, we argue that online spaces have the potential to offer opportunities for participation and network building for students who do not have access to science activities and science people in their everyday surroundings.
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- Danielsson, Anna, et al.
(author)
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The exceptional physics girls – grown up
- 2021
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Conference paper (peer-reviewed)abstract
- This paper focus on the identity trajectories of eleven female students enrolled in higher education physics, with a particular focus on how they have acquired and mobilized resources during their trajectories. We are also interested in what has made higher education physics possible for students who enrol in such educations despite limited opportunities to accumulate valued forms of science capital. The study draws on interviews with 20 (11 women/9 men) first- and second-year university physics students. The interviews are inspired by life history interviews and structured around the construction of a ‘time line’. In the preliminary analysis we have we have discerned two different trajectories into higher education physics; ’The high achiever trajectory’ (characterized by general high achievement in school and ’The natural physicist trajectory’ (characterized by interest in and identification with a particular area of physics or a particular purpose with the physics education, rather than continuous academic high achievement). Across both trajectories the interviewed women can be understood as ‘exceptional’ in various ways. In particular the students’ accumulation of science related social capital stands out and it is noticeable how it extends far beyond the family. The accumulation of science related social capital is connected to the furthering of high-level scientific literacy and a deepened knowledge of how the science community works, showing how different aspects of science capital are inter-related and can re-inforce one another
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