| 11. |
- Backman, Ylva, et al.
(författare)
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Improving the School Environment from a Student Perspective : Tensions and opportunities
- 2012
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Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 3:1, s. 19-35
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Tidskriftsartikel (refereegranskat)abstract
- Managerial documents for the national school system in Sweden have emphasised taking students’ voices as a starting point in forming education, and several previous studies have indicated the benefits of giving students opportunities to participate in school. This study aimed to explore students’ reflections on what they would do if they were to decide how to make school the best place for learning. A total of 200 students aged 11 to 15 years from four schools (rural and urban) in two municipalities in the northern part of Sweden participated. The empirical data consisted of the students’ written reflections. The findings fall within four themes: (i) influencing educational settings; (ii) striving for reciprocity; (iii) managing time struggles; and (iv) satisfying well-being needs. Tensions between the students’ previous experiences and future visions appeared. The findings can offer direction regarding aspects of the learning environment in school that could be improved.
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| 12. |
- Backman, Ylva, et al.
(författare)
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Learning within and beyond the classroom : compulsory school students voicing their positive experiences of school
- 2012
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 56:5, s. 555-570
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to describe, reflect upon, and create a deeper understanding of aspects relevant for promoting a positive school environment from a student perspective. The data was analyzed by using an inductive phenomenological method and based on written responses from 200 Swedish students from grades 5–9. The results indicated that the students found aspects within, as well as beyond, the classroom relevant for a positive school environment. For instance, outings were considered relevant for building and maintaining friendships and for learning processes. Moreover, the students discussed formal and informal conditions and considered social as well as structural circumstances important for having a good time in school. The relation between learning and well-being was also emphasized by the students.
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| 13. |
- Berglund, Lotta, et al.
(författare)
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Health on thin ice : methods of giving voice to Swedish citizens in urban planning and design to promote health in a cold climate
- 2013
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the northern, sub-arctic, regions of the world the climate is cold a substantial part of the year which affecting people's health as low temperatures and darkness stress the body. At the same time the cold climate offers opportunities that can be utilized in an innovative manner, both technically and aesthetically, to develop the winter environment to be attractive and health promoting in outdoor activities.The aim of the study was to develop a methodology for giving voice to citizens to be used in the process of urban planning and design for good health in a cold climate. The qualitative investigations of citizen’s experiences of health promoting aspects included two workshops focused on the following questions; What are your experiences of health and well-being in a cold climate? How can this city be planned to promote health during the winter season? The 53 participants came from two cities in the northern part of Sweden. At Workshop 1 small groups of citizens (5-8) were asked to make a collective collage cutting and pasting images from magazines without talking to each other while soft music was playing in the background.When finished the silence was broken and the participants presented their contributions. At Workshop 2 small groups of citizens (5-8) were given maps of the city with different paths for walking tours aimed to pinpoint areas for improvement. After the walk the group presented their ideas for each other and a number of innovative ideas surfaced.Including citizens in the process of urban planning is not only a good source of ideas and information useful in the planning process but may be an opportunity to strengthen health literacy and healthy behavior. This study may serve as an example of an empowerment - based method including citizens in the process of urban planning and design.
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| 14. |
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| 15. |
- Bergmark, Ulrika, et al.
(författare)
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Appreciative based learning and research : amplifying the positive
- 2009
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper we will explore and discuss possibilities to learn and research through an appreciative approach in order to enhance continuing professional development for teachers and leaders in school systems. Traditionally humans are used to define problems and trying to find solutions. This involves identification of the bad or threatening and preventing it from taking place, in other words prevention. What would happen if we choose to solve problems in a different way: identify what we appreciate and let this be the base for continued development and improvement? A promoting perspective and salutogenic focus has shown to be successful in helping humans increase their experience of health, which may also create opportunities for learning. How would it be if we changed our point of departure in learning and research processes from problems to appreciation?Our thoughts about Appreciative Based Learning (ABL) has evolved while working with Problem Based Learning (PBL) as teachers. When we came in contact with Participatory and Appreciative Action Research (PAAR) and Appreciative Inquiry we sensed an increased opportunity for positive change, a new way of working with education and research. PAAR can be seen both as a process of building and sustaining change in organizations (Participation, Appreciation, Action and Reflection) and also as a research methodology. PAAR has its roots in action research which is a problem based method aiming at developing and improving practice. Action research can be seen as participatory and collaborative research. A central question in this kind of research is how change of practice can be done, individually or collectively. The new aspect in PAAR is appreciation. An improvement process starts from for example acknowledging factors that work well in an organization or for an individual and the next step is to amplify these positive factors. PAAR research seeks for example to explore positive experiences of a phenomenon and how these experiences can be amplified and sustained in a practice.Central aspects of ABL are appreciation, participation, multimodalities, learning from each other and reflection. Just like PAAR, ABL can offer an opportunity to take positive questions and turn them into positive actions. We will give examples of how we as teachers and researchers have applied ABL in our own teaching and research. Finally we raise questions of how ABL can play a role in school improvement and educational research, building not only a better school but a better future as well.Methodology or methods/research instruments or sources used:We will focus on how to use ABL in the field of school improvement generally and specifically pertaining to educational research, through giving the theoretical background and examples of how we have applied ABL. We have been inspired by ABL in our own research, when teaching in higher education and when working with continuing professional development for teachers and leaders in school systems.Conclusions or expected outcomes or findings:This paper seeks to introduce and explore ABL as a method in school improvement processes and in educational research. We will share our process in developing ABL; how we have applied ABL in our teaching and research. We hope that our thoughts about the possibility to learn and research through an appreciative approach will inspire the participants to reflect on their own practice.
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| 16. |
- Bergmark, Ulrika, et al.
(författare)
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Appreciative student voice model : reflecting on an appreciative inquiry research method for facilitating student voice processes
- 2018
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Ingår i: Reflective Practice. - : Taylor & Francis. - 1462-3943 .- 1470-1103. ; 19:5, s. 623-637
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to describe and discuss Appreciative Inquiry (AI) as a research method to facilitate student voice in school research. The paper sets out a model for conducting AI in schools. The research questions identified are: What are the researcher’s reflections when using Appreciative Inquiry in school research? What challenges and opportunities can be found when using Appreciative Inquiry in research processes with students? An application of the model will be presented and problematised. The conclusions indicate the importance of inviting students to participate in the process of defining research topics, and of using multimodal methods for facilitating students’ exploration of school experiences. It is also vital that adults support students in imagining and articulating visions on how to improve the school, as well as plans designing for enacting visions. Finally, a ‘whole school approach’ is emphasised for contributing to sustainable appreciative student voice work in schools.
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| 17. |
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| 18. |
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| 19. |
- Bergmark, Ulrika, et al.
(författare)
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Let’s have a “school-rules-attitude”
- 2015
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Ingår i: Empowering School eHealth Model in the Barents Region. - Rovaniemi : Lapland University of Applied Sciences. - 9789523160736 - 9789523160743 ; , s. 309-311
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Bokkapitel (refereegranskat)abstract
- Below is a conversation based on development and research work in the international project ArctiChildren InNet. These are some reflections from two of the researchers in the “Swedish Team”.
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| 20. |
- Bergmark, Ulrika, et al.
(författare)
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Listen to me when I have something to say : students paricipation in research for sustainable school improvement
- 2009
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Ingår i: Improving Schools. - : SAGE Publications. - 1365-4802 .- 1475-7583. ; 12:3, s. 249-260
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on student participation in the research process as a contribution to school improvement. The specific aim of this article was to explore students' participation in different phases of a research process and discuss how their participation can contribute to school improvement. Based on a life-world phenomenological ontology, we used two research and development projects - Full of Value and Arctic Children - to shed light on participation in research. When doing research together with students, we have been inspired by Participatory Appreciative Action Research (PAAR). The methods used in the projects were open writing, group reflection, drawings, and exhibition discussions. This research showed that students were able to explore and express their lived experiences of behaviour and well-being in school, and how this was linked to positive change. We found students trustworthy, capable, and competent, enriching the process of school improvement.
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