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  • 1.
    Andersson, Fia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Challenging assessing practice in schools for students with intellectual disabilities2017In: Book of Abstracts, 2017, p. 13-13Conference paper (Refereed)
    Abstract [en]

    Within the Swedish special school for children with intellectual disability (ID) issues concerning the improvement and formative assessment of knowledge appropriation are largely unexplored. The teaching practice has generally been organized by means of simple, repetitive tasks with a minimum of variation and a tempo that tends to inhibit, fragmentize and simplify the whole. Thereby contemplated knowledge remains inaccessible and to a simpler assessment practice. However, new demands from the government make teachers face requirements to create more complex assessment practices. This presentation is based upon data from seven case studies focusing teachers experiences from teaching and assessing literacy. The case studies were designed as research-circles, focus groups interviews, or as research and development projects. 120 teachers from different special schools together with researchers were involved. Theoretically, the projects are framed within the Cultural-Historical Activity Theory and focus on two main issues: What is the object of teachers´ assessment work concerning literacy? How do teachers handle a changed teaching assignment – from a simpler to a more complex practice? Results indicate that teachers seem to be hindered by their taken-for-granted assumptions about assessing, i.e. to shift perspective from focusing on what simply could be assessed to what would be worth assessing.  By challenging these assumptions, potential changes in assessment practices could be discussed.

  • 2.
    Andersson, Fia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Collective Remembering - Möjlighet till synliggörande av en förändrad bedömningspraktik2018Conference paper (Other academic)
    Abstract [sv]

    Bedömning av kunskapsutveckling har länge varit lågprioriterat i grund- och gymnasiesärskolan. Enkla uppgifter med ett minimum av variation har tenderat att fragmentarisera undervisningen och lett till en förenklad bedömningspraktik. Nuvarande läroplaner innebär krav på mer komplexa bedömningspraktiker - dock saknas fördjupade uppföljningsstudier. Tillsammans med studenter verksamma i grund- och gymnasiesärskolan genomfördes vårterminen 2017 en studie inom speciallärarutbildningen, specialisering mot utvecklingsstörning, för att undersöka förändringar över tid i grund- och gymnasiesärskolans bedömningspraktiker. Studien inspirerades av tidigare arbeten med gruppsamtal inom ramen för Collective remembering (Konkola, 2000; Berthén, 2007; Berglund & Lindberg, 2015). Samtalen genomfördes med studenterna under ledning av två lärare/forskare. En tidslinje, som visualiserade den kronologiska ordning i vilken deltagarna anställts i särskolan, användes som redskap för att organisera samtalet där korta berättelser fokuserade lokala förhållanden gällande bedömning och bedömningsredskap i särskolans undervisning. Studenterna genomförde därefter gruppsamtal på motsvarande sätt med kollegor på sina arbetsplatser. Analysarbetet genomfördes gemensamt utifrån en verksamhetsteoretisk ansats och innehållet organiserades kronologiskt. Lärdomar av projektet:- studenterna kunde urskilja tydliga spår av kvarvarande traditioner och även skönja förändringar som skett i samband med läroplansreformerna.- studenterna uttryckte att genomförandet av Collective remembering med kollegor erbjöd ett redskap att tillsammans utforska den egna praktiken och tydliggjorde behovet av kollegialt utvecklingsarbete.

  • 3.
    Andersson, Fia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Från kollektivt till självständigt skrivande2017Other (Other academic)
  • 4.
    Andersson, Fia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Kollegialt arbete som drivkraft för professionsutveckling2016Other (Other academic)
  • 5.
    Andersson, Fia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Participation and challenging teaching practice for reading and writing2016Conference paper (Refereed)
  • 6.
    Andersson, Fia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Strukturerad skrivundervisning i gymnasiesärskolan2016Other (Other academic)
  • 7.
    Andersson, Fia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Utmaningar i det formativa bedömningsarbetet i grundsärskolan och gymnasiesärskolan2019In: Formativ bedömning: utmaningar för undervisningen / [ed] Viveca Lindberg, Inger Eriksson, Astrid Pettersson, Stockholm: Natur och kultur, 2019, p. 112-132Chapter in book (Other academic)
  • 8.
    Andersson, Fia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Finnset, Torgunn
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Höstfält, Gabriella
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Formativt bedömningsarbete i grundsärskolan2015Other (Other academic)
  • 9.
    Berthén, Diana
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Andersson, Fia
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Delat läsande som redskap för läsundervisning i grundsärskolan2015Other (Other academic)
  • 10.
    Berthén, Diana
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Finnset, Torgunn
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Andersson, Fia
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Den formativa bedömningens dubbla fokus2016Other (Other academic)
  • 11.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Finnset, Torgunn
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Jansson, Anders
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Lindberg, Viveca
    The expansive learning cycle transformed into a tool for educational design2017In: Book of Abstracts, 2017, p. 112-112Conference paper (Refereed)
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  • 12. Gadd, Murray
    et al.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Lundgren, Lars
    Helping Students with Intellectual Disabilities Become Better Writers: An Inquiry into Writing Instruction2019In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346XArticle in journal (Refereed)
    Abstract [en]

    This inquiry investigates whether effective implementation of pedagogical actions closely associated with strong engagement and greater than expected learning gains in writing by typically developing students apply similarly to engagement and gains in writing by students with mild to moderate intellectual disabilities (ID). It was undertaken in response to low levels of engagement and achievement in writing by students with ID noted by other researchers. A mixed methods research design, involving a three-month planned and deliberate instructional writing intervention with eight senior secondary students with ID in a Swedish special needs school, was employed. Pedagogical actions, designed to assist students recognise the purposefulness of writing tasks, involve them in constructing tasks and setting goals for successful implementation, observe tasks being demonstrated, reflect on the successful (or otherwise) completion of tasks and learn about writing in differentiated contexts, were considered in relation to learner outputs. A close association between strategic operationalisation of these actions and substantial increases in engagement and gains in writing by students with ID (particularly in relation to productivity, complexity and grammatical fluency) is noted.

  • 13.
    Gadd, Murray
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education. University of Auckland, New Zealand.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Lundgren, Lars
    Innehållslig och produktiv skrivundervisning2016Other (Other academic)
    Abstract [sv]

    I denna artikel kommer vi att beskriva ett utvecklingsprojekt med fokus på skrivande i ämnet engelska i en gymnasiesärskola. Efter en kort bakgrund följer en närmare beskrivning av projektet.

  • 14.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Eriksson, Inger
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Emerging educational action? Diploma project in Maritime higher education2011Conference paper (Refereed)
    Abstract [en]

    This paper is framed within a 3-year R&D-project at the Åland University of Applied Sciences (ÅUAS), aiming at changing the current practice related to the final diploma project (a thesis of 15 credit points) for the bachelor degree. A survey preceding the project showed that a majority of students within the Maritime programme never completed their studies. This has become a problem on three levels: firstly, the individuals experience failure in their studies and thus they don’t get the job they where aiming at by attending the education. Secondly, on the organisational level the student drop-out is defined as a quality problem. Thirdly, the shipping industry cannot, due to international security regulations, employ these students as anything but seamen. Well aware of the problem, ÅUAS had already made efforts to improve their education. Rhetorically, the thesis (although a problem) was considered an important part of the education. Based on an activity theoretical perspective the diploma project was presented as an educational action central to the Maritime programme (Engeström, 1987; Leont’ev, 1978). Being described as a central action the problems can be seen as somewhat contradictory (Engeström, 1987).

    The R&D-project, here presented, was initiated by ÅUAS. A short-term aim was to help this group of students to complete their thesis and thereby finishing their studies whit a bachelor degree as master mariners. The long-term aim was to identify needs and initiate changes in the educational practice.

    The project started with an investigation aiming at mapping the problem from the perspective of central actors. Teachers and management ascribed the problem as related to academization of the education, resulting in a diploma project “of no use” for students’ future career as master mariners on the one hand, and in students’ “lack of motivation and laziness” on the other (Berthén, Eriksson & Lindberg, 2006; Haggis, 2003; Hagström, 2005; Mulligan & Kirkpartick, 2000).

    Interviews with students, however, gave a different picture, indicating that the diploma project was peripheral to the programme. Students were scheduled for the diploma project during three semesters in total, but mostly for random free periods and a few occasional days. Further, these periods and days were cancelled when time was needed for something else. Also, it was common that students had no idea of who their supervisor was and no supervision was scheduled. According to the students, asking for help meant increasing the burden of the teachers.

    Based on these findings, intervention studies on three levels were designed: hands-on teachers’ supervision work (intervention in action), in-service course on diploma projects and supervision as part of polytechnics/professional higher education (intervention for action), and organising for diploma project (organisational level, intervention for action).

    The issue of this paper is to discuss the indications of change that we have identified at the end of the project. The preliminary result shows that teachers’ conceptions of the diploma project have changed. This is shown in their talk and actions when meeting the students. Both those enrolled in the project and those that still are participating in the education. The diploma project is now seen as a possibility instead of as a problem. In addition, the teachers’ have started to address the management with requests of time – scheduled supervision with students, time for teachers to develop their supervision collaboratively. Based on these indicators, we argue that the project has contributed to the diploma project have (at least partly) becoming a central educational action. Instead of leaving the students to their fate when it comes to accomplishing a thesis – on their spare-time and beside the regular programme – it seems to becoming a part of the programme and supervision something more than certifying whether the students have managed on their own or not.

  • 15.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Eriksson, Inger
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    In-service training as cognitive apprenticeship2008In: Lifelong Learning in Europe, ISSN 1239-6826, Vol. XIII, no 4, p. 266-272Article in journal (Refereed)
    Abstract [en]

    The issue of this article is to present and discuss a project for in-service training of teachers employed by a school for vocational higher education (VHE). The basis for the project was an emerging need among teachers. Political visions of an increased proportion of people with higher education have contributed to teachers encountering new groups of students who have been accepted for studies but fail in examinations. Teachers at this specific VHE were concerned about how the situation had developed. As their initial understanding was that an increasing amount of the students had dyslexia, they attended in-service training on this. However, the information did not help them in their everyday work. An expert was enrolled, in order to work with the students. Her work, focusing students’ reading and writing actions, became a success. Therefore, the school wanted her to work with increasingly more students. Instead an in-service training project, aiming at the teachers appropriating 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) and cognitive apprenticeship (Rogoff, 1990). The results of the project are discussed on two levels: competence as an individual vs. a collective/organisational matter.

  • 16. Reichenberg, Monica
    et al.
    Andersson, Fia
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Reciprok undervisning i gymnasiesärskolan: En modell för aktivt läsande2016Other (Other academic)
  • 17. Reichenberg, Monica
    et al.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Andersson, Fia
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Att undervisa för läsförståelse i gymnasiesärskolan2016Other (Other academic)
  • 18. Reichenberg, Monica
    et al.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Andersson, Fia
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Att undervisa i läsförståelse i grundsärskolan2015Other (Other academic)
  • 19. Reichenberg, Monica
    et al.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Andersson, Fia
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Reciprok undervisning2015Other (Other academic)
  • 20.
    Waermö, Mimmi
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Berthén, Diana Monica
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Designing teaching without planning-tools? Exploring a collaborative, iterative process of the development of a planning tool for teaching students with intellectual disabilities2019Conference paper (Refereed)
    Abstract [en]

    Studies have shown that the object for teaching in Swedish special schools for students with intellectual disabilities (ID) historically has been caring and not the development of knowledge in different subjects (e.g. Berthén, 2007; Lundberg & Reichenberg, 2011). Thus, there are some indications that teachers perceive that teaching subject knowledge for this group of students is of less importance or problematic. An argument brought forward by teachers is that teaching for this group of students should not be too abstract to be able to meet their level of knowledge, and, to ensure that they do not fail. Another argument is that students easily get tired. Teachers emphasize the importance of caring about the students’ self-esteem, their self-beliefs and their safety. Teachers are further concerned with the students’ adaption to society. Similar tendencies are given by The Swedish Schools Inspectorate (2010) as well.

    The latest reform of the National curriculum for students with ID has put forward an increasing demand stating that the goal is also the development of students’ subject specific knowledge. However, if this highlighted goal (which can be perceived as a new object) is to be realized, questions may be raised about available planning or design tools. What type of tools can support teachers in their decision on what to teach and how to organize the teaching etc. And, if new tools are needed, how can such tools be developed and tested in practice?

    A group of teachers and researchers have collaboratively worked with this challenge in a two-year-long project, designed and based on principles of Change Laboratory (Engeström, 1987; Virkkunen & Newnham, 2013). 

    The aim of this presentation (poster) is to describe how a subject specific planning-tool gradually and iteratively have been developed to meet the teachers’ needs.  Which aspects of “knowing to be developed” (learning aims) were perceived as challenging and what different aspects of the content, the teaching, the communicative-tools must be planned for? 

1 - 20 of 20
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