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  • 1.
    Andersson, Fia
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Det osynliga har blivit synligt - att bringa klarhet2010In: Etik i specialpedagogisk verksamhet / [ed] Rolf Helldin, Birgitta Sahlin, Lund: Studentlitteratur , 2010, 1, p. 175-188Chapter in book (Other (popular science, discussion, etc.))
  • 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.
    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.

  • 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.
    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.

  • 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.
    Från kollektivt till självständigt skrivande2017Other (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.
    Kollegialt arbete som drivkraft för professionsutveckling2016Other (Other academic)
  • 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.
    Participation and challenging teaching practice for reading and writing2016Conference paper (Refereed)
  • 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.
    Strukturerad skrivundervisning i gymnasiesärskolan2016Other (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.
    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)
  • 9.
    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)
  • 10.
    Andersson, Fia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Höstfält, Gabriella
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Kollegialt lärande och professionell kunskapsutveckling2015Other (Other academic)
  • 11.
    Andersson, Fia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Rivera, Trinidad
    Längby-Grubb, Kristina
    Barn och elever med funktionsnedsättning och utländsk bakgrund: Mångfaldsfrågor och specialpedagogik2008Report (Other (popular science, discussion, etc.))
  • 12.
    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)
  • 13.
    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)
  • 14. 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)
  • 15. 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)
  • 16. 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)
  • 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.
    Reciprok undervisning2015Other (Other academic)
1 - 17 of 17
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