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  • 1.
    Mattsson, Matts
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS).
    Att forska i praktiken: En kunskapsöversikt och en fallstudie2004Book (Other academic)
    Abstract [sv]

    Praxis-related research – a survey and a case study is an analysis of the relation between research and development. The survey is summarized in terms of various research strategies more or less oriented towards theory, social action, dialogue and participation. Quoting Kurt Lewin “Research that produces nothing but books will not suffice” the author explores the role of research, researchers and co-researchers in a social and pedagogical context. What research methods can be used to involve other people in a research project? What makes a project "scientific"? How does it bring about a change? What about participatory research? Referring to Reason and Bradbury, Zeichner and Noffke, Carr and Kemmis, Alvesson and Deetz the author outlines criteria for assessing praxisrelated research.

  • 2.
    Mattsson, Matts
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Conclusions and Challenges: Examining praxis2008In: Examining praxis: Assessment and knowledge construction in teacher education, Sense Publishers, Rotterdam/Taipei , 2008, p. 209 – 227-Chapter in book (Other academic)
  • 3. Mattsson, Matts
    Emotionsforskning och aktionslärande: avslutande reflektioner2009In: Emosjoner i forskning og læring / [ed] Rachel Elise Jakhelln, Tove Leming, Tom Tiller, Tromsø: Eureka forlag, 2009, p. 235-242Chapter in book (Other academic)
    Abstract [sv]

    I kapitlet "Emotionsforskning och aktionslärande: avslutande reflektioner" diskuterar författaren innehållet i hela antologin. Mattsson tar fasta på den typ av vetenskaplighet som författarna förespråkar och exemplifierar. Det finns en högvetenskaplig tradition som tar stöd av Platon och en lågvetenskaplig forskningstradtion som tar stöd av Aristoteles och senare tiders praxisorienterade forskare. Platons kunskapssyn har en dominerande ställning vid många universitet. Boken är därför kontroversiell genom att utmana Platons kunskapssyn. Aristoteles praxisbegrepp är viktigt i sammanhanget. Mattsson visar att bokens forskare representerar det man inom aktionsforskning brukar benämna "first person research", "second person research" och "third person research". Författarna både respekterar och utmanar den högvetenskapliga forskningstraditionen.

  • 4.
    Mattsson, Matts
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS).
    Hur bedöma praxisorienterad forskning?2006In: Verklighet, verklighet: Teori och praktik i lärarutbildning, Norstedts akademiska förlag, Stockholm , 2006, p. 198-223Chapter in book (Other academic)
    Abstract [sv]

    Författaren diskuterar olika kunskapsstrategier: fundamental ansats, praxisorienterad ansats, forsknings- och utvecklingsarbete, informella läroprocesser. Avslutningsvis presenteras några olika bedömningsgrunder för praxisorienterad forskning.

  • 5.
    Mattsson, Matts
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Praxis-related research: Serving two masters2008In: Key Note at Action Research and Professional Practice Conference, 7 & 8 February 2008, organized by RIPPLE, the Research Institute for Professional Practice, Learning and Education at Charles Sturt University, Wagga Wagga, Australia, 2008Conference paper (Other academic)
  • 6.
    Mattsson, Matts
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS).
    Social capital supporting males: Findings from a community action research project in Sweden2005In: Papers for the April 29th 2005 conference Neighbourhoods and Social Capital. Jointly hosted by Centre for Research on Social Inclusion, Macquarie University & the City of Ryde, 2005Conference paper (Other academic)
    Abstract [en]

    Some characteristics of civic society and social capital made it quite difficult to bring about change in the local community of Gullänget. Gullänget is located in the northern part of Sweden. A community development project was carried out aiming at strengthening civic society and participatory democracy. Initiatives related to females, youngsters, children, care and public sector were very hard to realise. Initiatives related to males, industry, housing and market economy were favoured by the community ethos called the spirit of Hägglund. Experiences from this project generate reflections on civic society, social capital and community work strategies. Social capital proved to be a phenomenon integrated with the local power structure which was in certain aspects quite suppressive.

  • 7.
    Mattsson, Matts
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS).
    Stenar under vattenytan: Forsknings- och utvecklingsarbete problematiserat2001Book (Other academic)
    Abstract [sv]

    Forsknings- och utvecklingsarbete (FoU) är ett svårfångat fenomen. Hur skiljer sig FoU från andra, mera etablerade former för kunskapsproduktion? Vad menas med en fundamental respektive en praxisorienterad ansats? Hur kan man se på relationen mellan forskning, utbildning och utveckling? Hur kan forskare och praktiker samarbeta på fältet? Författaren diskuterar FoU med stöd av olika forskare bl.a. Carol Weiss, Donald A Schön, Paulo Freire och Pierre Bourdieu. Ett särskilt kapitel handlar om aktionsforskning och självförvaltande forskning. Boken avslutas med beskrivningar av två fall som visar hur forskning och utvecklingsarbete kan kombineras i praktiken.

  • 8.
    Mattsson, Matts
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS). Specialpedagogik.
    Vad är värdefull specialpedagogisk kunskap?2006Report (Other academic)
    Abstract [sv]

    What knowledge is of value in Special Education? That is the title of this evaluation report focusing on a teacher education programme at Stockholm Institute of Education. What kind of knowledge is of importance? What is relevant to the academy and what are the requirements formed by the field of professional practice? The concept of “inclusion” is important in the Stockholm programme. The practitioners do not generally use this concept. In the field of professional practice there is a focus on individual pupils. The differences between “academic” knowledge and “professional practice” knowledge is analysed with reference to Plato and Aristotle and their different epistemologies. Other references are Crozier and Friedberg, Foucault, Gustavsen, Habermas, Kemmis, Lewin, Polanyi, Schön and Zeichner and Noffke. The author argues that "the gap" between theory and practice should be recognized as a point of departure for changing praxis in special education. Nine strategies for changing praxis are outlined.

  • 9.
    Mattsson, Matts
    et al.
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS).
    Ax, Jan
    University of Amsterdam, the Netherlands.
    Ponte, Petra
    Fontys University of Applied Sciences, The Netherlands.
    Rönnerman, Karin
    University of Gothenburg.
    Reflections on Enabling Praxis: A different meaning of Praxis2008In: Enabling praxis: Challanges for education, Sense Publishers, Rotterdam , 2008, p. 243-262Chapter in book (Other academic)
    Abstract [en]

    Reflecting on the neo-Aristotelian perspective and the issues in the edited volume, Enabling Praxis (Kemmis & Smith, 2008), Mattsson discusses a different meaning of praxis. Based on the examples and cases presented Mattsson outlines six strategies for praxis development: "the agent as a role model", the reflective practitioner", "a collaborative approach", "an indirect approach focusing on practice architectures", "an indirect approach supporting professional development" and "an activist approach". Mattsson argues that praxis development requires well experienced agents that have a broad repertoire of strategies.

  • 10.
    Mattsson, Matts
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education. Department of Education.
    Johansson, IngeStockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Examining Praxis: Assessment and knowledge construction in teacher education2008Collection (editor) (Other academic)
    Abstract [en]

    This is a book for everyone trying to improve teacher education. Based on experiences primarily in Sweden, three models for assessment of student achievements are analysed: the small thesis model, the portfolio model and the case based model. What are the characteristics of these types and how could they be understood in a broader perspective?

  • 11.
    Mattsson, Matts
    et al.
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS).
    Kemmis, Stephen
    School of Education, Charles Sturt University, Wagga Wagga, Australia.
    Praxis-related research: Serving two masters?2007In: Pedagogy, Culture and Society, ISSN 1468-1366, Vol. 15, no 2, p. 185-214Article in journal (Refereed)
    Abstract [en]

    This article elucidates criteria which might be helpful in evaluating praxis-related research. We explore both sides of the Research & Development project; we examine different ways of understanding contributions to knowledge through research but more especially exploring ideas about contributions to changing praxis. Changing praxis necessarily involves changing not only each participant as an individual actor, but changing patterns of activity. In most praxis-related research, this is pursued by involving a widening range of participants in a setting. This poses the further problem that the rippling effects of the project are not entirely under the researcher’s control. Thus, as our title suggests, praxis-related research serves two masters: very often, R & D projects aim to make contributions to social science; generally, they also aim to make contributions to the world of human affairs. Different criteria are appropriate for judging each.

  • 12.
    Mattsson, Matts
    et al.
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS). Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Waldenström, Cecilia
    Swedish university of Agricultural sciences.
    Reflecion from Sweden: Approaches to teaching2008In: Critiquing praxis: Conceptual and empirical trends in the teaching profession, Sense Publishers, Rotterdam , 2008, p. 214-221Chapter in book (Other academic)
    Abstract [en]

    Reflecting on the issues presented in the edited volume Critiquing Praxis (Ax & Ponte, 2008) the authors (Mattsson & Waldenström) introduce a model for analysing different approaches to teaching. They discuss "Teaching as Bildung", Teaching as structuring", Teaching as learning how to learn" and Teaching as praxis development. These approaches are related to different educational motives; they are also related to different traditions, modes and ideas.

  • 13.
    Ohlsson, Jon
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Mattsson, Matts
    Department of Didactic Science and Early Childhood Education.
    Kemmis, Stephen
    Charles Sturt University, Australia.
    Hardy, Ian
    Charles Sturt University, Australia.
    Ax, Jan
    University of Amsterdam, the Netherlands.
    Ponte, Petra
    Utrecht University of Applied Sciences, the Netherlands.
    Reflections on Nurturing Praxis2008In: Nurturing Praxis: Action Rresearch in Partnership between School and University in a Nordic Light, Sense Publishers, Rotterdam , 2008, p. 245-266Chapter in book (Other academic)
    Abstract [en]

    Nurturing Praxis offers a distinctive view of collaborative and action research in educational settings in four Nordic countries; Sweden, Norway, Finland and Iceland. Reflecting on the cases presented Ohlsson and Mattsson highlight two aspects: (1) Professional development as collective learning processes (2) Nordic action research in a wider perspective. Ohlsson and Mattsson concludes that the edited volume Nurturing Praxis reflects a "practice turn" in the history of action research.

1 - 13 of 13
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