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  • 1.
    Aspán, Margareta
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ståhle, Ylva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Students’ Perspectives on Challenges in Teacher Education2016Conference paper (Refereed)
  • 2.
    Edman Stålbrandt, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ståhle, Ylva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Mentors’ perceptions of mentoring in Swedish pre-schools2015Conference paper (Refereed)
  • 3.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Berg, Astrid
    Danielsson, Kristina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Ekvall, Ulla
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Lindberg, Viveca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Löfgren, Ragnhild
    Ståhle, Ylva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Vilket kemiinnehåll görs tillgängligt i finlandssvenska och svenska klassrum? Kemitexter som redskap för naturvetenskapligt lärande2010In: Resultatdialog 2010: aktuell forskning om utbildning och lärande, Stockholm: Vetenskapsrådet , 2010, p. 51-56Chapter in book (Other academic)
    Abstract [sv]

    Svenska och finska (och finlandssvenska) elevers naturvetenskapliga prestationer uppvisar markanta skillnader i internationella mätningar som PISA. Mot bakgrund av att Finland och Sverige har ett till synes likartat skolsystem är det inte helt enkelt att förstå varför de finska och finlandssvenska eleverna presterar så mycket bättre än de svenska. Vad är det som skapar sådana skillnader? Många olika förklaringar har förts fram, tex i relation till lärarutbildning. Men vilket kemilärande möjliggörs i svenska och finlandssvenska undervisningspraktiker? Kemiinnehållet i läromedel från Sverige och Finland är i stort det samma och i finlandssvenska skolor fram till 2007 användes ofta svenska läromedel. I projektet genomfördes 20-40h videobandade klassrumsobservationer relaterade till kemiundervisningen i tre skolor vardera i Svenskfinland (2007-08) och Sverige (2009). Observationerna, kombinerade med intervjuer och dokumentationer, fokuserade periodiska systemet och kemiska bindningar. De första analyserna ger en bild av att det finns skillnader i innehållets behandling och vad som karaktäriserar de konstituerade undervisningspraktikerna i de båda länderna. I finlandssvenska skolor fokuseras t.ex. faktareproduktion (memorering), formelskrivning och detaljerade provfrågor, samma läromedel används i alla skolor. I svenska skolor betonas förståelse av vardagsfenomen, diskussioner och prov som skiljer på G, VG och MVG-frågor där G-frågor utgörs av enkla faktakunskaper. Undervisningen i de finlandssvenska skolorna framstår således som mera lika varandra medan undervisningen i de svenska skolorna uppvisar större variation gällande innehållets behandling och klassrumskommunikation.

  • 4.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Ståhle, Ylva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Mätandets idé -: en learning study i Botkyrka kommun2010Report (Other academic)
  • 5.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ståhle, Ylva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lindberg, Viveca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Kemikemi eller samhällskemi? Skilda betoningar i finlandssvenska och svenska kemiklassrum2011In: Kemiundervisning, text och textbruk i finlandssvenska och svenska skolor: en komparativ tvärvetenskaplig studie / [ed] Inger Eriksson, Stockholm: Stockholms universitets förlag, 2011, p. 76-113Chapter in book (Refereed)
  • 6.
    Ståhle, Ylva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    En minnestränande undervisningspraktik2010In: Innehållet i fokus - kemiundervisning i finlandssvenska klassrum / [ed] Inger Eriksson, Stockholm: Stockholms universitets förlag , 2010, , p. 17-36p. 17-36Chapter in book (Other academic)
  • 7.
    Ståhle, Ylva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Med fokus på lärare och elevers lärandemiljöer: analys av samstämmighet mellan svenska styrdokument och den internationella studien TALIS2014Report (Other academic)
    Abstract [sv]

    TALIS 2013 (Teaching and Learning International Survey) är en internationell studie vars syfte är att fylla de kunskapsluckor som finns inom internationella jämförelser om utbildningssystem, om undervisning och om lärares och rektorers arbetsvillkor, aspekter som har betydelse för elevers lärande och för lärares och rektorers tillfredsställelse i sitt arbete. Studien har initierats och leds av OECD och dess medlemsländer.

    De teman som studeras i TALIS  är:

    1. Lärares kompetensutveckling och utvecklingsmöjligheter.

    2. Skolledarskap.

    3. Utvärdering och återkoppling till lärare.

    4. Lärares pedagogiska övertygelser och undervisningspraktik.

    5. Skolklimat och arbetstillfredsställelse.

    Syftet med rapporten är att beskriva och analysera samstämmighet mellan de antaganden som ligger till grund för TALIS 2013 och svenska policydokument.

    Sammanfattningsvis kan sägas att Sverige sedan den 1 juli 2011 har genomfört flera reformer som på olika sätt har betydelse för svensk skola. Reformerna har formulerats i svenska styrdokument och dessa redovisas i rapporten.  Intentionerna och de antaganden som kommer till uttryck i de svenska styrdokumenten som gällde då enkäten genomfördes 2013 har i stora delar hög samstämmighet med det som skrivs fram i ramverket. Det betyder att samstämmigheten på policynivå i hög grad överensstämmer men att det på verksamhetsnivå kan skilja sig. Enkätfrågorna är möjliga att besvara för lärare och rektorer men vissa frågor relaterar till förhållanden då tidigare styrdokument gällde.

  • 8.
    Ståhle, Ylva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Pedagogiken i tiden: Om framväxten av nya undervisningsformer under tidigt 2000-tal – exemplet Kunskapsskolan2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The study concerns the new educational activities that emerge within the deregulated school system at the beginning of the 21st century. Which ideas guide the work? How is the activity formed? What does one hope to achieve? The aim of the thesis is to explore these educational practices in one of the larges independent schools in Sweden – Kunskapsskolan.

    The study was based upon a sociocultural perspective on learning and on twenty situated interviews with seven principals. Tools central for the activity in Kunskapsskolan were used as basis for the interviews. A qualitative analysis has been used; one of the methods for analysis applied is phenomenography.

    The study shows how the school, with the help of centrally developed tools, organised the teaching and the environments for learning that were implemented in all schools of the company. Individually organised teaching is the foundation for all teaching, where the students are expected to be self-regulated and self-correcting and use the tools provided for their learning. With regards to the students’ learning, the teachers’ role is mainly related to individual tutorial conversations. Thereby the tools intended to create freedom and control for the students, also create problems and obstacles. Students who do not learn to use the tools have difficulties in managing their studies.

    The new tools also affect the teachers’ work. In comparison with other schools, the teachers are expected to submit to the educational model and a centrally controlled planning. The teaching is centrally planned in subject specific stages or subject integrated courses. Teachers can influence the central planning by working collaboratively in teacher teams but not individually. The main commission of the teachers is to follow the educational model decided by the company.

    In comparison with the traditional school, both teachers and students are given new roles. When learning is individually organised for the students, the teachers are expected to develop their knowledge collectively. According to the results, both students and teachers have different approaches to the system – they can submit to the system or approach it in a more independent and reflective way.

  • 9.
    Ståhle, Ylva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Självreglerande elever2010In: Uppdrag undervisning: kunskap och lärande / [ed] Inger Erikson, Viveca Lindberg, Eva Österlind, Lund: Studentlitteratur , 2010, 1, p. 173-185Chapter in book (Other (popular science, discussion, etc.))
  • 10.
    Ståhle, Ylva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Aspán, Margareta
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Teacher Students’ Experienced Challenges in the Beginning of Their Education2019In: Journal of Education, ISSN 0022-0574, Vol. 199, no 1, p. 3-12Article in journal (Refereed)
    Abstract [en]

    This article explores Swedish students’ perspectives on being new to teacher education and what challenges they meet. Nineteen students were interviewed in three focus groups. The analytical framework draws on the theory of situated learning and the concept of enculturation, and the empirical data have been categorized through a thematic content analysis, which revealed two qualitatively different categories of challenges: as academic student, and as trainee teacher. Conclusively, the study shows how the education can support or obstruct the enculturation into the educational practices. Conceiving such hinders can facilitate the students’ understanding of both the studies and their future profession.

  • 11.
    Ståhle, Ylva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bronäs, AgnetaStockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Mentorskap i skola och förskola2013Collection (editor) (Other (popular science, discussion, etc.))
  • 12.
    Ståhle, Ylva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bronäs, Agneta
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Mentorskap och introduktionsperiod2013In: Mentorskap i skola och förskola / [ed] Ylva Ståhle och Agneta Bronäs, Stockholm: Norstedts Förlag, 2013, 1, p. 13-33Chapter in book (Other (popular science, discussion, etc.))
  • 13.
    Ståhle, Ylva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Undervisning på vetenskaplig grund- skolledares uppfattning av att leda en verksamhet på vetenskaplig grund2018In: Att leda skolor med stöd i forskning: Exempel, analyser och utmaningar / [ed] Niclas Rönnström, Olof Johansson, Stockholm: Natur och kultur, 2018, p. 157-189Chapter in book (Other academic)
    Abstract [sv]

    Syftet med kapitlet är att ge en bild av vad rektorer, några år efter införandet av den nya skollagen, har för uppfattningar av fenomenet att leda undervisning på vetenskaplig grund. Som underlag har vi intervjuat tio rektorer kring frågor som rör deras pedagogiska ledarskap. Inledningsvis ger vi en bakgrund till hur undervisning på vetenskaplig grund kan tolkas, samt redogör för rektorernas uppgifter och ansvar och de krav på kompetens som ställs på dem. Vidare ges några exempel på hur pedagogiskt ledarskap har definierats under senare år. Avslutningsvis presenteras resultaten av vår studie och vi ger därefter en framåtriktad diskussion utifrån dem.

  • 14.
    Svärdemo Åberg, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Calissendorff, Maria
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ståhle, Ylva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Förberedd för högskolestudier? En studie av hur ”vetenskapligt grundat arbetssätt” tar skriftspråklig form i svenska gymnasiearbeten inom samhällsvetenskapsprogrammet2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 2, p. 7-23Article in journal (Refereed)
    Abstract [en]

    This study explored how scientifically based working methods were represented in upper-secondary school diploma projects and how these texts can be understood in relation to preparation for higher education. The empirical material was collected from three upper-secondary schools in Sweden. The data consisted of 54 upper-secondary school diploma projects with a pass grade. The theoretical framework drew on new literacy studies and on a design theoretical perspective. Initially, the diploma projects was examined on the basis of six science-specific criteria. Subsequently the projects were analysed to determine which representations of scientifically based working methods were made salient within the composition of the texts. The result showed that purpose formulations and questions, delimitations and source criticism and presentation of results with the support of different types of source texts were represented in the diploma projects. Scientific quality in the form of theoretical connection, theory and method knowledge and critical thinking was less prominent in upper-secondary school diploma projects.

  • 15.
    Svärdemo Åberg, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ståhle, Ylva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Engdahl, Ingrid
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Knutes-Nyqvist, Helen
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Designing a Website to Support Students' Academic Writing Process2016In: The Turkish Online Journal of Educational Technology, ISSN 2146-7242, Vol. 15, no 1, p. 33-42Article in journal (Refereed)
    Abstract [en]

    Academic writing skills are crucial when students, e.g., in teacher education programs, write their undergraduate theses. A multi-modal web-based and self-regulated learning resource on academic writing was developed, using texts, hypertext, moving images, podcasts and templates. A study, using surveys and a focus group, showed that students used the learning resource on numerous occasions, a resource reachable outside in-person mentor sessions. Students declared that the resources had been important for finishing their degree projects. Mentors highlighted structure, multidisciplinary overview and linking possibilities. Using digital learning resources supporting students' academic writing is doubtless a developmental area in higher education.

1 - 15 of 15
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