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  • 101.
    Christie, Michael
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Adawi, Tom
    Applied IT, Chalmers/GU.
    The impact of a academic development courses on quality learning in Higher Education2010In: The proceedings of ICED biennial conference, Barcelona, Spain, 28-30 June 2010., 2010Conference paper (Refereed)
    Abstract [en]

    In this paper we summarize research carried out at a Swedish University of Technology. The research is based on interviews and written reflections and involved one hundred  lecturers enrolled in a Diploma of Higher Education. An analysis of the data showed that a  majority of the teachers could cite examples of how their knowledge, skills and attitudes regarding the facilitation of quality learning changed for the better because of the course modules they did.

  • 102.
    Christie, Michael
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Garrote Jurado, Ramon
    CLU, Högskola i Borås.
    Pettersson, Tomas
    Seoane, Fernando
    Sigrén, Peter
    Training teachers in e-learning without internet access2010In: EDULEARN10, the annual International Conference on Education and New Learning Technologies, Barcelona (Spain), 5th, 6th and 7th of July, 2010., 2010Conference paper (Refereed)
    Abstract [en]

    In this paper the authors present a solution to the problem of giving practical training in handling information and communication technology (ICT) without depending on internet access. The proposed method is to use an USB-memory to emulate selected educational resources that are otherwise available on the internet or on a local network. How this method can influence pedagogical issues is discussed and, it is asserted that the method offers interesting learning advantages beyond the obvious independence of internet connections. The paper describes the planning and implementation of a course about the use of Learning Management Systems (LMS) in higher education and, in particular, how it was designed to meet the needs of educators in a developing country with slow or unreliable internet connections. The course was a part of the project USo+I: Universidad, Sociedad e Innovación. Mejora de la pertinencia de la educación en las ingenierías de Latinoamérica (University and Society: Improving of the relevance of the education in the engineering of Latinoamerica) this project financed by the European Union, within the ALFA III program. The University of Borås was assigned to design and teach a course about LMS to engineering educators in Latin-America.

     

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  • 103.
    Claeson, Lisbeth
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Tid och existentiellt meningsskapande: Kvinnors berättelser om sitt liv med allvarlig sjukdom2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Being affected by a serious or life-threatening illness implies an existentially changed situation that is accompanied by a number of questions about the illness itself, consequences of the illness in an everyday context and implications for the future. The purpose of this dissertation is to examine people’s meaning-making when they are affected by a serious illness and to determine how the illness acquires meaning in the context of their lives. The dissertation thus deals with what can be referred to as existential meaning-making. A hermeneutical approach was adopted, drawing more specifically on Paul Ricoeur’s narrative theory that emphasises the importance of different dimensions of time and memory in the understanding of narratives.

    An empirical study was carried out of illness narratives collected in research interviews with six women who had been diagnosed with serious illnesses, such as cancer, stroke and heart attack. The analysis reveals that the discovery of the illness and the period following was characterized by chaos and a lack of time perspective, feelings of lack of freedom and thoughts about death, but also feelings of responsibility towards the family. Experiences of the health services were also important in accounts of this early period, particularly wishes for more empathic encounters with the professionals. In the women’s accounts of the long term living with the illness, death continues to emerge as a back drop to their everyday experiences of the illness, but gradually more as confronting the problem of death rather than giving up life. Over time, relationships to significant others and the importance of everyday life also constitute increasingly important themes. In their expectations for the future, the women account for some experiences that have been important in creating a sense of hope and heightened vitality, and thus a new ‘wholeness’, such as being close to nature as well as their religious or spiritual experiences. These results are discussed in terms of how memories of significant events or places play an important role in existential meaning-making, and also how reflections on these memories can be seen as a process of existential ‘learning’.

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  • 104.
    Collmar, Aino
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Fredricsson, Susanna
    Stockholm University, Faculty of Social Sciences, Department of Education.
    SFINX ett integrationsprojekt: ur deltagarnas perspektiv2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    Abstract

     

    This paper is to examine a specific integration projects by the name of SFINX, the participants' perspective. We chose to highlight three themes that concern the analysis what the participants thought about the content / efficacy, effectiveness and efficiency analysis, which means what the participants thought could be improved in the project. What emerged in our study is that research shows that Swedish education with professional orientation and integrated practice is a key factor for migrants to get into the Swedish labor market. And that Sfx teaching has been implemented in several places with good results. SFINX is also a Sfx project but is addressed to engineers. The participants have had very similar experiences in SFINX as in other Sfx projects. What emerges further is that Swedish education at Sfx directions is much better than ordinary Sfi teaching that municipalities provide. Promised placements are a fundamental problem that emerged among the participants in SFINX. How important it is for the project to have any effect for the individual.

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    SFINX ett integrationsprojekt
  • 105.
    Dahlgren, Jenny
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Nilsson, Caroline
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Kraften i motivation!: Studiemotivation hos elever i åk 92009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Following study is about motivation from a student perspective. Based on the prescribed literature and published research, the concept and field of motivation have been illuminated. The purpose of the study was to examine how students in ninth grade perceived their educational motivation and what kind importance they considered it had for their performance in school. The study is also supposed to base upon the result; clarify the differences if any between schools. In an attempt to get a clear image of this a quantitative method in the form of surveys was made on two schools in the Stockholm region. One of the schools had a really good merit value, and the other had a rather poor merit- value. By choosing a quantitative method a relatively large number of students where able to participate and equally large quantity of statistics have been presented. The result point at motivation in the participating students in both schools can increase and decrease through different factors. These factors, observed in this study, are directly linked to the school and includes among other things the significant of having an influence on the education and inner factors as being able to achieve a certain degree and of external factors as the school environment.

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  • 106.
    Daun, Holger
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    A Way Forward2010In: Nordic Voices: Teaching and Researching Comparative and International Education in the Nordic Countries / [ed] Halla B. Holmarsdottir and Mina O'dowd, Sense Publishers , 2010, p. 281-307Chapter in book (Other academic)
  • 107.
    Daun, Holger
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Childhood learning, life skills and well-being in adult life: a Senegalese case2010In: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 46, no 4, p. 409-428Article in journal (Refereed)
    Abstract [en]

    Education is not easily converted into human capital and well-being in low-income countries, because these countries do not have a high degree of economic and labour market differentiation that makes it possible to convert acquired knowledge and skills. Consequently, to have completed primary or even secondary education does not necessarily lead to a better life situation than some types of Islamic education. This paper reports findings from an ongoing longitudinal research project in Senegal. The study compares the relationships between educational/learning background, life skills and well-being in adult life among individuals who attended primary school, Quranic, Arabic or Indigenous learning systems at the beginning of the 1980s. The findings illustrate some of the complexities in the relationships between, on the one hand, education and life skills and, on the other hand, individual well-being in a low-income society. Since this study enters into an area that has not been very much researched, this study is explorative and employs concepts heuristically. Some findings in relation to different theoretical approaches are also discussed here.

  • 108.
    Daun, Holger
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Globalization, EU-ification and the New Mode of Educational Governance in Europe2011In: European Education: Issues and Studies, ISSN 1056-4934, E-ISSN 1944-7086, Vol. 43, no 1, p. 9-32Article in journal (Refereed)
    Abstract [en]

    The nature of European education systems and their respective modes of governing education were principally determined by factors internal to individual countries until the early 1980s. After the extension of the European Union and the acceleration of globalization, European countries have adopted some features that exist in many countries around the world and that are proposed by the European Union (EU) and other international and supranational bodies. The EU has added a social dimension to the predominantly neoliberal world agenda, and the Europeanizing agenda is disseminated through the Open Method of Coordination, among other measures and channels. However, due to cultural, religious, political, and other national and local patterns, there are still a number of differences among the education systems of Europe. This article reviews the changes in the education sector, especially in governing/governance, during the past two decades in some twenty European countries and then focuses on seven country cases: the Czech Republic, France, Greece, Italy, the Netherlands, Spain, and Sweden.

  • 109.
    Daun, Holger
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Globalized Educational Governance, Decentralization and Grassroots Responses2010In: Decentralisation, School-Based Management, and Quality / [ed] Zajda, Joseph; Gamage, David T, Dordrecht: Springer , 2010, p. 23-51Chapter in book (Other academic)
  • 110.
    Daun, Holger
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Sweden2010In: Getting Into Varsity: Comparability, Governance and Congruence / [ed] Barend Vlaardingerbroek and Neil Taylor, New York: Cambia Press , 2010Chapter in book (Other academic)
  • 111.
    Daun, Holger
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    The Reform of Chinese College English Teaching (CCET) in the Context of Globalization2010In: The Politics of Education Reforms / [ed] Joseph Zajda, Macleans A. Geo-JaJa, Dordrecht: Springer , 2010Chapter in book (Other academic)
  • 112.
    Daun, Holger
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Siminou, P
    Decentralisation and Market Mechanisms in Education: Examples from Six European Countries2010In: Decentralisation, School-Based Management, and Quality / [ed] Zajda, Joseph; Gamage, David T., Dordrecht: Springer , 2010, p. 77-101Chapter in book (Other academic)
  • 113.
    Daun, Holger
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Strömqvist, Görel
    Education and Development in the Context of Globalization2010Collection (editor) (Other academic)
  • 114. Davies, Peter
    et al.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Conceptual change across the disciplines: Researching students’ conceptions of allocation as part of conceptual development in economics.2008In: 6th international conference on Conceptual Change.: European Association for Research on Learning and Instruction, Turku, Finland., 2008Conference paper (Refereed)
    Abstract [en]

    Research on Conceptual Change has paid relatively less attention to the social than to the physical science domain. In particular, research on conceptual change in economic understanding has been fairly sparse and loosely connected. Given the potential significance of citizen’s economic understanding in delimiting government responses to globalisation (Davies 2006) this topic is worthy of further study. This paper reports on a small project in economics that investigates conceptions about the provision of free goods and services, drawing on evidence from students in different age groups. The paper considers previous work ( Furnham 1994), Leister & Halamachi 2006) of studies younger students, as well as the work within phenomenography (Marton), and students’ development of understanding of price. Results from this work conclude that :price, context, inconsistency, important in rel to citizenship.

  • 115.
    Davies, Peter
    et al.
    School of Education, Birmingham University, United Kingdom.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholm University, Stockholm Resilience Centre.
    Understanding in Economics: some issues of causality, integration and representation2010Conference paper (Refereed)
  • 116. Davies, Peter
    et al.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Mangan, Jean
    The application of variation theory in undergraduate teaching: addressing some difficulties in the context of students’ understanding of saving.2008In: 3rd international conference of the Phenomenography and Variation Theory Special Interest Group.: European Association for Research on Learning and Instruction, Kristianstad, Sweden., 2008Conference paper (Refereed)
    Abstract [en]

    This paper reports some findings from a small project that aims to address three difficulties that limit the application of variation theory in the teaching of some subjects. The first difficulty is reliance upon intensive methods to uncover different ways in which a phenomenon is understood. For example, phenomenographic research has suggested categorical differences in ways of understanding only a few phenomena in economics and, as far as we are aware, none at all in business studies. A second difficulty lies in the identification of a phenomenon. Current teaching frequently presents a way of understanding a phenomenon as the phenomenon itself. ‘Today we are going to learn about product life cycles’. In these circumstances it is not always a straightforward matter to identify the phenomenon. A third difficulty lies in variation in the ways in which different social phenomena can be experienced.

    The project examined students’ understanding of ‘withdrawals from the economy’. Data were collected through interviews and students’ examination answers. The interviews focused on the effects of changes in saving, first at an individual and then at a collective level. Interview transcripts were analysed by the three researchers to identify differences in ways of understanding the phenomenon of saving and these categories were then compared with those arising from the examination transcripts. These data are used to provide a basis for the discussion of the three difficulties identified above

  • 117.
    Dedze, Indra
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Reading ability of Latvian students: results from an international study1999Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Reading literacy is becoming a crucial skill for the success in the modern society. Since Latvia is an industrialized country, with a relatively small population, it is of a crucial importance that the educational system produces well literate people. This is important both in order to sustain and to improve country's social and economic development.

    The International Association for the Evaluation of Educational Achievement (IEA) was organized in the 1960's as a non-governmental and cooperative organization to conduct comparative studies concentrating on educational policies and practices in order to improve learning within and across systems of education. The IEA Reading Literacy Study was the first national study in the field of comparative education carried out in Latvia in early 90's. About 1000 nine-year-old students from 54 classrooms and 800 fourteen-year-old students from 53 schools participated in the study. The study provides us with important information about student reading habits, home background, as well as about teaching strategies. Whenever it is possible, an international comparison is given.

    Two-level structural equation modeling is applied in a reanalysis of the IEA Reading Literacy Study data from Latvia. The aim is to present the relations between the factors derived from student home conditions and reading performance factors at the individual level and at the classroom level. The results shows that at the nine-year-old student classroom level a general socioeconomic factor has rather high connection with the reading performance, while at the individual level factors called "good reader" and "reading resources" had a strong effect upon student reading achievement. In the fourteen-year-old students group the factors "liking school" and "good reader" have influence upon reading achievement on student level, and the factors "liking school" and "reading resources" - on the classroom level.

    Since the current situation in beginning reading instruction in Latvia is still influenced by the educational policies and practices that were in use during the Soviet era, the analyses on the beginning reading instruction in Latvia is given. Basic terms and categories such as the definition of reading, reading models, and goals of reading instruction are presented as they are used and understood in Latvia and compared with those described in Russia and the literature on reading research in other countries.

    The study has notable implications for teachers and policy makers, as well as for future research.

  • 118.
    Desjardins, Richard
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    A conceptual framework for the analysis of learning outcomesManuscript (Other academic)
  • 119.
    Desjardins, Richard
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Determinants of economic and social outcomes from a lifewide learning perspective in Canada2003In: Education economics, ISSN 0964-5292, Vol. 11, no 1, p. 11-Article in journal (Refereed)
    Abstract [en]

    The notion that the knowledge and skills embodied in individuals contribute to the creation of economic and social benefits is not a new concept. But in practice little is known about the extent and relative influence of how different learning activities contribute to the formation of one's knowledge and skills, and in turn their relative influence in generating different kinds of benefits. Studies either focus on one form of learning or the other, and for the most part they tend to focus on indicators of formal education. To improve the understanding of how education and learning lead to the creation of economic and social benefits, a comprehensive approach drawing on all the potential sources of knowledge and skills should be applied. Accordingly, the primary objective of the present article is to measure the relative influence of engaging in various learning activities--Aspanning the 'life-wide' spectrum of learning--Aon economic and social benefits. The study presents a conceptual framework and uses data from the Canadian Adult Literacy Survey to estimate corresponding structural models. The findings provide support for the hypotheses formulated; namely, that the relationship between formal education and economic and social outcomes is complex, with confounding effects. The results indicate that different types of learning activities taken for different reasons lead to different kinds of benefits. The latter finding suggests a potential trade-off between attaining economic and social benefits through different types of learning activities that are taken for either job-related or personal interest-related reasons. The article concludes that further in-depth analyses are required to improve the understanding of the complex relationship between various learning activities and the benefits they generate

  • 120.
    Desjardins, Richard
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Determinants of literacy proficiency: A lifelong-lifewide learning perspective2003In: International Journal of Educational Research, ISSN 0883-0355, Vol. 39, no 3, p. 205-245Article in journal (Other academic)
    Abstract [en]

    The aim of this article is to investigate the predictive capacity of major determinants of literacy proficiency that are associated with a variety of contexts including school, home, work, community and leisure. An identical structural model based on previous research is fitted to data for 18 countries. The results show that even after accounting for all factors education remains the most important predictor of literacy proficiency. In all countries, however, the total effect of education is significantly mediated through further learning occurring at work, at home and in the community. Therefore, the job and other literacy-related factors complement education in predicting literacy proficiency. This result points to a virtual cycle of lifelong learning, particularly to how educational attainment influences other learning behaviours throughout life. In addition, results show that home background as measured by parents’ education is also a strong predictor of literacy proficiency, but in many countries this occurs only if a favourable home background is complemented by some post-secondary education.

  • 121.
    Desjardins, Richard
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Learning for well being: Studies using the International Adult Literacy Survey2004Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis is a collection of five independent but closely related studies. The overall purpose is to approach the analysis of learning outcomes from a perspective that combines three major elements, namely lifelonglifewide learning, human capital, and the benefits of learning. The approach is based on an interdisciplinary perspective of the human capital paradigm. It considers the multiple learning contexts that are responsible for the development of embodied potential – including formal, nonformal and informal learning – and the multiple outcomes – including knowledge, skills, economic, social and others– that result from learning. The studies also seek to examine the extent and relative influence of learning in different contexts on the formation of embodied potential and how in turn that affects economic and social well being. The first study combines the three major elements, lifelonglifewide

    learning, human capital, and the benefits of learning into one common conceptual framework. This study forms a common basis for the four empirical studies that follow. All four empirical studies use data from the International Adult Literacy Survey (IALS) to investigate the relationships among the major elements of the conceptual framework presented in the first study.

    Study I. A conceptual framework for the analysis of learning outcomes

    This study brings together some key concepts and theories that are relevant for the analysis of learning outcomes. Many of the concepts and theories have emerged from varied disciplines including economics, educational psychology, cognitive science and sociology, to name only a few. Accordingly, some of the research questions inherent in the framework relate to different disciplinary perspectives. The primary purpose is to create a common basis for formulating and testing hypotheses as well as to interpret the findings in the empirical studies that follow. In particular, the framework facilitates the process of theorizing and hypothesizing on the relationships and processes concerning lifelong learning as well as their antecedents and consequences.

    Study II. Determinants of literacy proficiency: A lifelong-lifewide learning perspective

    This study investigates lifelong and lifewide processes of skill formation. In particular, it seeks to estimate the substitutability and complementarity effects of learning in multiple settings over the lifespan on literacy skill formation. This is done by investigating the predictive capacity of major determinants of literacy proficiency that are associated with a variety of learning contexts including school, home, work, community and leisure. An identical structural model based on previous research is fitted to the IALS data for 18 countries. The results show that even after accounting for all factors, education remains the most important predictor of literacy proficiency. In all countries, however, the total effect of education is significantly mediated through further learning occurring at work, at home and in the community. Therefore, the job and other literacy related factors complement education in predicting literacy proficiency. This result points to a virtual cycle of lifelong learning, particularly to how educational attainment influences other learning behaviours throughout life. In addition, results show that home background as measured by parents’ education is also a strong predictor of literacy proficiency, but in many countries this occurs only if a favourable home background is complemented with some post-secondary education.

    Study III. The effect of literacy proficiency on earnings: An aggregated occupational approach using the Canadian IALS data

    This study uses data from the Canadian Adult Literacy Survey to estimate the earnings return to literacy skills. The approach adapts a labour segmented view of the labour market by aggregating occupations into seven types, enabling the estimation of the variable impact of literacy proficiency on earnings, both within and between different types of occupations. This is done using Hierarchical Linear Modeling (HLM). The method used to construct the aggregated occupational classification is based on analysis that considers the role of cognitive and other skills in relation to the nature of occupational tasks. Substantial premiums are found to be associated with some occupational types even after adjusting for within occupational differences in individual characteristics such as schooling, literacy proficiency, labour force experience and gender. Average years of schooling and average levels of literacy proficiency at the between level account for over two-thirds of the premiums. Within occupations, there are significant returns to schooling but they vary depending on the type of occupations. In contrast, the within occupational return of literacy proficiency is not necessarily significant. The latter depends on the type of occupation.

    Study IV: Determinants of economic and social outcomes from a lifewide learning perspective in Canada

    In this study the relationship between learning in different contexts, which span the lifewide learning dimension, and individual earnings on the one hand and community participation on the other are examined in separate but comparable models. Data from the Canadian Adult Literacy Survey are used to estimate structural models, which correspond closely to the common conceptual framework outlined in Study I. The findings suggest that the relationship between formal education and economic and social outcomes is complex with confounding effects. The results indicate that learning occurring in different contexts and for different reasons leads to different kinds of benefits. The latter finding suggests a potential trade-off between realizing economic and social benefits through learning that are taken for either job-related or personal-interest related reasons.

    Study V: The effects of learning on economic and social well being: A comparative analysis

    Using the same structural model as in Study IV, hypotheses are comparatively examined using the International Adult Literacy Survey data for Canada, Denmark, the Netherlands, Norway, the United Kingdom, and the United States. The main finding from Study IV is confirmed for an additional five countries, namely that the effect of initial schooling on well being is more complex than a direct one and it is significantly mediated by subsequent learning. Additionally, findings suggest that people who devote more time to learning for job-related reasons than learning for personal-interest related reasons experience higher levels of economic well being. Moreover, devoting too much time to learning for personal-interest related reasons has a negative effect on earnings except in Denmark. But the more time people devote to learning for personal-interest related reasons tends to contribute to higher levels of social well being. These results again suggest a trade-off in learning for different reasons and in different contexts.

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  • 122.
    Desjardins, Richard
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    The effect of literacy proficiency on earnings: An aggregatde occupational approach using the Canadian IALS data2003Manuscript (preprint) (Other academic)
  • 123.
    Desjardins, Richard
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    The effects of learning on economic and social well being: A comparative analysis2001In: Peabody journal of education, ISSN 0161-956X, Vol. 76, no 3/4, p. 222-246Article in journal (Refereed)
    Abstract [en]

    Drawing on the changing view and attitude toward the concept of human capital in recent years, this article empirically investigates the broad effects of learning. Using the structural model presented in Desjardins (in press), hypotheses are comparatively examined using the International Adult Literacy Survey data for Canada, Denmark, The Netherlands, Norway, the United Kingdom, and the United States. The model acknowledges all potential sources of knowledge and skills relevant to economic as well as social well being by constructing indicators spanning the entire spectrum of life-wide learning. Moreover, learning undertaken for job-related reasons and personal interest reasons are examined separately to identify heterogeneity in the effects of learning for different reasons. The model is constructed on the premise that initial schooling has profound effects on adults' readiness to learn in their productive years and that this is the mechanism that will affect their well-being. Only the adult populations aged 25 to 55 are considered, in which initial schooling is taken as a stock measure of initial formal learning that has already occurred. The extent of how the stock of initial formal learning affects the flow of subsequent learning and in turn the flow of well-being is examined.

  • 124.
    Dyrvik, Kristian
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bolinder, Martin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    En bra lyssnare är aldrig fel: Förväntningar kring mötet med en coach2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    The aim with this essay is to examine the individual's expectations in the meeting with a job coach. It has become all more common with job coaches, in order to meet the unemployment in the society. The survey builds on a quantitative method, where 29 individuals who are linked to a changeover-program towards new jobs, have replied to a questionnaire. The survey shows that the participants have expectations on the coach as a supporting function. There is also a trust to that the contact with a coach will lead to new employment. In conclusion, there is among some of the participants a view about that there is someone else than themselves that has a responsibility in order to reach employment.

     

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  • 125.
    Döös, Marianne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Den kvalificerande erfarenheten: Lärande vid störningar i automatiserad produktion1997Doctoral thesis, monograph (Other academic)
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    Den kvalificerande erfarenheten
  • 126.
    Döös, Marianne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Genom arbetsuppgiftens glasögon – ett uppgiftsperspektiv på organisatoriska förändringsprocesser2008In: Arbetsliv & pedagogik, Studentlitteratur, Lund , 2008Chapter in book (Other academic)
  • 127.
    Döös, Marianne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Learning at work2009In: OSH for development: occupational safety and health for development / [ed] Elgstrand, K & Petersson, N, Stockholm: Industrial Ecology, Royal Institute of Technology , 2009, p. 475-486Chapter in book (Other academic)
    Abstract [en]

    What knowledge on learning qualifies for presentation and reflection in the context of a book dealing with prevention and in a chapter where develop­ment of work and enterprises are as well in focus? For managers and leaders as well as for workers in thriving companies it is useful to have at least some basic insights into the processes and conditions of experiential learning. An ongoing competence development and learning within the enterprise has turned out to be of competitive advantage. This chapter aims at reflecting learning issues from an angle of use for practice – especially the kind of practice in focus of this book where we place ourselves at the junction between healthy workplaces as the result of competent preven­tion, and prosperous company development. After having reflected the fact that we are all learners all the time the following points will be treated:

    • The quality and usefulness of what is learnt
    • Some basic learning principles
    • Collective and organisational learning

    Several are the attempts to deal with everyday learning theoretically. Ex­planations have been offered on how learning comes about when learning is not in focus of the activity. From different angles re­searchers have entered the scene and made sense of what is going on that comes out in increased skill, competence and know-how at a certain work­place. In common during the last two decades has been a growing interest in the learning processes of everyday working life as opposed to didactical concerns in education and courses. Also the interest for learning levels above the individual, i.e. collective learning like organisa­tional and team learning has increased. Furthermore these interests are widely shared with practitioners like managers of successful companies and other organisa­tions. To learn briefly means to change and develop one’s con­ception and understanding of something, and is in this chapter thought of as a process. Competence is regarded as a task related capability to make use of knowledge in acting.

  • 128.
    Döös, Marianne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Organising leadership differently2010In: The 9th International Studying Leadership Conference. Proceedings: Leadership: Missions, Myths and Mysteries, Lund: The School of Economics and Management, Lund University , 2010Conference paper (Refereed)
    Abstract [en]

    Leadership is for the most part thought of as important for how organisations perform in terms of quality and effectiveness. This paper argues that leadership is organised and thought of in a number of different ways, and that the way leadership is organised has potential to make a difference. The basic form for organising leadership is to appoint one manager to one managerial position. However, such a position can be organised differently if leadership is seen as distributed among two or three people sharing the position on full time basis. Such shared leadership among managers is a scarcity in both organisational and leadership literature. The aim of this paper is to fill this gap by introducing three empirically based perspectives elucidating the phenomenon of sharing managers and what constitutes such leadership: the organisation structural perspective, the task perspective, and the experience perspective. In essence shared leadership among managers entails close cooperation, the sharing of work tasks, and joint responsibility. The most far-reaching form is the joint leadership. Sharing the managerial position is not uncommon in Swedish working life, and can make a difference to organisational performance, influences power relations in unexpected ways, and enhances managers learning. The conclusion is that this alternative way of organising leadership is of value for organisations and an option to offer to managers. This indicates that general leadership arguments ought to take the issue of how leadership is organised into consideration.

  • 129.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Fåhraeus, Eva
    Alvemark, Karin
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Competent Web Dialogues: Text-Based Linking of Thoughts2009In: Information Communication Technologies for Enhanced Education and Learning: Advanced Applications and Developments, Hershey, USA: IGI-Global , 2009, p. 219-233Chapter in book (Other academic)
    Abstract [en]

    Conducting a dialogue on the Web is a matter of linking thoughts in digital conversations. Dialogue differs from discussion by not being aimed at beating or convincing other participants in the conversation. The present chapter highlights group dialogues as conversations in which people learn with and from each other. Learning dialogues have the potential of developing the learners’ capacities for critical thinking and complex problem solving. The model of dialogue competence is suggested in order to improve the linking of thoughts in web dialogues. The chapter concludes with considerations when developing dialogue-based communication forms for learning purposes and contributes to teachers’ demand for more support in pedagogic and educational issues.

  • 130.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hanson, Marika
    Backström, Tomas
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hemborg, Åsa
    Delat ledarskap i svenskt arbetsliv – kartläggning av förekomst och chefers inställning2005Report (Other academic)
  • 131.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Larsson, Pär
    Den kompetenta arbetsplatsen: Forskning om kompetens i arbetsplatsens relationer. Programkatalog2008Report (Other (popular science, discussion, etc.))
  • 132.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Waldenström, Kerstin
    Chefskap i fokus2008In: Chefskapets former och resultat: Två kunskapsöversikter om arbetsplatsens ledarskap, Vinnova, Stockholm , 2008Chapter in book (Other academic)
  • 133.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Waldenström, Kerstin
    Chefskapets former och resultat: Två kunskapsöversikter om arbetsplatsens ledarskap2008Collection (editor) (Other academic)
    Abstract [sv]

    CHEFSKAPETS FORMER OCH RESULTAT lyfter fram befintlig forskning och identifierar kunskapsluckor relevanta för framtida forskning. Rapporten innehåller kunskapsöversikter om två viktiga områden för chefs- och ledarskap. Det ena området är ledarskapets alternativa former. Där berörs hur chefer skapar nya förutsättningar och söker alternativa arbetssätt för sig själva och medarbetare i syfte att nå resultat och leva upp till förväntningar. Det andra området handlar om det goda chefskapet i meningen ett chefskap som är bra för både anställdas hälsa och för verksamhetens resultat och effektivitet.

    Alternativa former av ledarskap är skriven av Tomas Backström, Otto Granberg och Lena Wilhelmson. Författarna går igenom de senaste två decenniernas forskning om alternativa former för chefers ledarskap. Man pekar på att en hel del av det alternativa tänkandet inom ledarskapsområdet, såväl internationellt som i Sverige, handlar om själva relationen mellan ledare och följare (med andra ord mellan chef och medarbetare). Just denna relation är ett exempel där svenskt ledarskap skiljer sig från andra länders och här finns anledning att förtydliga hur och på vad sätt det är fördelaktigt. Flera alternativa ledarskapsformer presenteras.

    Det goda chefskapet är skriven av Anna Nyberg. Författaren går igenom vetenskapliga studier av hur chefskap påverkar effektivitet och hälsa. Dessa studier finner stöd för att chefers ledarskap har samband med anställdas hälsa och med hur arbetsgrupper, enheter och organisationer presterar och fungerar. Översikten pekar på att det finns vissa svagheter i forskningsdesign som bör undvikas i kommande studier för att säkrare kunna dra slutsatser om kausalitet, förstå mekanismer och den tid det tar för effekter av chefskap att utvecklas. Översikten går också igenom studier som undersöker effekten av chefsutbildningar.

  • 134.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Collective learning: Interaction and a shared action arena2010Conference paper (Refereed)
    Abstract [en]

    Enhancing the ability of an organization to learn and renew competence is as interesting as it is problematic. The aim of the paper  is to examine the genesis processes of collective learning. The theoretical contribution deals with the detection of variations in collective learning in different action contexts when moving from face-to-face learning within local teams, to networking across both internal and external organizational borders. The empirical foundation is derived from a case study of new product development in the telecom industry. Conclusions concern how collective learning can be comprehended in distributed and changing contexts and points at the importance of a shared action arena.

  • 135.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Delat ledarskap – en trend i vardande?2003In: Ute och inne i svenskt arbetsliv – forskare analyserar och spekulerar om trender i framtidens arbete, Stockholm: Arbetslivsinstitutet , 2003, p. 323-344Chapter in book (Other academic)
  • 136.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Distans och närhet. Om intersubjektiv dataanalys i forskarlag2007In: Pedagogisk Forskning i Sverige, Vol. 12, no 2, p. 135-153Article in journal (Refereed)
  • 137.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    In search of the high road: companies' efforts to organise for competitiveness2009In: Organising work for innovation and growth: experiences and efforts in ten companies. / [ed] Marianne Döös & Lena Wilhelmson, Stockholm: Vinnova , 2009, p. 9-20Chapter in book (Other academic)
  • 138.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Kollektivt lärande: om betydelsen av interaktion i handling och gemensam handlingsarena2005In: Pedagogisk Forskning i Sverige, Vol. 10, no 3-4, p. 209-226Article in journal (Refereed)
  • 139.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Organising work for innovation and growth: Experiences and efforts in ten companies2009Report (Other academic)
  • 140.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Två på chefsstolen - om delat ledarskap2004In: Chefer & Ledare i vården, Vol. 36, no 2, p. 4-9Article in journal (Other (popular science, discussion, etc.))
  • 141.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Utveckling över vuxenlivet2004In: Lärprocesser i högre utbildning, Stockholm: Liber , 2004, p. 92-103Chapter in book (Other academic)
  • 142.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Work Processes of Shared Leadership2003In: The British Academy of Management Annual Conference, 2003Conference paper (Refereed)
  • 143.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Backlund, Thomas
    Kollektivt lärande på individualistiskt vis – ett lärdilemma för praktik och teori2001In: Lärdilemman i arbetslivet, Lund: Studentlitteratur , 2001, p. 43-78Chapter in book (Other academic)
  • 144.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Backlund, Thomas
    Dixon, Nancy
    Functioning at the Edge of Knowledge – a Study of Learning Processes in New Product Development2004In: The Workplace Learning from the Learner´s Perspective Conference, 2004Conference paper (Refereed)
  • 145.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Backlund, Thomas
    Dixon, Nancy
    Functioning at the Edge of Knowledge: A Study of Learning Processes in New Product Development2005In: Journal of Workplace Learning, Vol. 17, no 8, p. 481-492Article in journal (Refereed)
  • 146.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hemborg, Åsa
    Delat ledarskap som möjlighet2003In: Förnyelse på svenska arbetsplatser: Balansakter och utvecklingsdynamik, Stockholm: Arbetslivsinstitutet , 2003, p. 182-211Chapter in book (Other academic)
  • 147.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hemborg, Åsa
    Smittande makt – samledarskap som påverkansprocess2003In: Ledmotiv, Vol. 3, p. 59-71Article in journal (Other academic)
  • 148.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmsson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Backström, Tomas
    Chefer i samarbete: Om delat och utvecklande ledarskap2010Book (Other academic)
    Abstract [sv]

    Boken handlar om samarbeten mellan chefer – och framför allt om delat ledarskap. Sådana samarbeten förändrar förutsättningarna för inflytande, ledarskap, lärande och effektivitet och innebär spännande möjligheter för chefer i vår tid. Inte minst viktigt när tempot är högt och arbetsbelastningen stor. Det gäller att ha kvalitet i den löpande verksamheten, men också att kunna ställa om, ändra inriktning och arbetssätt. Kraven på detta snarare ökar än minskar.

    Du får läsa om hur chefer gör och tänker när de sköter chefsuppgifterna tillsammans, och om vad medarbetarna tycker. Chefer berättar i boken om hur delat ledarskap inleds och om vikten av att hitta sin egen väg. Även delat ägarskap, när man äger ett bolag tillsammans, tas upp.

    Boken belyser både framgångsfaktorer och fallgropar. Den visar hur delat ledarskap kan innebära en förnyelse av formerna för hur chefer arbetar och samarbetar. Här finns idéer som inspirerar till utvecklande arbetssätt i ditt vardagliga ledarskap.

    Författarna har många års erfarenhet av forskning i organisationer, speciellt med fokus på lärande, kreativitet, ledarskap och organisatorisk utveckling. Boken bygger på forskning och erfarenheter som de fått genom möten med chefer i olika sammanhang. Marianne Döös och Lena Wilhelmson är verksamma på Stockholms universitet och Tomas Backström vid Mälardalens högskola.

  • 149.
    Edman Stålbrandt, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hössjer, Annika
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Scaffolding and interventions between students and teachers in a Learning Design Sequence2007In: Psicologia Escolar e Educacional, ISSN 1413-8557, E-ISSN 2175-3539, Vol. 11, p. 37-48Article in journal (Refereed)
    Abstract [en]

    The aims of this paper are to develop knowledge about scaffolding when students in Swedish schools use digital educational material and to investigate what the main focus is in teachers' interventions during a Learning Design Sequence (LDS), based on a socio-cultural perspective. The results indicate that scaffolding were most common in the primary transformation unit and the most frequent type was procedural scaffolding, although all types of scaffolds; conceptual, metacognitive, procedural, strategic, affective and technical scaffolding occurred in all parts of a learning design sequence. In this study most of the teachers and students, think that using digital educational material requires more and other forms of scaffolding and concerning teacher interventions teachers interact both supportively and restrictively according to students' learning process. Reasons for that are connected to the content of the intervention and whether teachers intervene together with the students or not.

  • 150.
    Ehrlén, Karin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Children's understanding of globes as a model of the earth: A problem of contextualizing2008In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 30, no 2, p. 221-238Article in journal (Refereed)
    Abstract [en]

    Visual representations play an important role in science teaching. The way in which visual representations may help children to acquire scientific concepts is a crucial test in the debate between constructivist and socio-cultural oriented researchers. In this paper, the question is addressed as a problem of how to contextualize conceptions and explanations in cognitive frameworks and visual descriptions in cultural contexts. Eleven children aged 6-8 years were interviewed in the presence of a globe. Those children who expressed views of the Earth that deviated from the culturally accepted view did not show any difficulties in combining these different ideas with the globe model. The way that this is possible is explained using a model of conceptual development as a process of differentiation between contexts and frameworks. The child must differentiate not only between the Earth as an area of flat ground in a common-sense framework and the planet Earth in a theoretical framework, but also between these frameworks and the framework of the representation. It is suggested that a differentiation on a meta-level is needed to distinguish which problems and explanations belong to which cognitive framework. In addition, the children must contextualize the visual description of the Earth in the globe in a cultural context to discern which mode of representation is used.

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