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  • 101.
    Kjällander, Susanne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Design för lärande i en digital, multimodal lärmiljö2009In: Individ, teknik och lärande / [ed] Linderoth, Jonas, Stockholm: Carlsson , 2009, p. 239-263Chapter in book (Refereed)
  • 102.
    Koroma, Eeva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Lena, Olsson
    Stockholm University, Faculty of Social Sciences. Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Sharing Digital Resources in the Teaching Education Community2010In: ONLINE EDUCA BERLIN 2010 - OLSSON proposal - OEB LAB 20101202: Lab session 40 / [ed] Jennifer Coats [jennifer.coats@icwe.net], 2010Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    Share.TEC  short for “Sharing Digital Resources in the Teaching Education Community”, is a 3-year project (2008 to 2011) co-funded by the European Community’s eContentPlus programme. A main objective of Share.TEC is to inspire teacher educators in Europe to work with digital content and to contribute to an increased awareness of and readiness to use and share digital resources by those working in and with the Teacher Education community in Europe.

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  • 103.
    Koroma, Eeva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Olsson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    A FUTURE LEARNING SPACE: THE CLASSROOM?2008In: European distance and E-learning network EDEN-conference 2008: Distance and e-Learning Methodology: Pedagogical Changes and Learning Strategies with New Learning Tools, Eden conference Lisbon 2008: Eden , 2008, p. 1-5Conference paper (Refereed)
    Abstract [en]

    the use of computers and the idea that children’s learning rather takes place out of the classroom than inside.

    Children use the ICT tools frequently when playing, communicating and they acquire new competencies which

    may not be supported or guided by their teachers. For many years now computers have been a part of the tools in

    Swedish schools, but teachers in the school system are still struggling to make good pedagogical use of ICT.

    They often lack proper competence and the physical spaces are rarely adequately designed to stimulate learning.

    To introduce adequate ways of teaching and learning with ICT tools is a challenge for teacher education. At

    Stockholm Institute of Education we have designed a Classroom of the Future, a physical and virtual learning and

    teaching environment.

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  • 104. Ledin, Per
    et al.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Institution, text och genre2003In: Teoretiska perspektiv på sakprosa, Studentlitteratur, Lund , 2003, p. 91-125Chapter in book (Refereed)
  • 105.
    Lind, Ulla
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Blickens ordning: Bildspråk och estetiska lärprocesser som kulturform och kunskapsform2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The main aim of this thesis is to research and discuss the conditions for visual and aesthetic learning processes as forms of culture and knowledge.

    Poststructural theories are used and the empirical findings are analyzed in relation to visual cultural studies as well as in relation to dominant orders of seeing and regimes of observation in visual pedagogies.

    The study employs two different research methods for investigating the conditions for children practicing visual languages as communicative and aesthetic learning processes. In the first study, visual and verbal documentation of aesthetic learning processes in four different preschool settings are followed and conducted. In the second study, school children were invited to visually represent their answers to the following question: “Tell in pictures about how it is to be a school child/pupil?”

    This research contributes to an increased understanding of visual languages, visual culture and aesthetic and creative learning processes contextualized through historical and contemporary meanings of preschools and schools. 

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    COVER02
  • 106.
    Lindberg, Viveca
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Elevuppgifter inom ett specialutformat program: En fallstudie om förväntningar på elevers kunnande2008In: Kunskapande, kommunikation och bedömning i gestaltande utbildning / [ed] Kajsa Borg & Viveca Lindberg, Stockholm: Stockholms universitets förlag , 2008, p. 93-105Chapter in book (Other academic)
  • 107.
    Lindberg, Viveca
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Skolans kunskapsinnehåll i ljuset av elevers uppgifter – exemplet matematik2010In: Uppdrag undervisning: kunskap och lärande / [ed] Inger Eriksson; Viveca Lindberg; Eva Österlind, Lund: Studentlitteratur AB, 2010, p. 109-123Chapter in book (Other academic)
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  • 108.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Berglund, Ingrid
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Bedömning i gymnasieskolans yrkesförberedande program2010Conference paper (Refereed)
  • 109.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Berglund, Ingrid
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    En framtidsväg eller en återvändsgränd?: En kritisk kommentar till Gymnasieutredningen2009In: Krut : kritisk utbildningstidskrift, ISSN 0347-5409, no 1/2, p. 79-87Article in journal (Other (popular science, discussion, etc.))
  • 110.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Borg, KajsaUmeå universitet.
    Kunskapande, kommunikation och bedömning i gestaltande utbildning2008Collection (editor) (Other academic)
  • 111.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Eriksson, Inger
    Bergen university College.
    What makes a teaching practice an epistemic one?: Examining a mathematicteaching project2010Conference paper (Refereed)
    Abstract [en]

    This presentation is related to the praxis-developmental collaborative research project“Farstaprojektet” conducted 2004-2006. The project was developed as a collaborative projectwith teachers, educational researchers and mathematical researchers. The aim for the projectwas to explore the meaning of the goals to strive for (~subject specific qualities of knowing)stated in the National mathematic syllabus, in order to design and try out experimentalteaching related to these goals, i.e. a capability to solve mathemati-cal problems. The dataused in this presentation was produced during the second project year. The content chosen wasequation, since the teachers experienced that students had difficulties to master equations asa method in problem solving assignments. The collabo-rative work was divided into to parts.Firstly, we analysed mathematical textbooks in or-der to explore which assignments actuallyrequested equation as a method for solving them. The result was that most assignments wereeasier to solve using other methods. Secondly, the collaborative work was directed towardsdesign of experimental teaching. In this work we drew upon Davydov’s ideas of Developmentalteaching. In relation to this we aimed at developing assignments that, in their construction,require these capabilities here a confidant use of equations. This type of assignments wenamed key-assignments or epistemic assignments. In this paper we describe teachers’ use ofone assignment, which, according to our judgement, had the potential of becoming a keyassignment.A conclusion is that assignments cannot be designed as epistemic assignments;instead they become (or will not become) epistemic as a consequence of the teaching practice.

  • 112.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Eriksson, Inger
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Berthén, Diana
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    In-service training as cognitive apprenticeship2008In: Lifelong Learning in Europe, ISSN 1239-6826, Vol. XIII, no 4, p. 266-272Article in journal (Refereed)
    Abstract [en]

    The issue of this article is to present and discuss a project for in-service training of teachers employed by a school for vocational higher education (VHE). The basis for the project was an emerging need among teachers. Political visions of an increased proportion of people with higher education have contributed to teachers encountering new groups of students who have been accepted for studies but fail in examinations. Teachers at this specific VHE were concerned about how the situation had developed. As their initial understanding was that an increasing amount of the students had dyslexia, they attended in-service training on this. However, the information did not help them in their everyday work. An expert was enrolled, in order to work with the students. Her work, focusing students’ reading and writing actions, became a success. Therefore, the school wanted her to work with increasingly more students. Instead an in-service training project, aiming at the teachers appropriating the competence of the expert, was initiated. The project was designed based on socio-cultural perspectives on learning, drawing on the concepts distributed expertise (Palinscar & Brown, 1984) and cognitive apprenticeship (Rogoff, 1990). The results of the project are discussed on two levels: competence as an individual vs. a collective/organisational matter.

  • 113.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Forsberg, Eva
    Uppsala universitet, pedagogiska institutionen .
    Svensk forskning om bedömning : en kartläggning2010Report (Other academic)
    Abstract [en]

    Measuring, recording and judging the value of individual achievements and societal phenomena is nothing new. In one sense, it is a natural part of what it means to be a human among humans, that is, a phenomenon that is part and parcel of culture. The systematic character and scale of evaluation today, however, reflect a more modern, rational approach to this activity. The increasingly frequent use being made of evaluation and assessment is linked to the assumption that individuals and societies are amenable to development. Associated with this is a goals–and–means philosophy, with planning and evaluation as key components. Although – or perhaps precisely because – this rationality has been challenged, much emphasis is placed on the importance of carefully following, monitoring and evaluating activities and their out-comes. Nowadays, moreover, our dependence on knowledge is underscored. Concepts such as a knowledge economy or society, and lifelong and life-wide learning, can be seen as examples of this. In political and economic terms, the result has been a growing interest in the contribution education can make to the development of society.

    In 2008 some three million individuals were involved in child day care or in preschool, primary, secondary, adult or higher education in Sweden. In addition, there were the people employed in school and other education and in research, and the 2.1 million who participated in some form of staff training.

    Education, in other words, is an activity that tangibly affects a great many people. Although education for children and young people is provided in both the public and the private sector, it is funded mainly from the public purse. That means that, economically, education is our biggest policy area, a fact which in itself invites considerable interest in questions concerning its meaning, effectiveness and benefits, for both the individual and society.

    From the standpoint of educational science, assessment can be regarded as one of the systems by which education signals what knowledge is important and how knowledge, skills and proficiency can be expressed, discerned and communicated. Together with curriculum and pedagogy, assessment or evaluation is thus one of what the sociologist of education Basil Bernstein (1971/1980) called the “message systems” of education. Grades and diplomas also serve as tools for selection, opening or closing doors to different educational pathways and careers. Assessment and grading by teachers thus crucially influence students’ life chances. Against this background, it is hardly surprising that questions of pupil achievement, school results and the effects of education are high on the agenda of public and educational debate. Here, it will be explored whether this is also the case in research.

  • 114.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Löfgren, Ragnhid
    Linköpings universitet, ISV.
    Provkonstruktion och bedömning som en aspekt av finlandssvenska kemilärares bedömningspraktik2010Conference paper (Refereed)
    Abstract [sv]

    Bedömningspraktik är ett vitt begrepp, som omfattar allt från frågor och svar i klassrummet  till hur elevers kunskaper prövas – dvs. vilka examinationsformer som förekommer/hur eleverna förväntas visa sina kunskaper. Vidare handlar det om vad som fokuseras/efterfrågas i prövningen och vad som karakteriserar ett godkänt respektive ett gott resultat. I vårt bidrag står lärarnas provkonstruktion, deras bedömning av elevernas provsvar och principerna för deras betygssättning av proven i klassen som helhet i fokus. Syftet är att belysa den här specifika aspekten av kemilärares bedömningspraktik. Vårt bidrag bygger på ett pågående forskningsprojekt, Kemitexter som redskap för naturvetenskapligt lärande: en komparativ studie av undervisningspraktiker i svenska och finlandssvenska klassrum. Här jämförs likheter och skillnader mellan fyra finlandssvenska kemilärares provkonstruktion och bedömning i tre skolor på basis av de prov deras elever skrivit som avslutning på ett avsnitt om periodiska systemet, joner och jonföreningar samt syror och baser. För det här delresultatet har vi använt oss av materialbaserade intervjuer – provfrågorna samt tre strategiskt utvalda elevers svar.

    Våra resultat visar att det inom två av skolorna fanns det inslag av kollegial provkonstruktion, antingen så att alla lärare bidrog med frågor som sedan utgjorde underlag till provet eller så att en lärare utarbetade ett förslag som kollegorna gav synpunkter på. På den tredje skolan skedde provkonstruktionen individuellt. Skriftliga prov förekom på alla skolor, laborationsprov på en av skolorna. Frågor med fasta svarsalternativ eller frågor med korta öppna svar dominerade. En lärare uppgav att hon prioriterade jonbindning och kovalent bidning medan tillämpningar (t.ex. försurning) var sådant hon utelämnade om det blev ont om tid. Övriga lärare uppgav inte några innehållsliga prioriteringar. Namn, begrepp och kemiska beteckningar framstår som viktigast att kunna utifrån prov och poängfördelning. I en skola finns även en förväntan på förståelse – som kommer till uttryck i prov med essäfrågor, där eleverna förväntas visa sin förståelse genom hur de uttrycker sig i skrift om begreppen.

    Alla provfrågor uppges vara lika viktiga/ingen tillmäts mer värde än någon annan, å ena sidan, samt att vilka poäng som helst duger för att nå godkänt – andelen poäng gäller. Men å andra sidan så signalerar ordningsföljden lätt i början, svårare i slutet (praxis) samt att en del frågor finns med för att ge svaga elever möjlighet att få poäng (”turpoäng” kontra ”riktiga poäng”). Detta kan förstås som ett lärar-/elevperspektiv dilemma. Ur ett elevperspektiv ska samma andel poäng resultera i samma vitsord. Ur ett lärarperspektiv kan olika kemikunskaper bli synliga i olika frågor och därmed värderas olika.

    Principerna för bedömning och betygssättning i relation till provet som vi urskiljt kan tolkas som influerade av en vardagsförståelse av normrelaterad bedömning. Betygen är dock bundna till klass/parallellklasser, påverkad av enskilda elever – framför allt gäller detta de elever som i Landsortsskolan fick ett lättare prov – och utan relation till psykometrisk provkonstruktion.

  • 115.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Löfgren, Ragnhild
    Linköpings universitet, ISV.
    Provkonstruktion och bedömning som aspekter av kemilärares bedömningspraktik2010In: Innehållet i fokus: kemiundervisning i finlandssvenska klassrum / [ed] Inger Eriksson, Stockholm: Stockholms universitets förlag , 2010, p. 175-189Chapter in book (Other academic)
  • 116.
    Lindberg, Viveca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Löfgren, Ragnhild
    Linköpings universitet, ISV.
    Vilket kemikunnande efterfrågas och görs tillgängligt för eleverna?2010In: Innehållet i fokus: – kemiundervisning i finlandssvenska klassrum / [ed] Inger Eriksson, Stockholm: Stockholms universitetsförlag , 2010Chapter in book (Other academic)
  • 117. Linde, Göran
    et al.
    Naeslund, Lars
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Sundblad, Bo
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Resultatuppföljning, läskvalitet och skolutveckling: - tre bidrag till diskussionen om jämställdhet i skolan2010Book (Other academic)
  • 118.
    Lindqvist, Tomas
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Effekten av formativ bedömning: En studie kring effekterna av formativ bedömning i anknytning till kunskapssyn, problemlösningsförmåga och attityd2010Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    This essay examines if formative assessment causes any impact on upper secondary school students results in social science. Other questions asked are which group of students benefits most from formative assessment and if any connections can be found between the students result and their cognitive approach to learning, problem solving capability and attitude to school.

    Two classes from a school in Stockholm were chosen to participate in the study. The theoretical framework is mostly based on former research performed by Black and William (1998, 2003). Multiple methods were used, including an experiment with a parallel-group design with two groups, a survey and a problem solving test. Statistics is used to describe and analyze collected data.

    Both groups were taught during five lessons in the same field of knowledge with the same kind of teaching, apart from formative assessment. After treatment the two groups undertook a written test.

    Results showed a significant difference in performance for the two classes, with the treatment group performing up to fifteen percent better in abstract thinking. Research data shows that formative assessment had the biggest impact on high performing student’s results. A strong correlation was found between student’s cognitive approach and their score on the written test. Another significant correlation was found between student’s problem solving capability and their score on the test, especially students with a low problem solving capability performed poorly on the written test. To conclude, the study did not reveal the directions of these correlations and possible interpretations are discussed.

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  • 119.
    Lindstrand, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Commodity culture as a global resource in teenagers' work with film2005Conference paper (Refereed)
  • 120.
    Lindstrand, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Didaktisk design i ungdomars berättande med film2008In: Design för lärande, Stockholm: Norstedts Akademiska Förlag, Stockholm , 2008, p. 203-216Chapter in book (Other (popular science, discussion, etc.))
  • 121.
    Lindstrand, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Gestaltning, konstruktion och meningsskapande i ungdomars arbete med film2005In: Kulturstudier i Sverige: Nationell forskarkonferens, 13–15 juni, 2005, Norrköping, Sweden, 2005Conference paper (Other academic)
    Abstract [sv]

    I denna artikel ges en översiktlig presentation av ett pågående forskningsprojekt kring ungdomars arbete och berättande med icke-fiktiv film. Projektet berör frågor kring representation, identitet, makt och lärande i relation till arbetet med egna filmer.

    Jag intresserar mig särskilt för hur ungdomarna arbetar med olika semiotiska, sociala och kulturella resurser i gestaltandet av sig själva och sin(a) omvärld(ar) i filmerna. I artikeln visas bland annat exempel på hur reklamfilm används som en sådan resurs, och hur man använder och omarbetar det ursprungliga innehållet i det som refereras till, för att på så sätt skapa utrymme för, och uttryck åt, den egna identiteten. På motsvarande sätt ger jag exempel på hur frågor kring makt blir aktuella både i arbetsprocessen och i de färdiga filmerna. Jag använder mig här av begreppet intertextualitet för att tala om detta.

    Relationen mellan makt och representation pekar på betydelsen av medvetenhet kring hur vi förhåller oss till bilden och andra kommunikationsformer i vardagslivet. Den rörliga bilden bygger samtidigt på väl inarbetade konventioner som vi vanligen är så förtrogna med att vi ser igenom dem utan att ens uppmärksamma att de finns där. Eget arbete med film erbjuder en möjlighet att få inblick i filmspråkets konstruerade natur och därmed öka förutsättningarna för ett kritiskt förhållningssätt. Begreppen remediering, transparens och omedelbarhet prövas här som ett sätt att närma sig detta.

  • 122.
    Lindstrand, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Gestaltning, konstruktion och meningsskapande i ungdomars arbete med film2006In: Educare: vetenskapliga skrifter, ISSN 1653-1868, Vol. 1, no 2, p. 21-37Article in journal (Refereed)
  • 123.
    Lindstrand, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Länkar över tid och rum - elevarbetet ur ett designperspektiv2009In: Didaktisk design i digital miljö: nya möjligheter för lärande / [ed] Staffan Selander & Eva Svärdemo-Åberg, Stockholm: Liber , 2009, 1, p. 91-108Chapter in book (Other academic)
  • 124.
    Lindstrand, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Lärprocesser i den rörliga bildens gränsland2009In: Estetiska lärprocesser: upplevelser, praktiker och kunskapsformer / [ed] Fredrik Lindstrand & Staffan Selander, Lund: Studentlitteratur , 2009, p. 153-174Chapter in book (Other academic)
  • 125.
    Lindstrand, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Sediments of meaning: -signs, design and meaning-making at the museum2008Conference paper (Other (popular science, discussion, etc.))
  • 126.
    Lindstrand, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Snuttefilm i förskolan: -en studie av tvååringars meningsskapande och engagemang2008In: Blöjbarnsteve: Om hur barn under 3 år upplever TV och leker med fjärrtroll, Filmförlaget, Uppsala , 2008, p. 195-214Chapter in book (Other (popular science, discussion, etc.))
  • 127.
    Lindstrand, Fredrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Selander, StaffanStockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Estetiska lärprocesser: upplevelser, praktiker och kunskapsformer2009Collection (editor) (Other academic)
  • 128.
    Lindstrand, Fredrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Åkerfeldt, Anna
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    En förändring av lärandets kontext - aspekter på lärande i gestaltningsarbete med digitala resurser2009In: Individ, teknik och lärande / [ed] Jonas Linderoth, Stockholm: Carlsson , 2009, 1, p. 200-217Chapter in book (Other academic)
  • 129.
    Lindström, Catrin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Kyllönen, Katriina
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Flick- eller pojklåt?: en studie om könsspecifika mönster i barns val av musik2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien grundar sig på vår hypotes om att de finns könsspecifika mönster i barns val av musik. I studien används både en kvalitativ och kvantitativ metod. Vi har genomfört ett lyssningsexperiment i med 118 elever i F-3 och vi har även genomfört fokusintervjuer med 19 elever i år 1-2. Studien belyser viktiga aspekter av elevers uppfattningar kring musikpreferenser samt hur eleverna upprätthåller könsstereotypa mönster.

    Syftet med studien är dels undersöka om det finns några könsspecifika mönster i elevers val av musik samt att undersöka om det går att upptäcka könsstereotypa mönster i elevers musikpreferenser, attityder och uppfattning om musik. Resultaten från studien kommer att diskuteras i relation till tidigare musiksociologisk forskning om genus och musik.

    Våra resultat sätts i relation till läroplaner för det obligatoriska skolväsendet och de frivilliga skolformerna Lpo94. Därför anser vi att studien är relevant för alla som arbetar i skolan då det står i Lpo 94 att musik bör involveras i undervisningen och att läraren skall försöka motverka traditionella könsmönster.

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  • 130.
    Ljunggren, Jennie
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Den fria leken i förskolan: En studie om pedagogers förhållningssätt under den fria leken i förskolan.2011Independent thesis Basic level (university diploma), 15 credits / 22,5 HE creditsStudent thesis
  • 131.
    Ljunglöf, Malin
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education. Stockholm University.
    Kommunikation: En studie kring hur lärare bemöter elevers oönskade beteenden genom positiv och negativ förstärkning2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka hur lärare bemöter icke önskvärda beteenden hos lågstadieelever, samt att studera om pojkar gör fler normöverträdelser och därför får fler tillsägelser än flickor. Detta är en pilotstudie som också har som mål att undersöka om den valda forskningsmetoden kan leda till djupare förståelse av klassrumsinteraktionen mellan lärare och elever. Två metoder användes för att få svar på frågorna, först gjordes klassrumsobservationer i två klasser när dessa ägnade sig åt enskilt arbete. Efter observationerna gjordes semistrukturerade intervjuer med de två undervisande lärarna. Studien har ett beteendevetenskapligt perspektiv och resultatet visar att forskningsmetoderna är lämpliga att använda vid studier av klassrumsbeteenden och interaktion mellan elever och lärare. Observationerna visade att lärarna använde sig av både verbala och av icke-verbala metoder för att bemöta icke önskvärda beteenden. Majoriteten av alla bemötanden är riktade mot pojkarna i klassen, vilket resulteras i att dessa får mer uppmärksamhet än flickorna. En slutsats som dras från detta är att det beror på att pojkarna hörs mest, något som också bekräftas av tidigare forskning.

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  • 132.
    Lundvall, Suzanne
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    En betraktelse över kroppens tempel2008In: Design för lärande, Norstedts Akademiska Förlag, Stockholm , 2008, p. 118-129Chapter in book (Refereed)
  • 133.
    Martinsson, Emma
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Vardagsrelaterad matematik: En komparativ studie av tre läromedel i matematik år 3 från skilda årtionden2010Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate the similarities and differences between three different textbooks in third-grade mathematics from different decades. It also investigates how the element of real-life related problems has changed in quantity and in content. The questions asked in the study highlight what similarities and differences the three examined textbooks have in layout, what percentage of the problems that are real-life related and in which way these problems relate to students everyday life.

    Three different publishers that published textbooks in mathematics grade three between the years of 1980 and 2010 were contacted for information about their most sold textbooks during that time. One textbook from each publisher was chosen and the method that has been used to answer the questions of this study is a comparative text analysis of the three chosen textbooks.

    The result of the study shows that the total amount of tasks in the studied textbooks was reduced with 50 percent from 2311 tasks in the textbook published year 1988 to 1195 tasks in the textbook published in 2008. The share of real-life problems had increased with approximately 75 percent in the studied textbooks but the share is still low in 2008 while the problem tasks only constitute less then ten percent of the total amount of tasks in all of the studied textbooks. The problem tasks that has been classified as real-life problems were categorized after Erikssons (2009) in four different areas; activities of daily living (ADL), leisure, business and school depending on wich way the real-life problem relates to the students everyday life. Subcategories were found that represent the most common topics of the four different areas. The area ADL was most common with 52 percent of the real-life problems followed by leisure with 23 percent and business with 20 percent. The least common area was school with only five percent of the real-life problems. From this was concluded that the share of real-life problems is low and that the variation of topics among the real-life problems can improve.

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  • 134.
    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)
  • 135.
    Mattsson, Matts
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education. The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS).
    Degree projects and praxis development2008In: Examining praxis: Assessment and knowledge construction in teacher education, Sense Publishers, Rotterdam/Taipei , 2008, p. 55-76Chapter in book (Other academic)
    Abstract [en]

    How could praxis-related research be evaluated? What aspects and criteria should be taken into account? Is praxis-related research in any way different from other, more conventional types of research? These questions will be discussed here, based on findings from a Research and Development project (R&D project) carried out in the local community of Upplands Väsby, just outside Stockholm. The aim was to improve the quality of student teachers´ degree projects by encouraging them to focus on professional practice knowledge. A parallel aim was to explore alternative and complementary ways of assessing students´ achievements. In this chapter, the Upplands Väsby project and the students´ achievements are analysed.

    One conclusion is that assessment should to a greater extent involve experienced teachers and school leaders. Attention should be paid, not only to students´ individual achievements, but also to qualities related to the interaction between the participants, involved and to the “practice architectures” that prefigure their projects. The quality of degree projects is discussed in terms of ‘inquiry culture’, ‘academic literacy’ and ‘pragmatic validity’. The findings are summarised in a frame of reference that might be of importance in evaluating praxis-related research.

  • 136.
    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)
  • 137.
    Mattsson, Matts
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education. The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS).
    What is at stake?: About this book2008In: Examining praxis: Assessment and knowledge construction in teacher education, Sense Publishers, Rotterdam/Taipei , 2008, p. 3-15Chapter in book (Other academic)
    Abstract [en]

    Mattsson introduces the contributions made by each co-author in the edited volume Examining Praxis (Mattsson & Johansson, 2008). The title "What is at stake?" refers to the public interest in how to foster good teachers and to examie quality in teacher education.

  • 138.
    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?

  • 139.
    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.

  • 140.
    Mellström, Sarah
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Det är chill, typ: En studie om elevers uppfattning om fenomenet ungdomsspråk och andra språkliga varieteter i skolan och på fritiden2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det huvudsakliga syftet med min studie var att undersöka elevers uppfattning om fenomenet ungdomsspråk och andra språkliga varieteter i skolan och på fritiden. Språket har en betydande roll ur ett didaktiskt perspektiv och för att planera och genomföra en lektion krävs att läraren är medveten om elevernas språkbruk. Min främsta inspirationskälla är den svenska språkforskaren Ulla-Britt Kotsinas som särskilt intresserat sig för slang och ungdomsspråk. Andra inspirationskällor har varit Fanny Ambjörnsson och Rickard Jonsson som studerat språkliga varieteter hos ungdomar utifrån ett genusperspektiv. Metoden som jag använt för att besvara mina frågeställningar är kvalitativa gruppintervjuer. Femton elever från två olika skolor i Skåne deltog i intervjuerna. Intervjuerna genomfördes vid olika tillfällen och varje intervju varade i cirka tio minuter. Studiens teoretiska perspektiv är Bourdieus kunskapssociologi. De data som framkommit genom intervjuerna har jag tolkat utifrån ett hermeneutiskt forskningsperspektiv. Främsta analytiska redskap har varit de mest centrala begreppen i Bourdieus utbildningssociologiska teori - habitus, kapital och fält. Resultatet visar på att eleverna har en god uppfattning om existensen av genrer och språkliga varieteter.

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  • 141.
    Mossberg Schüllerqvist, Ingrid
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Läsa texten eller "verkligheten": Tolkningsgemenskaper på en litteraturdidaktisk bro2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The dissertation Reading Texts or ”Reality” investigate teachers use of interpretive communities in teaching literature in secondary school. It discusses how different learning outcomes generates from three interpretory frames for reading. Teachers can be looked upon as critics when they show unexperienced readers why and how they read an interprete literary texts. In their teaching,they don´t relate only to their students but also to thier own conception of subject matter and to a broader discourse in society that deals with questions of why and how we read literature. Following voices of the discourse are included in the study: eight teachers, curriculum texts, a journal for the profession and a journal för scholors.

    Teachers combine several aims in their teaching of literature. They use literature to discuss life, gender and problems related to young people, text as faction. But, they also try to teach their students about narrathology and how to understand and interpretate fictional texts, text as fiction and a world of signs. The curriculum, however, means that literature is read only to gain knowledge about the world,oneself and other people. A contradiction is that one of the criterias for assement includes knowledge of texts and methodology from the academic subject. One of the other voices in the discourse, a journal for scholors, talk about the literary texts but very seldom about teaching the texts. Another voice, a journal for teachers in Swedish, follows the curriculum closely and discusses reading literature as a way to get knowledge of the world.

    Research in subject matter didactics can investigate teaching, relate different aims to different outcomes and show possibilities for teaching literature and reading comprehension. If we choose only one interpretive community, we get one kind of reading comprehension.If we combine two in a complex teaching strategy, we extend learning and reading comprehension of our students.

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  • 142.
    Mtema, Kuda
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    När leken vänder.: En studie som bygger på mina observationer kring hur leken kan förändras i ett ögonblick.2010Independent thesis Basic level (degree of Bachelor), 15 credits / 22,5 HE creditsStudent thesis
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  • 143.
    Naeslund, Lars
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    A communicative Classroom.: Teenagers´ Discussions Connected to Religious Guests in a Swedich ClassroomIn: British JournalArticle in journal (Other academic)
  • 144.
    Naeslund, Lars
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Faces of Faith: reflections on examples of plurality in a Swedish RE classroom2009In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 31, no 3, p. 227-239Article in journal (Refereed)
    Abstract [en]

    This article illuminates how religious education worked when students posed questions to believing guests in a Swedish upper secondary classroom, which was homogeneous concerning ethnic origin. The guests invited to school represented four religious traditions but they also represented themselves. Their messages, as well as the questions posed by students, were very different from each other, which is interesting in relation to the discourse of plurality. Plurality of faith in this case is discussed in relation to pre-modern, modern and post-modern conditions.

  • 145.
    Naeslund, Lars
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    PanoramaIntercultural Journal of Interdisciplinary Ethical and Religious Studies for Responsible ResearchVolume 22Summer/Winter 2010: Meanings of a Message - Four Students´ Perspectives on a Visit to a Hare Krishna Centre2010Book (Other academic)
  • 146.
    Naeslund, Lars
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    The Young and the Other: Students´ Voices about Encounters with Faith2009In: Religious education, ISSN 0034-4087, E-ISSN 1547-3201, Vol. 104, no 2, p. 166-196Article in journal (Refereed)
    Abstract [en]

    The impact of committed guests in Religious Education at school is focused in this study. Ten pupils (age 17) were sampled to contribute as informants in semi-structured interviews. The data consist of eight texts (interview excerpts), which are interpreted within a hermeneutic approach, specifically by taking the formal features into consideration (cf. Ricoeur), for example, the occurrence of negations. Some of the texts illuminate I-Thou relations (Buber), whereas other texts are interpreted in relation to the effect histories of certain conceptions (Gadamer).

  • 147.
    Naeslund, Lars
    Stockholm University, Faculty of Social Sciences. Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Visiting the Others.: Interpreations of Written Reports from Students´ Individual Study Visits to Religious Communities.2009In: Paper presented at the conferens ´The Social Dimension of Religion in Civil Society - A European Perspective´, 2009Conference paper (Other academic)
  • 148.
    Nilsson, Monica E.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Creative Pedagogy of Play-The Work of Gunilla Lindqvist2010In: Mind, culture and activity, ISSN 1074-9039, E-ISSN 1532-7884, Vol. 17, no 1, p. 14-22Article in journal (Refereed)
    Abstract [en]

    This article presents the work by the Swedish play scholar Gunilla Lindqvist, particularly what she calls creative pedagogy of play and playworlds. Creative pedagogy of play is an educational approach, which advocates the joint participation of children and adults in a collectively created and shared world of fiction-a playworld. Gunilla Lindqvist's pedagogy was designed to investigate how aesthetic activities can influence children's play as well as the nature of the connections between play and the aesthetic forms of drama and literature. Lindqvist based her theory on Vygotsky's theories of art, play, semiotics, imagination, and creativity. Her main idea is that children develop consciousness in dialogical interactions with adults and peers when encouraged and invited to play in a fictitious world where reality and imagination are dialectically related. This article is a homage to her work-it attempts to present her writings through an appreciative and expository fashion.

  • 149.
    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.

  • 150.
    Olsson, Ingrid
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Schirren, Eva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    ”… det känns ju naturligt att få följa elevernas språkutveckling …”: Lärares sätt att erfara performansanalysen som bedömningsverktyg2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med undersökningen är att beskriva de uppfattningar av bedömningsverktyget performansanalys som uttrycks av två lärare i svenska som andraspråk. Studiens delsyfte är att relatera dessa uppfattningar till det mål- och kunskapsrelaterade betygsystemet. Undersökningens fyra frågeställningar avser aspekter beträffande vad som möjliggör, försvårar och förutsätter bedömningsarbetet med performansanalys. Problemområdet, bedömning inom svenska som andraspråk, är komplext och mångfacetterat samt tenderar att vara tidskrävande och omfattande. Lärare inom ämnet behöver kunskaper om den speciella process som tillägnandet av ett andraspråk innebär, samt ett bedömningsverktyg som kan ta hänsyn till denna process. Performansanalys presenteras som en möjlig metod för detta. Som teoretiska utgångspunkter ligger den forskning kring andraspråksinlärning och andraspråksutveckling som utgör grunden för performansanalys. Vidare presenteras forskning kring summativ och formativ bedömning. Undersökningen är av kvalitativ karaktär och har en fenomenografisk forskningsansats, vilken strävar efter att kartlägga variationer av uppfattningar. Kvalitativa intervjuer har utgjort datainsamlingsmetod. Bearbetningsmetoden innefattar en beskrivande och en analytisk nivå med fyra steg: transkribering, datareferat i form av citat, menings-koncentrering och analys. Resultat och analys visar att lärarna erfar performansanalys på två övergripande sätt. Dels uppfattas performansanalys i enlighet med dess teoretiska utgångspunkter. Dels uppfattas performansanalys som ett summativt inriktat bedömningsverktyg, vilket har ett samband med tidsaspekten och kommunens inverkan på lärarnas arbete med bedömningsverktyget. Diskussionen visar på olika tolkningsmöjligheter av analysen.

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