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  • 101.
    Döös, Marianne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Den kvalificerande erfarenheten: Lärande vid störningar i automatiserad produktion1997Doktoravhandling, monografi (Annet vitenskapelig)
  • 102.
    Döös, Marianne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Genom arbetsuppgiftens glasögon – ett uppgiftsperspektiv på organisatoriska förändringsprocesser2008Inngår i: Arbetsliv & pedagogik, Studentlitteratur, Lund , 2008Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 103.
    Döös, Marianne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Learning at work2009Inngår i: OSH for development: occupational safety and health for development / [ed] Elgstrand, K & Petersson, N, Stockholm: Industrial Ecology, Royal Institute of Technology , 2009, s. 475-486Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.

  • 104.
    Döös, Marianne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Organising leadership differently2010Inngår i: The 9th International Studying Leadership Conference. Proceedings: Leadership: Missions, Myths and Mysteries, Lund: The School of Economics and Management, Lund University , 2010Konferansepaper (Fagfellevurdert)
    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.

  • 105.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fåhraeus, Eva
    Alvemark, Karin
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Competent Web Dialogues: Text-Based Linking of Thoughts2009Inngår i: Information Communication Technologies for Enhanced Education and Learning: Advanced Applications and Developments, Hershey, USA: IGI-Global , 2009, s. 219-233Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.

  • 106.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hanson, Marika
    Backström, Tomas
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hemborg, Åsa
    Delat ledarskap i svenskt arbetsliv – kartläggning av förekomst och chefers inställning2005Rapport (Annet vitenskapelig)
  • 107.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Larsson, Pär
    Den kompetenta arbetsplatsen: Forskning om kompetens i arbetsplatsens relationer. Programkatalog2008Rapport (Annet (populærvitenskap, debatt, mm))
  • 108.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Waldenström, Kerstin
    Chefskap i fokus2008Inngår i: Chefskapets former och resultat: Två kunskapsöversikter om arbetsplatsens ledarskap, Vinnova, Stockholm , 2008Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 109.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Waldenström, Kerstin
    Chefskapets former och resultat: Två kunskapsöversikter om arbetsplatsens ledarskap2008Collection/Antologi (Annet vitenskapelig)
    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.

  • 110.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Collective learning: Interaction and a shared action arena2010Konferansepaper (Fagfellevurdert)
    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.

  • 111.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Delat ledarskap – en trend i vardande?2003Inngår i: Ute och inne i svenskt arbetsliv – forskare analyserar och spekulerar om trender i framtidens arbete, Stockholm: Arbetslivsinstitutet , 2003, s. 323-344Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 112.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Distans och närhet. Om intersubjektiv dataanalys i forskarlag2007Inngår i: Pedagogisk Forskning i Sverige, Vol. 12, nr 2, s. 135-153Artikkel i tidsskrift (Fagfellevurdert)
  • 113.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    In search of the high road: companies' efforts to organise for competitiveness2009Inngår i: Organising work for innovation and growth: experiences and efforts in ten companies. / [ed] Marianne Döös & Lena Wilhelmson, Stockholm: Vinnova , 2009, s. 9-20Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 114.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Kollektivt lärande: om betydelsen av interaktion i handling och gemensam handlingsarena2005Inngår i: Pedagogisk Forskning i Sverige, Vol. 10, nr 3-4, s. 209-226Artikkel i tidsskrift (Fagfellevurdert)
  • 115.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Organising work for innovation and growth: Experiences and efforts in ten companies2009Rapport (Annet vitenskapelig)
  • 116.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Två på chefsstolen - om delat ledarskap2004Inngår i: Chefer & Ledare i vården, Vol. 36, nr 2, s. 4-9Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 117.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Utveckling över vuxenlivet2004Inngår i: Lärprocesser i högre utbildning, Stockholm: Liber , 2004, s. 92-103Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 118.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Work Processes of Shared Leadership2003Inngår i: The British Academy of Management Annual Conference, 2003Konferansepaper (Fagfellevurdert)
  • 119.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Backlund, Thomas
    Kollektivt lärande på individualistiskt vis – ett lärdilemma för praktik och teori2001Inngår i: Lärdilemman i arbetslivet, Lund: Studentlitteratur , 2001, s. 43-78Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 120.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Backlund, Thomas
    Dixon, Nancy
    Functioning at the Edge of Knowledge – a Study of Learning Processes in New Product Development2004Inngår i: The Workplace Learning from the Learner´s Perspective Conference, 2004Konferansepaper (Fagfellevurdert)
  • 121.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Backlund, Thomas
    Dixon, Nancy
    Functioning at the Edge of Knowledge: A Study of Learning Processes in New Product Development2005Inngår i: Journal of Workplace Learning, Vol. 17, nr 8, s. 481-492Artikkel i tidsskrift (Fagfellevurdert)
  • 122.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hemborg, Åsa
    Delat ledarskap som möjlighet2003Inngår i: Förnyelse på svenska arbetsplatser: Balansakter och utvecklingsdynamik, Stockholm: Arbetslivsinstitutet , 2003, s. 182-211Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 123.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hemborg, Åsa
    Smittande makt – samledarskap som påverkansprocess2003Inngår i: Ledmotiv, Vol. 3, s. 59-71Artikkel i tidsskrift (Annet vitenskapelig)
  • 124.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmsson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Backström, Tomas
    Chefer i samarbete: Om delat och utvecklande ledarskap2010Bok (Annet vitenskapelig)
    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.

  • 125.
    Edman Stålbrandt, Eva
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hössjer, Annika
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Scaffolding and interventions between students and teachers in a Learning Design Sequence2007Inngår i: Psicologia Escolar e Educacional, ISSN 1413-8557, E-ISSN 2175-3539, Vol. 11, s. 37-48Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 126.
    Ehrlén, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Children's understanding of globes as a model of the earth: A problem of contextualizing2008Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 30, nr 2, s. 221-238Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 127.
    Ehrlén, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Conceptions and artefacts: Children's understanding of the earth in the presence of visual representations2007Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The studies in this thesis explore children’s understanding of the earth when presented with visual representations. The conceptual understanding is related to cognitive contexts as well as the physical and cultural state. Pictures and models, as communicative tools, are associated with both cognition and culture. The investigation was divided into three different studies, where the main differentiation was the category of visual representation of the earth that was used. In the first study eleven children, aged six to eight, were interviewed with a globe as a model of the earth. In the second study fourteen children, aged six to eight, were interviewed, this time with a poster of a satellite photo of the earth. In the third study, eighteen children, aged six to nine, were interviewed while they were drawing pictures the earth. The results showed that the influence of these representations could be detected in what the children talked about and in their choices of explanations. In the children’s conceptions of the earth, however, no clear influence from the representations was apparent. A possible explanation for this is that pictures and models can be produced according to different conventions for depicting. The alternative modes of depiction in the children’s culture appeared to make it possible for the children to choose a certain mode of depiction, in their interpretation of the representation that made this interpretation in accord with their own conception of the earth. Not only did the children express various conceptions of the earth, e.g. that people and countries were situated inside a globe, in the presence of the representations, but also some children drew pictures of the earth in line with conventional methods for depicting the earth, even though they may have expressed alternative conceptions. The results support the view that children hold conceptions, but they oppose to claims that naïve thinking is without conceptual structure, and that we have no foundation to locate conceptions in people’s minds, as distinguished from concepts that are located in cultural tools.

  • 128.
    Ehrlén, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Conceptions and Artefacts: Children's understanding of the earth in the presence of visual representations2007Doktoravhandling, monografi (Annet vitenskapelig)
  • 129.
    Ehrlén, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Drawings as representations of children's conceptions2009Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 31, nr 1, s. 41-57Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Drawings are often used to obtain an idea of children's conceptions. Doing so takes for granted an unambiguous relation between conceptions and their representations in drawings. This study was undertaken to gain knowledge of the relation between children's conceptions and their representation of these conceptions in drawings. A theory of contextualization was the basis for finding out how children related their contextualization of conceptions in conceptual frameworks to their contextualization of drawings in pictorial convention. Eighteen children were interviewed in a semi-structured method while they were drawing the Earth. Audio-recorded interviews, drawings, and notes were analysed to find the cognitive and cultural intentions behind the drawings. Also, even children who demonstrated alternative conceptions of the Earth in the interviews still followed cultural conventions in their drawings. Thus, these alternative conceptions could not be deduced from the drawings. The results indicate that children's drawings can be used to grasp children's conceptions only by considering the meaning the children themselves give to their own drawings.

  • 130.
    Ehrlén, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Understanding the earth in the presence of a satellite photo: A threefold enterprise2009Inngår i: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 24, nr 3, s. 281-292Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    To acknowledge both conceptual and situational factors, children’s understanding of the Earth was considered from three angles: 1, the perspective as the physical point or direction from which something is seen or depicted; 2. conceptual frameworks; 3. the relevance of explanations in a situation. Fourteen children were interviewed individually in front of a poster of a satellite photo of the Earth. The interviews were semi-structured and focused on what the children understood was depicted in the poster and if they had seen the Earth. The effect of choice of perspective was demonstrated by children who only talked about how the Earth could be seen from space. The need to relate different conceptual frameworks became apparent with children, who meant that the Earth was situated in the direction of the sky. Different understandings of the relevance of an explanation were detected when the interviewer talked from the perspective in the room, but children talked about the perspective in the present poster. The results indicate that not only both conceptual frameworks and understanding of perspectives play a part when students encounter questions related to the concept of Earth, but also the students’ judgments of the relevance of different explanations in a situation.

  • 131.
    Ekelund, Jakob
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Klavblom, Martin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Riktiga män pluggar inte: -Om könsfördelningen vid akademiska studier ur ett karriärutvecklingsperspektiv2010Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Antalet kvinnliga högskolestudenter har under många år varit fler än de manliga, och skillnaderna fortsätter att öka, trots att det finns politiska önskemål om en jämn könsfördelning vid högskolor. Syftet med denna undersökning är att undersöka hur könstillhörighet kan påverka elevers benägenhet att söka sig till högskolestudier. Den bygger på en enkätundersökning som genomfördes på elever vid en gymnasieskola i Uppland våren 2010. Resultatet visade att pojkarna och flickorna delvis hade en skild syn på högskolestudier ur ett karriärutvecklingsperspektiv. Flickorna, som var mer positivt inställda till högskolestudier, ansåg att dessa var mer generellt utvecklande, och verkade inte nämnvärt påverkas av sina föräldrars utbildningsnivå vid valssituationen. Pojkarna däremot, som i betydligt mindre utsträckning sökte sig till högskolestudier, ville gärna se en praktisk nytta med dessa, och verkade dessutom titta mer på sina föräldrars utbildningsnivå när det kom till valet. För riktiga män pluggar ju inte, i alla fall inte i onödan…

  • 132.
    Elftorp, Petra
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Martis, Kari
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Vägar till sysselsättning: med Motivation, Erfarenheter och Nätverk i tanken2009Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med denna uppsats är att beskriva, tolka och analysera framgångsrikt agerande vid påtvingade brytpunkter i karriärutvecklingen. Fem personer har fyllt i ett formulär samt intervjuats angående deras känslor, erfarenheter, motivation och nätverk relaterat till jobbsökandet. Resultatet visade att en mängd olika tillvägagångssätt använts, t.ex. att berätta för bekanta att de söker jobb, kontakta potentiella arbetsgivare samt risktagande. En del av handlandet utfördes med syftet att skaffa jobb, andra handlingar utfördes av andra anledningar, men hade ändå betydelse för framgången i att skaffa jobb. Erfarenheter och nätverk visade sig spela en stor roll och fyra sorters motivation identifierades. Grundantagandet (att personer som blivit arbetslösa och snabbt skaffat ny sysselsättning (1) har hög 'Self-efficacy' och (2) i stor utsträckning handlar i enlighet med 'Planned happenstance', och slutligen, (3) att dessa personer har en 'Intrinsic' motivation) kunde varken verifieras eller falsifieras till fullo och därmed diskuteras en del förslag till fortsatt forskning inom aktuellt problemområde. 

  • 133.
    Eliasson, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Metod, personlighet och forskning: Kontinuitet och förändring i vårdlärarutbildarnas kunskapskultur 1958-19992009Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This dissertation focuses on continuity and change in a local knowledge culture, the nursing teacher education in Stockholm, during the years between 1958 and 1999, with a strong emphasis on conceptions of knowledge and learning. Concepts of analysis come from Basil Bernstein, Ludwik Fleck, Reinhart Koselleck and gender theory. The study is based on archived documents and interviews with nursing teacher educators.

    The results show continuity as well as change of the knowledge culture. The first period, 1958-1974, shows continuity in relation to the space of experience. Methodical knowledge is important. The second time period, 1975-1978, is characterized by great changes, starting with a distinct break when prior conceptions and values are discarded. The focus on important, external knowledge of the earlier period is replaced by the conception that the human being and her inner abilities and characteristics are the most important resources for the profession. Conceptions and values are not completely abandoned during the last time period, 1979-1999. Values connected to personality development remain, but new values appear as a consequence of state governance towards research basis.

    The spirit of time, new co-workers, changed state governance, the ideological characteristics of values as well as a female dominance within the education allow an understanding of the great change in conceptions and values in the middle of the 1970’s.  A stable staff of nursing teacher educators, the specific ideological and gender coded features of the values and a traditional distinctiveness and separation from other teacher education programs allow an understanding of the stability of the personality development element.

    The male gender coding of the content during the first period could be understood by the influence of physicians on the education, state governance towards education technology and harmony with the space of experience. During the whole of the studied time period, there are female coded conceptions regarding the work of the nursing teacher educators; collectivity, emphasis on practical action and control of - closeness to the student group.

  • 134. Ellström, Per-Erik
    et al.
    Löfberg, Arvid
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Svensson, Lennart
    Pedagogik i arbetslivet: ett historiskt perspektiv2005Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 10, nr 3/4, s. 20s. 162-181Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    I denna artikel ges en bild av hur forskningen om pedagogik i arbetslivet utvecklats i Sverige och vilka områden den har rört. Även om de områden som här urskiljs delvis går in i varandra representerar områdena relativt tydligt olika fokuseringar. I och med att utbildning, lärande och kompetensutveckling i arbets-livet kom att bli ett pedagogiskt forskningsområde tillfördes inte enbart ny kunskap till vår förståelse av människan i arbetslivet. Arbetslivspedagogisk forskning berikar också pedagogikämnet genom att ge ett breddat underlag för teori och metodut-veckling inom ämnet. Villkoren för lärande som ett allmänt kunskapsområde ges genom denna forskning en tydligare plats inom pedagogiken.

  • 135.
    Emsheimer, Peter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lärarstudenten som subjekt och objekt: kritiskt tänkande och disciplinering i lärarutbildning2000Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The dissertation poses the problem of control in teacher training. Control is defined as a process in which someone wants someone else to adapt to a specific model of knowledge, to thought patterns, social relationships, and obedience. The main question is:

    How is control performed in teacher education and what is the relationship between control and exploration?

    The purpose is to expose problems in teacher training that are related to forming and controlling student teachers, vs encouraging exploration and experimentation and studying how students critical thinking is developed. Data in this dissertation were gathered from interviews with 13 students participating in teacher education. The theorization based on the empirical study is made after the presentation of the material. A hermeneutical approach was used to interpret the interviews.

    Results are reported in eight chapters in which the interviewees' statements are categorized according to themes. The categories are based on the authors' understanding of the statements in the material. Among other things, students report that they rarely have opportunities to discuss two or more opposing viewpoints that are presented at the same time and with equal importance. Differences between teachers are neglected and sometimes hidden, which will make critical examination more difficult. Interviewees also report that there are small possibilities to work with own experiences from their practice in schools. The education is often perceived as fragmented. Moreover, modeling as a working principle in teacher education is discussed. It can encourage critical discussions if the model is used as something to examine but if it is presented as the only one it can lead to imitative learning. However, the interviewees perceive the education as an uplifting life experience which has forced them to exceed their previous capacities. It has also played an important role in the development of their thinking.

    The theoretical part is focused upon seeking answers on mainly existential issues, in order to highlight the theoretical possibilities of free and critical thinking. The questions of human freedom, tradition and possibilities to break traditions are discussed. Another question is the disadvantages and advantages of taking into consideration learners previous experiences. In an interpretation of Deweys' educational philosophy, the fundamental character of reflection and its consequences for critical thinking in education is examined.

    The concluding discussion emphasizes the necessity for education to be open to allow and encourage students' testing of arguments. Only on the basis of what is explicit and in a variety of alternating models it is possible to make a personal choice and develop critical thinking.

  • 136.
    Englund, Boel
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    En utsatt position. Klara Johanson 1875-19482008Inngår i: At sætte spor på en vandring fra Aquinas til Bourdieu: – æresbog til Staf Callewaert, Forlaget Hexis, Danmark , 2008Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 137.
    Englund, Boel
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hungern efter entydighet: om Ricoeurs både-och och samhällsvetenskapens andra2005Inngår i: Text och existens: hermeneutik möter samhällsvetenskap / [ed] Staffan Selander, Per-Johan Ödman, Göteborg: Daidalos , 2005, s. 119-142Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 138.
    Englund, Boel
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Om rätten till ordet2008Inngår i: Tekst som flytter grenser: Om Staffan Selanders ’pedagogiske tekster’. Festskrift, Novus forlag, Oslo , 2008Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 139.
    Englund, Boel
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The making of a woman: Messages, summons and offered identies in Swedish new feminism texts2009Inngår i: Nordic Identities in Transition: as reflected in pedagogic texts and cultural contexts / [ed] Staffan Selander & Bente Aamotsbakken, Oslo: Novus Press , 2009Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 140.
    Englund, Boel
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hultén, Britt
    Humanistiska fakulteten, Institutionen för journalistik, medier och kommunikation (JMK).
    Mårdsjö Blumé, Karin
    Selander, Staffan
    Institutionen för didaktik och pedagogiskt arbete.
    Texters auktoritet2003Inngår i: Teoretiska perspektiv på sakprosa: Svensk sakprosa - teori, Studentlitteratur, Lund , 2003, s. 161-181Kapittel i bok, del av antologi (Fagfellevurdert)
  • 141.
    Englund, Boel
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Kåreland, Lena
    Rätten till ordet.: En kollektivbiografi över skrivande stockholmskvinnor 1880-19202008Bok (Fagfellevurdert)
  • 142.
    Englund, Boel
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Linné, Agneta
    Academic tribes and less academic tribes – practical knowledge, academic values and teacher education: Paper till NFPFs 36 kongress i Köpenhamn, 6-8 mars 20082008Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 143.
    Englund, Boel
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Linné, Agneta
    Örebro universitet.
    Eliasson, Eva
    Heyman, Ingrid
    Sandström, Birgitta
    Trotzig, Eva
    När praktikgrundad kunskap möter högskolan – kontinuitet och förändring i lärarutbildning2009Inngår i: Resultatdialog 2009: aktuell forskning om lärande, Stockholm: Vetenskapsrådet , 2009, s. 80-86Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 144.
    Englund, Boel
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Linné, Agneta
    et, al
    Practical Knowledge Meets Academia. Continuity and Change in Teacher Education2010Konferansepaper (Fagfellevurdert)
  • 145.
    Englund, Boel
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Sandström, Birgitta
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    matters. An analysis of three lectures within teacher education: Paper to the ECER conference, Gothenburg, 10-12 sept 20082008Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 146.
    Englundh, Elizabeth
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Folkrätt för barn som pedagogiskt åtagande: Statligt ansvar - regionalt lärande?2008Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This thesis focuses on the problem of learning processes in an organization that has decided to implement the UN Convention on the Rights of the Child (CRC). It is based on an assumption that there is interdependency between learning about the CRC and its implementation. The aim is to understand the conditions for individual learning and group learning in the organization. The empirical material consists of 52 interviews, notes and written material from the UN, the Swedish government, and regional levels. The research design is qualitative and the method used is abduction and retroduction. Sensitizing concepts have also been used. The regional context is a county council which has decided to implement the CRC by educating a "pilot-group", and whose task will be to integrate the CRC in the organization.

    The theoretical frame is mainly constructivistic; learning is an "inside-out" process. It is the individual who does the learning, but these individuals meet in the pilot-group and create knowledge based on their own experiences. The most significant results point out that learning about the CRC is a prerequisite for implementation. Once the individuals have learned about the CRC and how to understand and interpret its implicantions, they also know what has to be done in the administration in order to speed upp and secure implementation. Other important results show how the individuals act depending on to their position in the organization. The administration directors show passive resistence by not including the question on the agenda. The operations managers show active resistence by not taking the CRC into consideration in their contracts "because then you have to show what you have accomplished".

  • 147. Entwistle, Noel
    et al.
    McCune, Velda
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Student learning in context: Understanding the phenomenon and the person2006Inngår i: Instructional psychology. Past, present, and future trends: Sixteen essays in honour of Eric De Corte, Elsevier Ltd. (Amsterdam, the Netherlands) , 2006, s. 131-48Kapittel i bok, del av antologi (Fagfellevurdert)
  • 148.
    Eresund, Pia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Att behandla störande beteende: metodutveckling i barnpsykoterapi2002Doktoravhandling, monografi (Annet vitenskapelig)
  • 149.
    Eriksson, Inger
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Berg, Astrid
    Linköpings universitet.
    Lögren, Ragnhild
    Linköpings universitet.
    Observationer i kemiklassrummet: Innehållet i fokus - kemiundervisning i finlandssvenska klassrumatt lära sig se kemiska reaktioner2010Inngår i: Innehållet i fokus: kemiundervisning i finlandssvenska klassrum / [ed] Eriksson, Inger, Stockholm: Stockholms universitets förlag , 2010, s. 37-70Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 150.
    Eriksson, Jenny
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Karlström, Margaretha
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Freden efter läskriget: En fallstudie av ett läsutvecklingsprojekt2008Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Vårt examensarbete handlar om konsekvenserna som kan uppstå om elever ”snubblar” i läsinlärningsstarten. Hur elever som inte lyckas kan hjälpas. Vi har arbetat med att se vad styrdokumenten säger. Vad forskningen tar upp om konsekvenser och hjälpinsatser för den initiala läsinlärningen. Vi har låtit oss inspireras av konsensusprojektet genom att undersöka vad som är gemensamt. Vi belyser vad forskningen lyfter fram och vad forskarna är överens om gällande åtgärder som fungerar. I arbetet har vi även valt att ta upp hur läsprocessen fungerar. Vi belyser en förortskommun till Stockholms val av att försöka realisera effektiva och hållbara åtgärder.

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