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  • 151.
    Ehrlén, Karin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Conceptions and artefacts: Children's understanding of the earth in the presence of visual representations2007Doctoral thesis, comprehensive summary (Other academic)
    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.

  • 152.
    Ehrlén, Karin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Conceptions and Artefacts: Children's understanding of the earth in the presence of visual representations2007Doctoral thesis, monograph (Other academic)
  • 153.
    Ehrlén, Karin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Drawings as representations of children's conceptions2009In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 31, no 1, p. 41-57Article in journal (Refereed)
    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.

  • 154.
    Ehrlén, Karin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Understanding the earth in the presence of a satellite photo: A threefold enterprise2009In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 24, no 3, p. 281-292Article in journal (Refereed)
    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.

  • 155.
    Ekelund, Jakob
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Klavblom, Martin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Riktiga män pluggar inte: -Om könsfördelningen vid akademiska studier ur ett karriärutvecklingsperspektiv2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The number of female college students have for many years been more than the male, and the gap continues to increase, despite the political desire for gender balance in tertiary education.The purpose of this study is to examine how sex may influence students' propensity to seek out higher education. It is based on a survey conducted on students at a secondary school in Uppland spring 2010. The results showed  that boys and girls in part had a different view of higher education from a career perspective. The girls, who were more sympathetic to higher education, felt that these were more developmental, and seemed not significantly affected by their parents' educational level at the rolling situation. The boys, however, has to a much lesser extent sought university studies, would like to see a practical benefit to them, and seemed also to look more at their parents' level of education when it came to the choice of University studies. Because real men don´t grind, at least not in vain...

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    Riktiga män pluggar inte
  • 156.
    Elftorp, Petra
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Martis, Kari
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Vägar till sysselsättning: med Motivation, Erfarenheter och Nätverk i tanken2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to describe, interpret and analyse successful strategies used to obtain a job, when unemployed. Five persons have answered a short questionnaire and have been interviewed about their feelings, experiences, motivation and social network, all related to actions taken whilst searching for a job. The result was that a variety of actions were taken that brought them to finding a job, such as telling friends and other contacts that they are available for work, contacting potential employers and taking risks. Some actions were taken with the objective to find a job, and some were not. Experiences and the social network were found to play a big part and four different types of motivation were detected concerning finding a job. The hypothesis (that those who become unemployed and are successful in finding a new job (1) have a high Self-efficacy, (2) to a great extent take actions in accordance with Planned Happenstance Theory and lastly, (3) that they are mainly driven by an Intrinsic motivation) could not be fully verified on any account nor could it be completely falsified.

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  • 157.
    Eliasson, Eva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Metod, personlighet och forskning: Kontinuitet och förändring i vårdlärarutbildarnas kunskapskultur 1958-19992009Doctoral thesis, monograph (Other academic)
    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.

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  • 158. Ellström, Per-Erik
    et al.
    Löfberg, Arvid
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Svensson, Lennart
    Pedagogik i arbetslivet: ett historiskt perspektiv2005In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 10, no 3/4, p. 20p. 162-181Article in journal (Refereed)
    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.

  • 159.
    Emsheimer, Peter
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lärarstudenten som subjekt och objekt: kritiskt tänkande och disciplinering i lärarutbildning2000Doctoral thesis, monograph (Other academic)
    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.

  • 160.
    Englund, Boel
    Stockholm University, Faculty of Social Sciences, Department of Education.
    En utsatt position. Klara Johanson 1875-19482008In: At sætte spor på en vandring fra Aquinas til Bourdieu: – æresbog til Staf Callewaert, Forlaget Hexis, Danmark , 2008Chapter in book (Other academic)
  • 161.
    Englund, Boel
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hungern efter entydighet: om Ricoeurs både-och och samhällsvetenskapens andra2005In: Text och existens: hermeneutik möter samhällsvetenskap / [ed] Staffan Selander, Per-Johan Ödman, Göteborg: Daidalos , 2005, p. 119-142Chapter in book (Other academic)
  • 162.
    Englund, Boel
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Om rätten till ordet2008In: Tekst som flytter grenser: Om Staffan Selanders ’pedagogiske tekster’. Festskrift, Novus forlag, Oslo , 2008Chapter in book (Other academic)
  • 163.
    Englund, Boel
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The making of a woman: Messages, summons and offered identies in Swedish new feminism texts2009In: Nordic Identities in Transition: as reflected in pedagogic texts and cultural contexts / [ed] Staffan Selander & Bente Aamotsbakken, Oslo: Novus Press , 2009Chapter in book (Other (popular science, discussion, etc.))
  • 164.
    Englund, Boel
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hultén, Britt
    Faculty of Humanities, Department of Journalism, Media and Communication (JMK).
    Mårdsjö Blumé, Karin
    Selander, Staffan
    Department of Didactic Science and Early Childhood Education.
    Texters auktoritet2003In: Teoretiska perspektiv på sakprosa: Svensk sakprosa - teori, Studentlitteratur, Lund , 2003, p. 161-181Chapter in book (Refereed)
  • 165.
    Englund, Boel
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Kåreland, Lena
    Rätten till ordet.: En kollektivbiografi över skrivande stockholmskvinnor 1880-19202008Book (Refereed)
  • 166.
    Englund, Boel
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    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 20082008Conference paper (Other (popular science, discussion, etc.))
  • 167.
    Englund, Boel
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Linné, Agneta
    Örebro universitet.
    Eliasson, Eva
    Heyman, Ingrid
    Sandström, Birgitta
    Trotzig, Eva
    När praktikgrundad kunskap möter högskolan – kontinuitet och förändring i lärarutbildning2009In: Resultatdialog 2009: aktuell forskning om lärande, Stockholm: Vetenskapsrådet , 2009, p. 80-86Chapter in book (Other (popular science, discussion, etc.))
  • 168.
    Englund, Boel
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Linné, Agneta
    et, al
    Practical Knowledge Meets Academia. Continuity and Change in Teacher Education2010Conference paper (Refereed)
  • 169.
    Englund, Boel
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Sandström, Birgitta
    Stockholm University, Faculty of Social Sciences, Department of Education.
    matters. An analysis of three lectures within teacher education: Paper to the ECER conference, Gothenburg, 10-12 sept 20082008Conference paper (Other (popular science, discussion, etc.))
  • 170.
    Englundh, Elizabeth
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Folkrätt för barn som pedagogiskt åtagande: Statligt ansvar - regionalt lärande?2008Doctoral thesis, monograph (Other academic)
    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".

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  • 171. Entwistle, Noel
    et al.
    McCune, Velda
    Scheja, Max
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Student learning in context: Understanding the phenomenon and the person2006In: Instructional psychology. Past, present, and future trends: Sixteen essays in honour of Eric De Corte, Elsevier Ltd. (Amsterdam, the Netherlands) , 2006, p. 131-48Chapter in book (Refereed)
  • 172.
    Eresund, Pia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Att behandla störande beteende: metodutveckling i barnpsykoterapi2002Doctoral thesis, monograph (Other academic)
  • 173. Erikson, Anette
    et al.
    Karlsson, Gunnar
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Borell, Lena
    Tham, Kerstin
    The lived experience of memory impairment in daily occupation after acquired brain injury2007In: OTJR (Thorofare, N.J.), ISSN 1539-4492, E-ISSN 1938-2383, Vol. 27, no 3, p. 84-94Article in journal (Refereed)
    Abstract [en]

    The objective of this study was to identify what characterized the lived experience of memory impairment in daily occupations during the first year after acquired brain injury. Four participants were interviewed on four occasions during the year after the brain injury. The data were collected and analyzed using the Empirical Phenomenological Psychological method. The findings revealed four main characteristics that described the individual's experiences during the year of rehabilitation: a chaotic life-world, struggling for coherent doing in new contexts, conscious strategies in new contexts, and achieving new habits. After the brain injury, the life-world changed from a taken-for-granted existence to a chaotic world that was difficult to understand. The routine performance of daily activities and the habit patterns had broken down, so it was mostly the familiar activities that were already integrated in the ""habit-body"" that enabled coherent doings in everyday life during the year. The findings contribute to an understanding of how to use familiar and meaningful occupations as a therapeutic medium in the rehabilitation of clients with memory impairment following acquired brain injury.

  • 174.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Berg, Astrid
    Linköpings universitet.
    Lögren, Ragnhild
    Linköpings universitet.
    Observationer i kemiklassrummet: Innehållet i fokus - kemiundervisning i finlandssvenska klassrumatt lära sig se kemiska reaktioner2010In: Innehållet i fokus: kemiundervisning i finlandssvenska klassrum / [ed] Eriksson, Inger, Stockholm: Stockholms universitets förlag , 2010, p. 37-70Chapter in book (Other academic)
  • 175.
    Eriksson, Jenny
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Karlström, Margaretha
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Freden efter läskriget: En fallstudie av ett läsutvecklingsprojekt2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    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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  • 176.
    Eriksson, Petra
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Siljemo, Sarah
    Stockholm University, Faculty of Social Sciences, Department of Education.
    "Spegel, spegel på väggen där, säger mitt arbete vem jag är?": Personlighetens eller kontextens betydelse for individens arbetstillfredsställelse2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
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  • 177.
    Eriksson, Therese
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ingman, Pernilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Jag vill aldrig vara som han eller hon eller vad det är!: Barns subjekts- och könsskapande under ett boksamtal kring en normbrytande barnbok2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 178.
    Esnaasharan, Firouzeh
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Varför väljer svenskar att stanna hemma?: Internationella utbytesstudier och studentmobilitet2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to elucidate factors that former students think are important to attract students to apply for exchange studies.  Five former exchange students were interviewed at the Karolinska Institute. Results showed that the informants' previous experiences abroad, their environment, their own interests and information on exchange programs was important to select the exchange studies. They thought that their perspective had broadened. It has been a holistic experience with personal development and international experiences. Their language abilities developed. They felt safer, richer and thought they're capable of doing anything. Informants felt it was more positive although it was difficult to participate in exchange programs. Informants considered that the reasons for the Swedish students' low participation are the long application processes, insufficient information, counting of the credit and lacked interests. Can participants in international exchange programs get to be more, if information on the exchange programs is written in the course catalogs and the number of international administrators increase?

  • 179. Eva R, Fåhræus
    et al.
    Döös, Marianne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Competent web dialogue: Thoughts linked in digital conversations2008In: Information communication technologies: Concepts, methodologies, tools, and applications, Information Science Reference, Hershey , 2008Chapter in book (Other academic)
  • 180.
    Falk, Emily
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Svills, Helen
    Pedagogiska Institutionen.
    Min dröm är att jobba inom restaurang eller något: Självbilden hos några elever på IV2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Very few students chose to not continue school after 9th grade. The ones that lack grades for upper secondary school, have the option go to an individual program (IV) to get them. The purpose with this thesis is to make students experiences from IV visible. A qualitative interview method has been used. The result shows that the pupils at IV have a low self-image. During the time at IV the respondent’s motivation gets stronger because of enlarged self efficacy. That’s because of engage staff and success in areas that the individual was unsuccessful in earlier.

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  • 181.
    Ferngren-Porss, Anna
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Johansson, Inger
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ungdomars väg från individuella programmet till arbetslivet2009Student paper other, 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    The interest in the subject of this study was raised during our education when we read about the

    difficulties for young people to find a place at the labour-market.

    The aim of this study was to find out what the view of the possibilities to find a place on the labourmarket

    is for young people, 16 - 18 years old, who don't follow a national program but follow the

    individual program.

    Both quantitative and qualitative methods have been used through a survey questionnaire and a

    group-interview. The results show that young people know that education is important to get a job

    but at the same time the majority says that they would leave school if they got a job-offer. The

    young people think that they have a relatively good knowledge about the labour-market but at the

    same time they can't describe what it imply. This could mean that there is a gap between school and

    working life.

     

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  • 182.
    Fjällhed, Anders
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Flyktingskapets situation och möjlighet: Colombianska flyktingbarn i Venezuela och Sverige2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is about the situation and possibilities in a refugee situation. The aim is to deepen the understanding of the situation for Colombian refugee children and how they are able to handle the adjustments related to a refugee situation, both in a neighbouring country like Venezuela and in a foreign country like Sweden.

    First, quantitative data were collected and analyzed in order to obtain a general picture of the situation for the refugee children. Further, grounded theory was used to analyze some of the interviews, which resulted in a generated theory. During the process of developing the theory, a case study was carried out with a Colombian refugee family in Sweden. The interviewed persons are fifty Colombian refugee children (boys, girls, and teenagers) who lived in the border states of Venezuela, and a Colombian refugee family (the parents and their two children) who now live in Sweden.

    The generated theory deals with how the refugee children are able to relate to and manage the new refugee situation. The core concept is possibility-finding: the developed ability to find possibilities in the refugee situation. It is a way of thinking as well as practical action. The latter is evident in the way the refugee children see the possibilities and deal with the challenges and problems they are facing. By the solutions they find and the results that are developing into growth. All of this influences and helps to build up their personal stability. The foundations that emerge, and which support or strain possibility-finding, are peace, culture, language, and networks like familyship and friendship. There is an emphasis on the importance of peace and dreams in order to handle times of huge challenges.

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  • 183.
    Francia, Guadalupe
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Policy som text och som praktik: en analys av likvärdighetsbegreppet i 1990-talets utbildningsreform för det obligatoriska skolväsendet1999Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of this study is to investigate the relation between policy as text and policy as practice, with a focus on Swedish educational reform in the 1990s in regard to comprehensive schooling.

    School reform in the 1990s has resulted in major changes in Swedish compulsory education. The reform has encompassed a new form of steering system, a new financing system, a new curriculum, new syllabi, a new national employment policy for teachers, a new grading system, and increased privatization of schools.

    All of these changes are analyzed in the study with reference to equivalence in the discourses on the national, municipal and school levels. The analysis of the concept of equivalence is linked to the following specific meanings of the concept: equality of opportunity; equality in regard to resources; equality in regard to achievement; and free choice.

    The empirical data for this thesis has the following components:

    An inter-textual text analysis of the central national steering documents;

    Four case studies that deal with the implementation of the reform at the municipal and school levels. These case studies include a text analysis of the municipalities' and the schools' plans, individual and group interviews with school staff at the municipal and school levels, as well as classroom observations conducted in six schools;

    A questionnaire which deals with the right to choose a school in another municipality, distributed to all of the municipalities in two counties; and

    An analysis of the first twenty-two independent Islamic schools established in Sweden during the period 1993 and 1998.

    The results of the aforementioned studies are the following:

    Educational policy documents function in practice as inter-textual interventions;

    In practice free interpretation and opposition occur;

    Reform is a complex interaction between texts and the practitioners (municipal employees, school personnel);

    Reform is not an occurrence, but rather a process;

    Reform is a compromise;

    Reform has an inter-textual character;

    The concept of equivalence has diverse meanings:

    The occurrence of diverse and conflicting discourses, in regard to equivalence and within the framework for the same reform, gives rise to conflicts in practice;

    Goal steering has the potential to promote equivalence in regard to achievement equality as prescribed in the curriculum, which requires that all pupils are expected to achieve the obligatory goals;

    The shortcomings of the reform in regard to the evaluation phase limit the implementation of the requirements for equivalence as achievement equality in accordance with the curriculum; and

    Negative expectations in relation to certain groups of pupils limit the extent to which the requirements of achievement equality can be implemented in accordance with the curriculum

  • 184.
    Franzén, Elsie C.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lära för Sverige: en studie av utbildningsproblem och arbetsmarknad för invandrare i grundutbildning för vuxna (grundvux)1990Doctoral thesis, monograph (Other academic)
  • 185.
    Fredmer, Anna Karin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Varför profilerar sig skolor?: En intervjustudie relaterad till G.H. von Wrights handlingsteori om händelselogik.2008Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte var att undersöka varför skolor valde en specifik inriktning/profilering och ta reda på bakgrunden till och vilka händelser som låg bakom besluten samt att undersöka hur imple-menteringen fungerat.

    De skolor som valdes ut hade samtliga en profilering som genomsyrade verksamheten. Skolle-dare för tre skolor med profilering mot rörelse/hälsa och tre skolor med profilen hjärnbaserat lärande/kreativitet belägna i Stockholm och dess grannkommuner intervjuades. Av dessa skolor var två friskolor och fyra kommunala skolor, två skolor fanns i Stockholm och övriga i när-kommuner. Till detta kom ytterligare en kommunal skola som inte hade profilerat sig.

    Intervjuerna analyserades enligt von Wrights händelselogik som består av determinanterna normer/förväntningar, möjligheter, intentionerna önskan och pliktkänsla (utöver rollens förväntade) samt förmåga. I teorin ingår även epistemiska attityder men eftersom det endast var en intervju med respektive informant fanns inte möjlighet att analysera detta.

    Studien påvisade fem olika varianter där samtliga skolledare bedömdes ha förmågan. 1) Skolledaren på en kommunal rörelse/hälsa skola bedömdes ha förmågan och möjligheten då det troligen var att förväntningar/krav och intentionerna önskan och pliktkänslan hade blivit internalise-rade då det var flera år sedan själva profileringen genomfördes. 2) Skolledaren på en friskola med rörelseinriktning bedömdes en mycket stark önskan men saknade en uttalad pliktkänsla utöver rollen. 3) Två skolledare (en rörelseskola och den utan profil) upplevde aktuella krav men varken förväntningar eller möjligheter. För dessa skolledare fanns inte intentionerna enligt min definition. 4) De två kommunala skolledarna på hjärnskolorna hade förväntningar och möjligheter och båda bedömdes som eldsjälar då det fanns starka intentioner utöver den förväntade rollen. 5) Den tredje hjärnskolan, en friskola, skiljde sig från de två andra hjärnskolorna genom att denna skolledare inte hade yttre förväntningar men starka intentioner.

    Enligt von Wright finns det en filosofisk anledning att skilja mellan skäl för respektive motiv till en handling. Skälen rättfärdigar en handling medan motiven förklarar den. I studien framkom att skolledarna i variant 3 ovan rättfärdigade skälen och skolledarna i varianterna 2, 4 och 5 angav motiv till sin profilering. Skolledaren i variant 1 varken rättfärdigade eller motiverade profileringen.

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  • 186.
    Fredriksson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Reading skills among students of immigrant origin in Stockholm2002Doctoral thesis, monograph (Other academic)
  • 187.
    Frenning, Linda
    Stockholm University. Stockholm University, Faculty of Social Sciences, Department of Education.
    Vad gör skolrummet med oss som lärande subjekt?: En studie kring minnen av klassrumsmiljöer och elevers subjektskapande2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Jag har i den här uppsatsen undersökt hur själva klassrummet som både materiellt och diskursivt rum är delaktigt i den subjektsskapande processen. I detta har jag använt mig av olika inspirationskällor. Dels har jag inspirerats av fysikern Karen Barards onto-epistemoligiska teori i vilken det materiella tillskrivs en påverkansmöjlighet i hur vi förstår oss själva och vad som händer med oss och dels Gilles Deleuze idéer kring flöden och tillblivelser för att försöka förstå hur ett klassrum kan skapa olika möjligheter och begränsningar. Dessutom har jag använt Michel Foucaults tankar om hur rummet kan förstås som en diskursiv kontrollmekanism, tankar som han utvecklat i texten ”Fogliga kroppar”. Min undersökning har även en poststrukturalistiskt feministisk utgångspunkt. Metodologiskt använder jag mig av det som brukar benämnas ”kollektivt minnesarbete”. Detta innebär att jag har använt mig av mina egna och en annan lärares nedtecknade minnen för att undersöka den subjektskapande processen. Jag har prövat hur det går att förstå klassrummets utformning, bänkarnas placering, stolarnas tilltal, svarta tavlans roll, papper och färger som används med mera i formandet av oss som subjekt. Min ambition är att, genom att tillämpa olika teorier, skapa andra, olika och nya sätt att betrakta det pedagogiska rummet. Detta innebär en strävan bort från en subjektssyn som menar att vi formas som lärande subjekt enbart diskursivt, oavsett materialitet. Istället vill jag försöka förstå den roll det fysiska klassrummet och dess material spelar i denna process.

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  • 188.
    Fris, Ann-Margret
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Policies for minority education: a comparative study of Britain and Sweden1982Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the study is to examine how policies for minority education in Britain and Sweden have developed over the last twenty-five years. Policy has been used in a broad sense, including not only central but also regional and local decisions, not only written documents but also administration, interpretation and application of policies. During the initial stage the authorities in both countries encouraged immigration and only later did they realize the implications for the education systems. The acquisition of the majority language by the minorities has been emphasized in both countries. The role of the mother tongue in education is a major issue in Sweden, where all children are entitled to mother tongue teaching. In Britain the mother tongues of the minorities have normally not been included in the curriculum but some projects have started during the last few years. Multi-cultural aspects of education for all children have been more emphasized in Britain than in Sweden. Within the devolved British education system local policy patterns have developed differently whereas in Sweden the policy pattern is more uniform. A trend towards policies for minority education on a supernational level in Europe has been observed in the EEC Directive on education of migrant workers’ children.

  • 189.
    Funcke, Karin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Med eller utan stöd?: Fyra ungdomars berättelse om studieavbrott2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This present essay is about support and dropout from the dropouts' perspective. The purpose of this study has been to examine these participant youngsters' opinions about the support they have been given during their time in upper secondary level in order to understand why dropouts yet attend to happen. The purpose has also been to describe and reflect over the youngsters' experiences with a hope that it will be of benefit to a future preventative work. This essay is based on a qualitative interview study and has been inspired by theories covering the area of dropouts, support and career development. The purpose of the interviews has been to study the dropouts' time in the nine-year compulsory school and in the upper secondary school. The intention has been to obtain an understanding for the support that the dropouts have been given or would have wanted while they still were in school. The result shows that the dropouts have different experiences from their time in school and that the supply of social and pedagogy support have been defective. The result also shows that the experience of the dropout is that the dropout is positive and voluntary.

    Conclusion drawn is that the dropouts have different needs of support during their time in school and that the schools lack in their responsibility of giving support. Another conclusion drawn is that at the same time, in spite of support; it is not possible to prevent students from dropping out.

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  • 190.
    Fyhr, Gurli
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Vårdinstitutioner söker handledning: en teoretisk analys av ett empiriskt studerat problem1995Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Unexpected problems connected with supervision in residential institutions caring for disturbed and disadvantaged children and adolescents originated this study. The outcome has implications for future planning and support of institutions providing care. Supervisors need to know , not only the primary task of the institution, but also what sort of base the institution is developed from, what governing ideas direct the work and if the institution is mainly performing a conscious or unconscious primary task.

  • 191. Fåhræus, Eva R
    et al.
    Döös, Marianne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Competent net dialogue for knowledge generation2008In: The 2nd International Conference on Knowledge Generation, Communication and Management: KGCM 2008, 2008, p. 1-Conference paper (Other academic)
  • 192.
    Fürst, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Doing Internet Dating: In the Search for the Future Someone2010Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    In this explorative study internet dating is studied as shared commitment to a common collective activity. Focus is on social formative emotions and internet dating in the rhythm of everyday life. The study is based on an interactionist theory/method package related to grounded theory and situational analysis. Sixty-eight participants of a Swedish internet dating site have been interviewed by e-mail. Fifteen of these interviews were followed up by a second one. Internet dating mainly occurs during evenings at home. It is kept separate from other commitments in daily life, such as work, as collisions of activities might lead to emotional and tension-ridden situations. The essential social process involved in internet dating is searching for a future someone/something. This process is given strength by the future- and action-oriented emotion of hope of happiness. The future is represented in imagination by talk about sought for emotions. The internet daters want to end their commitment to internet dating, while the internet dating company, for economic reasons, wants them to continue with the activity. The internet daters learn to manage their spontaneous emotions; they learn not to show "too much" future-oriented emotions. Instead a "relaxed" attitude, based on the present, is encouraged among participants. The act of imagining and searching for a future someone/something is formalized and organized by means of internet dating sites. Emotions are thus being commercialized in the interest of the internet dating company.

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  • 193.
    Garavito, Diana
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholm University, Stockholm Resilience Centre.
    Crona, Beatrice
    Stockholm University, Stockholm Resilience Centre.
    Systems dynamics thinking and conceptual development: the case of fishermen’s understanding of eco systems2010Conference paper (Refereed)
  • 194.
    Garrouste, Christelle
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Determinants and Consequences of Language-in-Education Policies: Essays in Economics of Education2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis consists of three empirical studies. The first study, Rationales to Language-in-Education Policies in Postcolonial Africa: Towards a Holistic Approach, considers two issues. First, it explores the factors affecting the choice of an LiE policy in 35 African countries. The results show that the countries adopting a unilingual education system put different weights on the influential parameters than countries adopting a bilingual education system. Second, the study investigates how decision makers can ensure the optimal choice of language(s) of instruction by developing a non-cooperative game theoretic model with network externalities. The model shows that it is never optimal for two countries to become bilingual, or for the majority linguistic group to learn the language of the minority group, unless there is minimum cooperation to ensure an equitable redistribution of payoffs.

    The second study, The Role of Language in Learning Achievement: A Namibian Case Study, investigates the role played by home language and language proficiency on SACMEQ II mathematics scores of Namibian Grade-6 learners. HLM is used to partition the total variance in mathematics achievement into its within- and between-school components. Results show that although home language plays a limited role in explaining within- and between-school variations in mathematics achievement, language proficiency (proxied by reading scores) plays a significant role in the heterogeneity of results.

    Finally, the third study, Language Skills and Economic Returns, investigates the economic returns to language skills, assuming that language competencies constitute key components of human capital. It presents results from eight IALS countries. The study finds that in each country, skills in a second language are a significant factor that constrains wage opportunities positively.

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  • 195. Georgsson Öhman, Susanne
    et al.
    Saltvedt, Sissel
    Waldenström, Ulla
    Grünewald, Charlotta
    Olin Lauritzen, Sonja
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Pregnant women’s responses to information about an increased risk of carrying a baby with Down syndrome2006In: Birth: Issues in perinatal care, Vol. 33, no 1, p. 64-73Article in journal (Refereed)
  • 196.
    Goldstein-Kyaga, Katrin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Tibet och den svenska tystnaden: Tibets politiska status och Sveriges ståndpunkt2008Book (Other academic)
    Abstract [sv]

    In this publication I examine the Swedish position concerning the Tibet question from the time when Hedin travelled in Tibet until year 2000. This examination is based on research concerning Tibet's political status and international politics. The study focuses on the period following the invasion of Tibet by China in 1949-1950. The sources employed are documents from the Swedish Foreign Department, letters and records from the Swedish Tibet Committee, records from the Swedish Parliament and articles in the Swedish press. The conclusion is that Sweden's position has not been determined by the actual situation in Tibet, but dictated rather by the position of other countries, who have been motivated by their own colonial, economic and political interests. Sweden's own political and economic interests and its lack of interests in Tibet have played a role. When human rights violations were at their peak, Sweden made no official declarations. On the contrary, it abstained from voting in the UN General Assembly in 1965. The Swedish policy has been influenced by an early recognicition of the PRC and attempts to have it represented in the UN. The so-called Aspen Operation , which constituted an attempt to mediate in the Vietnam War may also have affected the Swedish policy.

  • 197.
    Gorham, Alexander
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Education and social change in a pastoral society: government initiatives and local responses to primary school provision in Kenya Maasailand1980Doctoral thesis, comprehensive summary (Other academic)
  • 198.
    Gougoulakis, Petros
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Studiecirkeln: Livslångt lärande - på svenska!: En icke-formell mötesplats för samtal och bildning för alla2001Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The present thesis is a study of a pedagogical phenomenon; an account of one of the flagships of Swedish popular education; an attempt to understand the study circle as a learning environment.

    Study circle work has a special place in the country’s adult education, and assumes the dimensions of a mass-phenomenon in present-daySweden. An estimated 1.2 to 1.6 million people every day take part in one of the approximately 330,000 study circles arranged by the country’s 11 study associations, where they can study any imaginable subjects and practice different skills.

    The present research approach is qualitative and based on the fundamental concept of discourse. The concept is used as an analytical instrument for delimiting, structuring and creating meaning in the phenomena studied. The phenomenon popular education in general and the study circle in particular are elucidated from three central perspectives:

    • the development of modern civil society during the twentieth century,
    • national (popular) educational policy during the same period, and
    • that of contemporary study-circle members.

    Insights gained from the first two perspectives – the ”ideal” and the ”political” – have formed an important backdrop of understanding against which it has been possible to render the third perspective - the ”experienced” – comprehensible. The study-circle-member perspective is examined using a qualitative interview survey with circle members and circle leaders from nine socially-oriented study circles.

    The results indicate that the language of popular education has remained basically unchanged since the beginning of the twentieth century. It has enjoyed a relative autonomy vis-à-vis both the organisations of civil society and the state, despite a very intimate relation with these. At the same time the state and civil society have been able to make use of popular education to fulfil their respective purposes; civil society to achieve political influence and the state to implement its educational-policy goals. The most obvious change in the discourse of popular education appears to have occurred during the latter part of the twentieth century with the focus on the private individual’s educational projects. In virtue of its time-honoured pedagogical concept there is much to indicate that popular education is establishing itself as a competitive actor on the open educational market. At the same time the popular educational institutions constitute a societal opportunity structure for the education of all, adapted to the challenges and the demands for life-long learning of the new era – the Information Age.

    The study circle can also function as a network of individuals in civil society, representing an environment for collaborative learning and democratic education for citizenship.

  • 199.
    Granberg, Otto
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lärande i organisationer: professionella yrkesutövares strategier vid organisatorisk förändring1997Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is a study on the professional practice in knowledge organization in the public services. The empirical study deals with the strategies and learning processes developed by the professionals when their units transfer from appropriation financing to performance financing (client-contractor model). The aim of this study is to examine which of the underlying competence and value systems that are conclusive for the strategies developed by the professionals at external demands for change. The aim is also to study the relations between individual and collective group learning. The study has a constructivistic perspective and where system thinking is one starting point.

    The research design is a qualitative study. Six knowledge-intensive organizations were studied. Two of them were followed in a longitudinal study: when there was a decision that they were to be profit centres, at the transition and after one year as a profit-centre. Data were collected mainly by interviews, totally 62 and a questionnaire. The results show that the transition to a new economical managerial system involve the following: A clear strategy for action is that the professionals are working more and harder. The professional way of working have an influence on: treatment methods, prevention work, the competition between professional groups, freedom at work has changed as consciousness of the necessity of development of competence. The influence on the management function is very evident.

    The underlying value base and the criteria for competence, crucial for the professional how to identify and solve their assignment, is founded on two interrelated value systems, the professional value system respective the contextual value system. The professional has acquired and internalized the first system through a university education specially designed for this profession and has developed the training through further education. It is relatively stable over the time and is working as a support for the organization as profession organization. The contextual value system is developing in the immediate culture by the knowledge organization in the public service. The value system is unique for the unit and its professionals. This facilitate the development of strategies supporting the managerial competence. The two value systems are able to cooperate for the founding of a value base facilitating for the unit to manage demands from the surrounding world at the same time as professional values are provided for. At that moment the professional organization is founded. The value base is not synonymous with organizational culture except from the meaning organizational culture for a specific unit of professionals. One consequence of this is that the principal will have difficulties in implementing the management's organizational culture.

  • 200. Granlund, Mats
    et al.
    Björck-Åkesson, Eva
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Olsson, Cecilia
    Communication Intervention for Persons with Profound Disabilities: A Swedish perspective1995In: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 11, no 1, p. 49-59Article in journal (Refereed)
    Abstract [en]

    This paper presents a state-of-the-art discussion of communication intervention for persons with profound disabilities in Sweden. The purpose of the paper is to relate communication intervention to levels of prevention in the perspective of three decades of normalization and integration. Research papers and clinical papers by Swedish authors on communication intervention with persons with profound disabilities are reviewed. The discussion focuses on the assessment, goals/objectives, and intervention methods for secondary and tertiary prevention. Areas of future research are discussed.

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