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  • 301.
    Landare Ledin, Ann-Sofi
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Erdin Persson, Marielle
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Niondeklassarens dilemma: En undersökning om elevers beslutsprocess inför gymnasievalet ur ett vägledarperspektiv2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Today the majority of pupils proceed from the nine-year compulsory school to upper secondary school. There are several choices available and the pupils face a difficult decision. This study is about the choice of upper secondary school and describes the Swedish school system during the 20th century and the theories of career guidance and social psychology that can be applied to pupils’ decision-making.

    The aim is to examine factors affecting the pupils in their choices to provide increased knowledge and insight into the counselling profession. A quantitative method has been used in a study with pupils from the science programme in upper secondary school. In parallel, a literature study has contributed with data from previous research in this field. The results of the study show how pupils perceive the factors that may affect them.

    The results indicate that pupils make their choices on the basis of set targets like choosing an education that provides a broad basis for further studies and are not particularly affected by their social surrounding. The study also shows that there are factors in the pupil’s social sphere affecting them which is consistent with previous research, such as parents with higher education or a social climate that now requires that young people stay in education longer than before.

     

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  • 302.
    Larm, Michael
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Officersutbildningens akademisering: En studie av yrkesidentitet i förändring2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Department of Education, University of Stockholm. Second year research project, autumn term 2009. The transformation of Swedish officer´s training into an academic professional education – a study of professional identity in alteration. The study is a part of the Research Project; Discussion for collaboration - from vocational training to academic professional education.

    By Michael Larm

    The purpose of this study is to analyse in what way the process of transforming Swedish officer´s training into an academic professional education are perceived in terms of professional identity, alteration and synergies. The theoretical framework is based on social constructivism from the perspective symbolic interactionism focusing on notions such as heteroglossin, dialogicality, alterity and selfidentity. The data derives from a qualitative research and the collection of data was made by inviting students and teachers from the Swedish National Defence Collage to Focus group discussions. The discussions are audio-recorded and transcribed in its entirety as close to the oral language as possible. The data is analysed with regard to heteroglossin, dialogicality, alterity and selfidentity, and with regard to professional identity, alteration and synergies based on the transformation mentioned above. The results from the Focus group discussions shows that the participants conception of the process of transforming Swedish officer’s training into an academic professional education and of the term professional identity is closely related to their own field of practice.

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  • 303.
    Larsson, Åsa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Haglund, Liza
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Halldén, Ola
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Cognitive conflict: Actions taken in the process of conceptual change2010In: Nordic Educational Research Working paper seriesArticle in journal (Refereed)
    Abstract [en]

    Conceptual change is described as a multifaceted process involving restructuring and reorganization of already embraced beliefs. Twenty-nine preschool children were interviewed about their conceptions of the earth every year from the year they were four to the year they were six years of age. For the children the incentive for changing ideas about the earth was their processing of incoherencies. The children processed a lot of conflicting information. However, there does not appear to be any major conflict that causes the process of conceptual change to occur. This process is affected by incoherencies revealed in a relation between three entities, that is, two or more different facts or conceptions that conflict when related to one specific context. Conceptual change involves a simultaneous processing of information and complex conceptions, on the one hand, and revisions and changes at a model level on the other.

  • 304.
    Larsson, Åsa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hallden, Ola
    Stockholm University, Faculty of Social Sciences, Department of Education.
    A Structural View on the Emergence of a Conception: Conceptual Change as Radical Reconstruction of Contexts2010In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 94, no 4, p. 640-664Article in journal (Refereed)
    Abstract [en]

    Conceptual change is often described as a causal process in which changes in an embraced system of beliefs result in a new system of beliefs. Here, it is argued that conceptual change is better understood as an intentional activity with regard to the learner, that is, what the learner is doing when trying to understand something. Children were interviewed every year during a period of 3 years from their ages of 4-6 years of age. In the study, there were 37 children participating, of which 29 were followed during all 3 years. They were asked to tell about their beliefs about the earth, and their developing understanding is described. The results show that in the conceptual changes the children's main concern was to restructure the often vast amount of knowledge they possessed. This reconstruction is described as a simultaneous reconstruction of conceptual contexts as well as contexts for their application. This also directs the focus of conceptual change from specific conceptions to structural changes.

  • 305.
    Lenz Taguchi, Hillevi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    An ‘Ethics of Resistance’ Challenges Taken-for-granted Ideas in Early Childhood Education2008In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 47, no 5, p. 270-282Article in journal (Refereed)
    Abstract [en]

    In the present action-research project, three teachers and the researcher engaged in a series of meetings to analyze children's drawings from several different theoretical perspectives, or ‘readings’. Using two interrelated processes, deconstructive talks and an ethic of resistance, the teachers purposefully sought to recognize and challenge the taken-for-granted ideas, biases, hidden agendas, and theoretical discourses that informed their daily teaching practices. Within a feminist post-structural framework, discourse analysis was conducted on transcripts of these meetings. The study illustrates how deconstructive talks and an ethic of resistance enhanced the teachers’ awareness of multiple theoretical perspectives, as well as their understanding of how their own assumptions and values can impact children's learning. Ultimately, the teachers realized that their biases resulted in inequities, including gendered inequities, in their evaluations of the children's work. This realization, then, led to a re-conceptualization of pedagogical decision-making as a fundamentally ethical matter, closely related to egalitarianism as a central feature in the Nordic concept of the good childhood.

  • 306.
    Lenz Taguchi, Hillevi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Becoming selves with/in landscapes and across borders2010In: Subjects in process / [ed] Alicia de Alba & Michael A Peters, Rowman & Littlefield: Paradigm Sense , 2010Chapter in book (Other academic)
    Abstract [en]

    In this paper the authors explore processes of becoming  subjects with/in particular landscapes. They use collective biography as a methodology and ask how everyday thinking about becoming an embodied ‘self’ shifts when that self is imagined with/in landscape. The authors draw on their own stories of childhood in waterscapes, and in the landscapes of home and of play, as these were told and written in a collective biography workshop which included the six authors who are from three parts of the world. By analysing memories collectively, what is usually understood as the impermeable boundary between ‘selves’ and the physical spaces they dwell in is deconstructed. The memories of becoming a subject in the specificity of different landscapes are simultaneously situated as singular events of becoming in place and time, at the same time as they throw light on the process of subjectification, and of becoming selves with/in landscape.

  • 307.
    Lenz Taguchi, Hillevi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Deconstructing and Transgressing the Theory – Practice Dichotomy in Swedish Early Childhood Education2007In: Educational Philosophy and Theory, , , ,, Vol. 39, no 3, p. 275-290Article in journal (Refereed)
    Abstract [en]

    This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education (ECE) and in a couple of programs within the new Swedish Teacher Education (since 2001). These programs are tightly knit to the last 12 years of reconceptualized early childhood practices in and around Stockholm, built on deconstructive, co-construtive, and reconstructive principles, inspired by poststructurali and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory-practice binary that dominates ECE and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as preschool teachers, use what I have concpetualized as deconstructive talks, as a possibility of making visible the dominant discoursess of childhood, identity, learning, paly, and gender in the performed and documented teaching practices. In teacher education, students' narratives are also deconstructied. The aim is to transgress teaching-as-usual; i.e. dominant and normative ways of thining and acting in teaching and learning situations. I will suggest an ethics of 'resistance', affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflective mode for teachers, teacher-students and teacher educators.

  • 308.
    Lenz Taguchi, Hillevi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Deconstructing and Transgressing the Theory – Practice Dichotomy in Swedish Early Childhood Education2007In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 39, no 3, p. 275-290Article in journal (Refereed)
    Abstract [en]

    This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education (ECE) 1 and in a couple of programs within the new Swedish Teacher Education (since 2001). 2 These programs are tightly knit to the last 12 years of reconceptualized early childhood education practices in and around Stockholm, built on deconstructive, co-constructive, and re-constructive principles, inspired by poststructural and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory-practice binary that dominates ECE and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as pre-school teachers, use what I have conceptualized as deconstructive talks, as a possibility of making visible the dominant discourses of childhood, identity, learning, play, and gender in the performed and documented teaching practices. In teacher education, students' narratives are also deconstructed. The aim is to transgress teaching-as-usual; i.e. dominant and normative ways of thinking and acting in teaching and learning situations. I will suggest an ethics of 'resistance', affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflexive mode for teachers, teacher students and teacher educators.

  • 309.
    Lenz Taguchi, Hillevi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an intra-active pedagogy2010Book (Other academic)
  • 310.
    Lenz Taguchi, Hillevi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Reconceptualizing Early Childhood Education.: Challenging Taken-for-Granted Ideas2006In: Nordic Childhoods and Early Education.: Philosophy, Research, Policy and Practice in Denmark, Finland, Iceland, Norway and Sweden., Information Age Publishing , 2006Chapter in book (Refereed)
  • 311.
    Lenz Taguchi, Hillevi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Rethinking pedagogical practices in early childhood education:  a multidimensional approach to learning and inclusion2010In: Contemporary/New Critical Issues on Early Childhood Education / [ed] Nicola Yelland, New York, New York: Open University Press , 2010, p. 14-32Chapter in book (Other academic)
  • 312.
    Lenz Taguchi, Hillevi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Understanding deconstruction as an “exorbitant method” in early childhood education research2010In: Reconceptualising Educational Research Methodology, Vol. 1, no 1, p. 41-52Article in journal (Refereed)
    Abstract [en]

     This paper aims to challenge qualitative research from within our own spaces and practices, by putting to work deconstruction as an ‘exorbitant’ and collaborative methodological strategy. During a seven month period, PhD students used their research-data aiming at doing deconstruction as collaborative processes of writing and talking, rather than treating deconstruction as an object of philosophical study or applying theory to practice. The process was constituted by a turning, bending and twisting of your own analysis, questioning it and trying to displace the meanings of it: in order to identify how and why you do the analysis you do, and foremost, what other analysis might be possible. A piece of interview-data featuring a six-year-old boy is used as an example. A strong desire among the participants was to do better justice to our data using this strategy. The (im)possibilities of doing justice in deconstructive analysis are thus discussed.

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  • 313.
    Lenz Taguchi, Hillevi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Writing Practices in Swedish Teacher Education and the Inclusion/Exclusion of Subjectivities.2009In: Critical Studies in Education, Vol. 50, no 2, p. 144-158Article in journal (Refereed)
    Abstract [en]

    Against the background of an increasing drop‐out rate of students with ethnic minority and working‐class backgrounds, the aim of this paper is to discuss the ways in which writing practices in Swedish teacher education produce power and include/exclude subjectivities. A conventional academic writing practice will be compared to a hybrid writing practice that has been experimented with for several years at the Stockholm Institute of Education. This hybrid writing practice is characterized by two intertwined features: a divergent complicity that combines diverse subjectivities and multiple theories in a multigenre text; and a convergent and reductive shift that makes academic writing accessible. As the paper will show, a hybrid writing practice can strengthen the inclusion of students with ethnic minority and working‐class backgrounds and, in turn, help them finish their programs. It is, however, not bereft of all exclusionary tendencies.

  • 314.
    Levanto, Maria-Emilia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Majid, Awaz
    Stockholm University, Faculty of Social Sciences, Department of Education.
    "Så länge jag har ett jobb som inte känns själsdödande...": Ungdomar på Komvux och deras tankar kring karriär2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose of the study was to elucidate young adult education student´s views on their current careers and future career opportunities. The sample consisted of adolescents aged 20-24 years old studying fulltime at least five courses in one adult education in Stockholm county. The method used was qualitative in the form of semi-structures interviews. The starting point was to provide insight into the individual´s inner world with a focus on the internal factors at play in career-choice process. The results show that young people´s main goal is to race their school grades to get into various technical and vocational educations. The most important single factor that emerged was to be happy with their work, do what you yourself thought was fun, varied tasks, the opportunity to travel and help people. Money and status were consirered

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  • 315. Lewitt, Moira S.
    et al.
    Ehrenborg, Ewa
    Scheja, Max
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Brauner, Annelie
    Stereotyping at the undergraduate level revealed during interprofessional learning between future doctors and biomedical scientists2010In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 24, no 1, p. 53-62Article in journal (Refereed)
    Abstract [en]

    Interprofessional education (IPE) involving undergraduate health professionals is expected to promote collaboration in their later careers. The role of IPE between doctors and biomedical scientists has not been explored at the undergraduate level. Our aim was to introduce IPE sessions for medical and biomedical students in order to identify the benefits and barriers to these groups learning together. Medical and biomedical students together discussed laboratory results, relevant literature, and ideas for developing new diagnostic tools. T]he programme was evaluated with questionnaires and interviews. While there was general support for the idea of IPE, medical and biomedical students responded differently. Biomedical students were more critical, wanted more explicit learning objectives and felt that their professional role was often misunderstood. The medical students were more enthusiastic but regarded the way the biomedical students communicated concerns about their perceived role as a barrier to effective interprofessional learning. We conclude that stereotyping, which can impede effective collaborations between doctors and biomedical scientists, is already present at the undergraduate level and may be a barrier to IPE. Effective learning opportunities should be supported at the curriculum level and be designed to specifically enable a broad appreciation of each other's future professional roles.

  • 316. Leymann, Heinz
    et al.
    Löfberg, Arvid
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Learning and activating1989In: Socialization and learning at work: a new approach to the learning process in the workplace and society / [ed] Heinz Leymann, Hy Kornbluh, Aldershot: Avebury , 1989, p. 201-214Chapter in book (Other academic)
  • 317.
    Li, Sternäng
    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.
    Climate Change and Costs – Investigating Chinese Students’ Conceptions of Nature and Economic Development2010Conference paper (Other academic)
  • 318.
    Lindberg, Viveca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Yrkesutbildning i omvandling: en studie av lärandepraktiker och kunskapstransformationer2003Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The purpose of the thesis was to explore what students within vocational education are expected to learn and the practices that constitute vocational education in Swedish upper secondary school. The empirical basis for the thesis is two studies, both of which have been reported separately. In the first study, twelve vocational teachers were interviewed sequentially. Classroom observations were made of the tasks their students worked with and these supplemented the interviews. The second study consists of case studies of five teachers in academic subjects within vocational education. Here sequential interviews of the teachers and classroom observations of the tasks their students worked with were supplemented with group interviews of their students and, in two cases, of collaborating vocational teachers.

    A social perspective on knowing and learning was used for analysing data. The results from the interviews with the vocational teachers show that what they wanted their students to learn in vocational education (their object) is related to vocational knowing but is not the same thing. Knowing in school can be regarded as preparation for work within the respective vocational area, as preparation for further learning and as preparation for citizenship. The first category relates to vocational knowing, whereas the latter two relate to a broader commission of education in late modernity – the risk and uncertainty of the future work situation that the students are likely to encounter. The tasks were analysed regarding their content, form, and the tools used for completing the tasks. Three categories of tasks were construed: school tasks, simulated tasks and vocational tasks. School tasks are characterised by that they employ the practice of school, whereas the vocational tasks employ the practice of the respective vocation. Simulated tasks are specific in that they allow a testing and correction of the result before the job is done. Through school tasks the students were introduced into a new content. Vocational tasks were used in bridging school and work. Besides the obvious tools of the respective vocation, texts were also used as tools in the work with the tasks. Most texts were vocational texts, i.e. texts that were used in similar ways in school as within the vocation.

    The second study, case studies of five teachers in academic subjects within vocational education, focused the infused tasks their students worked with. These results showed that the teachers used three different steering documents for planning their work: the national curriculum for upper secondary school, the objectives of the respective programme, and the syllabuses for their subject. By using all three documents, they were able to construct infused tasks. These tasks made it possible for the students to see other aspects of their respective vocational area than within the vocational subjects, e.g. the environmental work, historical aspects etc. The texts the academic teachers used were not the same as those used by vocational teachers. These texts were texts ‘imposed by others’ (e.g. local authorities) but also used for work within the vocation.

    The ‘theorisation’ of vocational education, that has been claimed to be a consequence of the academic subjects, can be seen rather as a change within the vocations from an oral to a literate culture. In completing many of the tasks observed, theoretical knowledge from different domains, as well as skills were needed. Vocational education as a purely ‘practical’ education is therefore a myth. A variety of texts were used within vocational education for the work, mostly as tools. The literate practices of vocational education are similar to the literate practices of the vocations rather than to those of school. New tools seem to change working life and vocational education as well. This implies that a different kind of vocational knowing is needed. When employers control or simulate production processes instead of doing the manual work, vocational knowing becomes something else. This new kind of work is dependent on a different kind of experience. Thus the theorisation of the vocational education is a theorisation – or rather an abstraction – on many levels. Some of them have been developed within the vocations, others are imposed from the outside.

    Three social practices, vocational education, working life and academic education, formally have a joint responsibility for the vocational education. Depending on if and to what extent they collaborate, the learning practices offered to the students will differ. With collaboration, as in these two studies, the students encounter learning practices where the content from each of the three contexts can be experienced as reembedded into new contexts.

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  • 319. Lindblom, Per
    et al.
    Scheja, Max
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Torell, Eva
    Astrand, Per
    Felländer-Tsai, Li
    Learning orthopaedics: assessing medical students' experiences of interprofessional training in an orthopaedic clinical education ward.2007In: J Interprof Care, ISSN 1356-1820, Vol. 21, no 4, p. 413-23Article in journal (Other academic)
    Abstract [en]

    Interprofessional training is becoming commonplace in undergraduate medical education. Orthopaedics is considered to be a setting that offers good opportunities for interprofessional training. Curriculum overload is a common problem, which has to be addressed with respect to content. The aim of this study was to assess medical students' experiences of interprofessional care during their orthopaedic training. Over a two-week period, medical, nursing, physiotherapy and occupational therapy students trained together in teams in an orthopaedic ward (Clinical Education Ward, CEW). A questionnaire was distributed to assess the impact of this new curriculum on medical students. A patient-satisfaction questionnaire was also administered to assess patients' satisfaction with the treatment provided by students at the CEW. In general, the medical students were satisfied with the interprofessional course in the CEW. Of the 178 medical students who took the course, 134 (75%) responded to the questionnaire. Total time devoted to orthopaedics was reported to be between 7 - 44% (mean). The total time regarding medical tasks was reported to be between 57 - 71% (mean). Results from the patient-satisfaction questionnaire showed that patients perceived CEW as highly satisfactory. The medical students reported generally satisfactory experiences of interprofessional orthopaedic training in general. In an interprofessional training context, professional supervision and role modeling takes on added importance, and may be regarded as essential ingredients in helping students to learn effectively within an authentic clinical setting.

  • 320.
    Lindholm, Yvonne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Mötesplats skolutveckling: Om hur samverkan med forskare kan bidra till att utveckla pedagogers kompetens att bedriva utvecklingsarbete2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The main aim of this thesis is to illuminate how researchers might provide support to the improvement of educators' competence, in a school development context. The thesis also sheds light on conditions and obstacles for such development. The theoretical approach derives inspiration from several lines of thought but above all from action theory and theories on adult learning and development. The approach of the thesis can be characterized as “contextual-constructivist” or “social constructivist”. Four different forms of collaboration between researchers and educators are studied and compared. The methods used were interviews, questionnaires and document study.

    The similarities between the different types of collaboration are striking. The educators’ competence for action and development seems to have increased in all types of collaboration, for example towards increased communicative and meta-cognitive competence. This, however, cannot be attributed solely to the researchers; rather it seems to be a result of the whole interplay with the environment that was initiated by the collaboration. One group of educators also turned out to act as bridge-builders between the researchers and their own colleagues. Further, the educators have had access to various tangible tools, which have appeared to be useful not only in developmental work but also in the everyday work. Finally, the utility aspect of school research is discussed, as well as the double, sometimes triple, helix of learning and developmental processes that educators may share as a result of the collaboration with researchers.

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  • 321.
    Lindkvist-Ohlsson, Katarina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Validera mera: Fantasi eller verklighet2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats har till syfte att spegla studie- och yrkesvägledarens tankar kring validering och arbetet med detta i ett vägledningssamtal.  Validering handlar om att hjälpa en individ att hitta sina kunskaper och kompetenser som inte finns redovisade på ett formellt dokument, vilket kan benämnas som informell och icke-kunskap. Undersökningen är genomförd genom att enkät har skickats ut till verksamma studie- och yrkesvägledare över olika delar av Sverige. I denna enkät har de fått möjlighet att ge sin syn på valideringsarbete och vad validering kan vara. Resultatet av enkäten visar på ett stort engagemang kring validering och stor kunskap i ämnet bland studie- och yrkesvägledarna. I sin profession arbetar man med validering i vägledningssamtalen och anser det vara en naturlig del av processen. Synen på vad validering är och att det är en kunskapsmätare förenlig med de definitioner som finns kring validering.

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  • 322.
    Lindqvist, Carolina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Sjögren, Mirja
    Stockholm University, Faculty of Social Sciences, Department of Education.
    "Plötsligt har det blivit som en jävla utbildningsplats":   Fem chefers erfarenhet av och syn på utvecklingssamtal2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    Research in this area calls for new ways to meet employees' needs in competence development in a more changeable labour market. The report aims to examine manager's experiences with, and view on the performance appraisal dialogues held with employees. This is done to study the performance appraisal in connection to competence development of employees. Five managers with performance appraisal responsibilities have been interviewed. The study is done with a qualitative method by semi-structured interviews. The study shows that the main purpose with performance appraisals is to achieve a more efficient work place. It is assumed to lead to this by giving the employee a chance to talk to the manager under calm and private circumstances. The competence development is seen as important and as something that should be discussed in the performance appraisal, though difficult to accomplish in the daily work. The performance appraisal is not perceived as the right arena to meet the individuals need for dialogue regarding their own career developments.

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  • 323.
    Lindstein, Thomas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Att utveckla social kompetens1979Doctoral thesis, monograph (Other academic)
  • 324.
    Liukko, Anneli
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Mat, kropp och social identitet1996Doctoral thesis, monograph (Other academic)
  • 325.
    Ljung, Berit
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Museipedagogik och erfarande2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is intended to contribute to development of communicative frames of reference for museum education. Inspired by the philosopher John Dewey it seeks for new perspectives of the research problem – museum education and experience. The understanding of museum education is based on research literature about museum education, two empirical studies and theoretical interpretations. Some of the conclusions points towards museum education being an interdisciplinary knowledge area in progress that is insufficiently scientifically investigated. Experience is here understood as transaction between people and context – processes of trying and undergoing and can include or correspond to education, “Bildung” and learning.

    Museum educators describe museum education in many various ways in my questionnaire. The material ground, surroundings and their own actions are three of the dimensions. Their intentions or purposes are the fourth and with Dewey we can name this dimension “consequences of museum education”. The fifth dimension consists of metaphors about the educators own role in the museum, like “the bridge”. Furthermore, my study about young peoples´ experiences in relation to an exhibition highlights the visitor perspective. For them the exhibition created many important questions and thoughts and they were much affected by the pictures in the exhibit. They appreciated being active together, to have joint engagement and to take standpoints in the workshops. To some degree they reached a conjoint communicated experience.

    Communication is at the core of museum education. From theoretical readings, research literature and empirical results the context of museum education get three crucial and overlapping meanings. One is the meaning or aspect as environment – a prerequisite for the visitors’ transactions and experiences. The second is context as circumstances – the situation. A third aspect of context, that will be more and more important in a globalized world, can be named continuity or connectedness. All three meanings have something to do with space, place and time and can also be discovered in Dewey’s extensive text production.

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  • 326.
    Lundgren Palm, Kristina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wallin, Petra
    Stockholm University, Faculty of Social Sciences, Department of Education.
    "Det var väldigt oplanerat. Vi fick sitta i en städskrubb typ": En elevgrupps upplevelse av vägledning2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Undersökningens syfte är att studera om elever fått vägledningen som hjälpt dem inför deras gymnasieval. Fokus ligger på att belysa om vägledningen hjälpt och hur den sett ut samt hur eleverna skulle vilja ha det. De teoretiska utgångspunkterna innefattar teorier om valprocessen, vägledningsmodeller och tidigare forskning inom vägledning. Vi har intervjuat sex elever i årskurs nio som har fått vägledningsinformation. Metoden vi använt oss av är fokusgrupp-intervju, därefter har en narrativ analys gjorts - även kallad berättarform. Resultatet visar att elever önskar lära känna sin studie- och yrkesvägledare. Resultatet visar också att eleverna vill ha vägledning tidigare under högstadiet.

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    FULLTEXT01
  • 327.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Att forska och lära om miljö.: En intentionell analys av forskarstuderandes miljöforskning och tolkning av begreppet ’miljö’2001In: Nordisk förening för Pedagogisk forskning: Kongress 15-18 mars, Stockholm, 2001Conference paper (Refereed)
  • 328.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Att lära om miljö: Forskar- och högskolestuderandes tolkningar av ett miljöinnehåll i utbildningen2003Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on students’ perspectives on environmental education and is based on three case studies. The aim is to explore and describe the students’ interpretations of, and learning about, ecology and environmental issues. The students’ learning processes are analysed from an intentional perspective, i.e. a perspective which takes into account the students’ educational aims defined as projects.

    In the first case study interviews were carried out with six first-year civil engineering students following a compulsory course in Ecology. In the second case study the dialogue between a group of four biology students was tape-recorded while they were working on a task on environmental reports. The third case study was based on interviews with six postgraduate students regarding their interpretations of environmental research and the task of writing a thesis.

    In all the three cases the students interpret a cultural context concerning values. The three case studies show the way values and emotions become an aspect of the learning process and reveal the students’ difficulties in differentiating between values and descriptions of phenomena. This is analysed and explained in relation to the students’ various projects that come into conflict in the educational setting. The differences among the three groups of students can be explained as a difference in the students’ ability to identify various kinds of projects, and the students’ possibilities of choosing between the projects.

    Download full text (pdf)
    Att lära om miljö
  • 329.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholm University, Stockholm Resilience Centre.
    Book review: Participation and learning: perspectives on education and the environment, health and sustainability by Reid Alan and  Jensen Bjarne  Bruun, Nikel Jutta (2008).  Dortrecht: Springer; 275 pages. $169.00. ISBN 9781402064159.2009In: Children, Youth and Environments, E-ISSN 1546-2250, Vol. 19, no 1Article, book review (Other (popular science, discussion, etc.))
  • 330.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Case studies: exploring students’ meaning and elaborating learning theories.2004In: Environmental Education Research, Vol. 10, no 1, p. 115-124Article in journal (Refereed)
  • 331.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Conceptual change and values: An intentional approach to understanding students’ learning in economics.2008In: Annual Meeting of the American Educational Research Association, Division on Learning and Instruction: Cognitive, Social, and Motivational Processes, New York., 2008Conference paper (Refereed)
    Abstract [en]

    The paper presents findings from a research project on conceptual change and the affective domain, an increasing area of research interest. The study presented comprised interviews conducted with master students who studied economics, having a degree in biology. The results show that students’ prior knowledge, values, professional aims and conceptions of society cause difficulties in understanding economical concepts. From an educational point of view the key points in the paper are that students’ learning difficulties can be as much due to issues of values and the social and cultural setting, as to cognition. The paper gives an account of these aspects explicitly, however, from a teaching perspective these are often hidden and unknown.

  • 332.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Contextualisation and learning in economics: An intentional perspective on the role of values.2008In: Symposia Exploring “Hot” Conceptual Change: Affect, Emotions, Values, Self-Efficacy and Epistemic Beliefs.: 6th international conference on Conceptual Change, European Association for Research in Learning and Instruction, Turku, Finland., 2008Conference paper (Refereed)
    Abstract [en]

    This paper reports research findings from a project focussing the way values influence learning and conceptual change in the social science subject of economics. Interviews were conducted, focussing students’ experiences of learning in economics, with 11 (all) students who were in their first week of a masters course on ‘Sustainable enterprising’, at Stockholm University. The 11 students were chosen due to their various educational backgrounds in biology and economics: two students had degrees in economics, and among the remaining 9 students, 5 had a degree in biology followed by courses in economics. The results of the analysis draw on inferences made from an intentional perspective, that is, a perspective that takes into account the students’ aims defined as ‘projects’. First, the results show that economics concepts and theories were interpreted in a societal context as values in monetary terms were viewed in line with a dominant discourse in society, to which the students opposed. Secondly, when elaborating on what (natural objects and processes) in an economical context, the concepts price and pricing became challenging in relation to the consequences: not capturing important features necessary for environmental maintenance. In relation to previous studies of learning in economics (e.g. Pang & Marton, 2005) this is of particular interest, as the ‘what’ in pricing has not been acknowledged. Importantly, these students succeeded in learning, which can be explained by their professional aims, their ‘project’. The paper finalises by discussing findings in relation to the “warming trend” (Sinatra, 2005) in conceptual change research.

  • 333.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholm University, Stockholm Resilience Centre.
    Discourse, cause and change: A study on economics students’ conceptions of child labour2008In: Values and Democracy in Education for Sustainable development: Contributions from Swedish Research / [ed] Johan Östman, Malmö: Liber, 2008Chapter in book (Refereed)
  • 334.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Exploring students’ learning in environmental education.: An intentional perspective on the influence of affect and students’ values2004In: Annual Meeting of the American Education Research Association, San Diego, USA., 2004Conference paper (Refereed)
  • 335.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Exploring students’ learning in environmental education.: An intentional perspective on the influence of students’ values in knowledge development2004In: 4th international symposia on Conceptual change.: European Association for Research on Learning and Instruction, Delphi, Greece., 2004Conference paper (Refereed)
  • 336.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Is Learning a Way to Change for a Sustainable World?: Report from an International Consultation on Learning for Sustainable Development.2004In: Canadian Journal of Environmental Education, Vol. 9, p. 191-195Article, book review (Other (popular science, discussion, etc.))
  • 337.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Learning about Environmental Issues in Engineering Programmes: A case study of first-year civil engineering students’ contextualisations of an ecology course2004In: International Journal of Sustainability in Higher Education, Vol. 5, no 3, p. 295-307Article in journal (Refereed)
  • 338.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Learning about Environmental Issues in Engineering Programmes.: A case study of first-year civil engineering students’ contextualisations of an ecology course2002In: 1st Conference on Engineering Education in Sustainable Development. Delft, Holland, 2002Conference paper (Refereed)
  • 339.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Learning about environmental issues: Undergraduate and postgraduate students’ interpretations of environmental content2005In: International Journal of Sustainability in Higher Education, Vol. 6, no 3, p. 242-253Article in journal (Other (popular science, discussion, etc.))
  • 340.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Learning about environmental issues: Undergraduate and postgraduate students’ interpretations of environmental content2004In: Learning to change our world?: Swedish research on education & sustainable development., 2004Chapter in book (Refereed)
  • 341.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Learning about environmental issues.: Undergraduate and postgraduate students’ interpretations of environmental content2004In: 2nd conference on Engineering Education in Sustainable Development, Barcelona, Spain., 2004Conference paper (Refereed)
  • 342.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lärande om miljö i högre utbildning: Studier av forskar- och högskolestuderandes inlärningsprojekt om miljö vid en teknisk högskola2001Licentiate thesis, monograph (Other academic)
  • 343.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholm University, Stockholm Resilience Centre.
    Lärandets rationalitet och komplexitet2010In: Begreppsbildning i ett intentionellt perspektiv / [ed] Lundholm, Petersson & Wistedt, Stockholm: Stockholms Universitets förlag , 2010, p. 13-21Chapter in book (Other academic)
  • 344.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Miljöundervisning som aktualisering av en mångfald perspektiv1999In: Konferensen Miljöutbildningarnas pedagogik: 22-23 april 1999, Malmö högskola, 1999Conference paper (Other academic)
  • 345.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Miljöundervisning som aktualisering av en mångfald perspektiv: En intentionell analys av studenters tolkningar av en miljöuppgift i fysik1998Report (Other academic)
  • 346.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Pricing nature at what price? A study on undergraduate students’ conceptions of economics.2007In: South African Journal of Environmental Education., no 24, p. 126-140Article in journal (Refereed)
  • 347.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholm University, Stockholm Resilience Centre.
    Pricing nature at what price?: A study on undergraduate students’ conceptions of economics.2007In: Southern African Journal of Environmental Education, ISSN 1810-0333, Vol. 24, p. 126-140Article in journal (Other academic)
  • 348.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholm University, Stockholm Resilience Centre.
    Society’s response to environmental challenges: on the interdependence of actors and the role of citizens' socio-economic knowledge2010In: Engineering Education in Sustainable Development, Gothenburg, Sweden, September 19-22, 2010, 2010Conference paper (Refereed)
  • 349.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The Challenges Facing Learners in EE and ESD2006Report (Other academic)
  • 350.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Vill företagen ha kompetens inom hållbar utveckling?2004Other (Other (popular science, discussion, etc.))
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