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  • 51.
    Mattsson, Matts
    et al.
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS). Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Waldenström, Cecilia
    Swedish university of Agricultural sciences.
    Reflecion from Sweden: Approaches to teaching2008In: Critiquing praxis: Conceptual and empirical trends in the teaching profession, Sense Publishers, Rotterdam , 2008, p. 214-221Chapter in book (Other academic)
    Abstract [en]

    Reflecting on the issues presented in the edited volume Critiquing Praxis (Ax & Ponte, 2008) the authors (Mattsson & Waldenström) introduce a model for analysing different approaches to teaching. They discuss "Teaching as Bildung", Teaching as structuring", Teaching as learning how to learn" and Teaching as praxis development. These approaches are related to different educational motives; they are also related to different traditions, modes and ideas.

  • 52.
    Mollberger Hedqvist, Gun
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Samtal för förståelse: Hur utvecklas yrkeskunnande genom samtal?2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The present study belongs in the tradition of working-life research. In this tradition, the point of departure lies in working people’s experience in their occupation. Through reflection on this experience and studies in the occupational field the researcher seeks to elucidate and develop occupational knowledge and skills.

    As a teacher I have long been preoccupied with how teachers may develop their occupational skills. Teachers wish to promote others’ learning, but how do they themselves learn to be good teachers? In the present work I wish to elucidate how teachers can develop their occupational skills through discourse. Equally, I wish to gain a better understanding of my own professional experience as a teacher and supervisor. These two goals are interconnected.

    I hope to develop an insight that not only shows my dilemma in a supervision situation but also illustrates the teacher’s challenge when he or she is to develop professional skill as a supervisor. On the one hand the supervisor needs to listen with an open mind to the person being supervised; but on the other, given knowledge places so many constraints upon listening that openness becomes impossible. Can the teacher experience his or her situation in such a way that this dilemma may be avoided? To deepen and modify my answer to this question I carried out fieldwork in my own occupational field. I have studied such teachers’ accounts of their meetings with children as have emerged from two discourse situations: child conferences and group supervisions.

    The teachers’ discourse shows that the issue is to understand what one has experienced – understanding is the starting point for the development of occupational skill. An attitude of open listening, to oneself and in interaction with others, is a precondition for occupational skills to grow. In other words, a space for reflection is needed if understanding is to be achieved through the medium of discourse.

  • 53.
    Olsson, Cecilia
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    A system theory approach on dyadic interaction2003In: Proceedings of the Seventh Biennal Research Symposium of the International Society for Augmentative and Alternative Communication, Aug. 2003, Odense, Denmark, 2003, p. 59-64Conference paper (Refereed)
  • 54.
    Olsson, Cecilia
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Dyadic interaction with a child with multiple disabilities: A system theory perspective on communication2004In: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 20, no 4, p. 228-242Article in journal (Refereed)
    Abstract [en]

    A mutually rewarding communicative interaction with a child whose development is atypical presents unique challenges that have to be met through the implementation of unique strategies by both partners in a dyad. The aim of this study was to provide a description, interpretation, and model for communicative interaction in a particular dyad that comprised a child with severe multiple disabilities who functioned at a presymbolic level and his caregiver. A qualitative, inductive approach focused on process analysis was used to examine a videotaped interaction between a 6-year-old boy with severe multiple disabilities and his caregiver in a play session at pre-school. System theory was used as a theoretical and conceptual framework to analyse the communicative process. Co-regulation, consensual frames, and system dynamics were used as key concepts to examine how the behaviors of the child and the behaviors of the adult were related to each other and how the partners co-created meaning in their interaction. As a result of the analysis, two models are presented. The first is a model of how a hierarchical order of consensual frames is built. The second model is a process map that provides an illustration of the communication dynamics. It is suggested that a system theory approach could be a useful framework, not only to explain results, but also as an analytical tool to provide more dyad-specific interaction models as a basis for individualized interventions.

  • 55.
    Olsson, Cecilia
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Interaction between child and caregiver as a dynamic system2001In: Proceedings from Excellence in Early Childhood Intervention, Oct. 1999, Mälardalens Högskola, Dep. of social science, Västerås, Sweden, 2001, p. 42-48Conference paper (Refereed)
  • 56.
    Olsson, Cecilia
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    The kaleidoscope of communication: Different perspectives on communication involving children with severe multiple disabilities2006Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis consists of six publications presenting a theoretical framework, a methodological proposal and three empirical studies. The aim of the work is; to gain knowledge on how children with severe multiple disabilities communicate with their caregivers, to analyse how different research strategies can add knowledge from different perspectives on communication, and to develop models for analysing and describing the dyadic interaction.

    The theoretical framework addresses the impact of multiple disabilities on the child’s communicative development, as well as the role of the communication partner, and implications for interventions. In the methodological framework, different research approaches are discussed and a system theory-based approach is proposed. The empirical studies are focused on pre-school children with intellectual disabilities in combination with vision disability and/or motor disability. When relationships between use of communication and child characteristics and setting conditions were investigated, the results showed relationships between disability and the use of communication but also that children with similar disability profiles could display quite different communicative patterns. When the communicative process was investigated with the proposed system theory-based approach, it was found that the child and caregiver continuously co-regulated their actions and together created consensual frames and that the process went through phases of instability and stability. Models for a system theory-based analysis of dyadic interaction are presented.

    The discussion is concentrated around how the results from the studies along with the theoretical aspects can contribute to evidence-based practice. The main conclusions are that, in communication involving a person with severe multiple disabilities, meaning is something that is co-constructed and communication cannot be regarded as a personal competence, the competence is within the dyad.

  • 57.
    Olsson, Cecilia
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    The use of communicative functions among pre-school children with multiple disabilities in two different setting conditions: Group versus individual patterns2005In: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 21, no 1, p. 3-18Article in journal (Refereed)
    Abstract [en]

    In this study, the use of communicative functions of nine pre-school children with severe multiple disabilities who interacted with pre-school staff in two different play setting conditions was investigated. The main purpose was to determine the extent to which the rate of use of different communicative functions was related to (a) individual-specific characteristics, and (b) environmental setting characteristics. Data were analyzed according to a three-tiered method of analysis, with group results combined with patterns that were unique to individuals. The results indicated that the relationships between the rate of use of communicative functions and individual-specific characteristics were weaker than the relationships between rate of use of communicative functions and setting characteristics, which were found to be very strong. The results also revealed that children with similar individual characteristics could display quite different rates as well as different patterns of use of communicative functions.

  • 58.
    Olsson, Cecilia
    et al.
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Granlund, M.
    Presymbolic Communication Intervention2003In: The efficacy of augmentative and alternative communication: Toward evidence-based practice / [ed] R.W. Schlosser, Amsterdam: Academic , 2003, p. 299-322Chapter in book (Other academic)
  • 59.
    Rohlin, Malin
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Den problematiska tiden2003In: Barns fritid, Stockholm: Centrum för barnkulturforskning , 2003, 1, p. 99-110Chapter in book (Other (popular science, discussion, etc.))
  • 60.
    Rohlin, Malin
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Fritidshemmet framväxt2000In: Vägar till pedagogiken i förskola och fritidshem / [ed] Inge Johansson, Ingrid Holmbäck Rolander, Stockholm: Liber, 2000, 1, p. 37-58Chapter in book (Other academic)
  • 61.
    Sahlin, Birgitta
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Utmaning och omtanke: En analys av handledning som en utvidgad specialpedagogisk funktion i skolan med utgångspunkt i tio pionjärers berättelser2004Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The present thesis reports an empirical study of how ten remedial teachers or special remedial teachers, all women, encountered reality as supervisors or tutors in schools during the 1990s. The study sought to define the conditions for supervision and tutoring in the remedial-teaching function.

    Data was collected in two steps. The preparatory step consisted of a scrutiny of Report DsU 1986:13 on the modified remedial-teacher function, and perusal of the referees’ comments thereon. The second step consisted ofinterviews with all ten participants three years after their training as supervisors/tutors at the Stockholm Institute of Education.

    Neither in the above Report nor in the referees’ comments was supervision defined or discussed. Despite this resistance, supervision is required by the macro level for the modified remedial-teacher function. Regarding the micro-level situation for supervising in school, two themes were distinguished: an organisational theme and a legitimacy theme. The informants saw school management, the organisation’s pre-understanding of supervision and the profession’s continual adaptation to areas of knowledge not possessed by teachers as important aspects. The legitimacy theme expresses how differentiation of the supervisory task and the design of teaching posts influence the implementation.

    The supervision/tutoring examined here is described through six experiential themes: the dialogical here-and-now-theme, the relational theme, the didactic ”technical” theme, the reflective and self-fostering theme, the change theme and the leadership theme.

    Remedial-educational supervision as described in the study appears as vertical but does not extend to the depth of therapeutic intervention. It is seen as an ethical act where consideration or recognition, rather than care, is a distinctive feature. Care may represent ”tacit” gender-loaded knowledge and needs to be discussed in educational contexts where supervision or tutoring is included in the special-remedial-teacher function.

  • 62. Samuelsson, Charlotte
    et al.
    Åsén, Gunnar
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS).
    Den verksamhetsförlagda delen av lärarutbildningen: Förläggning till olika verksamhetsformer och betydelse för kompetensutveckling och rekrytering av personal2007Report (Other (popular science, discussion, etc.))
  • 63.
    Siljehag, Eva
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS).
    Igenkännande och motkraft: Förskole- och fritidspedagogikens betydelse för specialpedagogiken - En deltagarorienterad studie2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this study was to describe, explain and understand the importance of preschool and leisure pedagogy for special education. Knowledge was therefore generated concerning teacher’s reflection on three themes: 1) the view of knowledge, people and society, 2) special education as organisation, activity and content, 3) a gender perspective and its implication for their realisation of a professional practice. An analytical aim was to understand the content of the teachers’ reflection process in a critical social perspective. The group included 14 persons. The empirical material consists of eleven analysed group meetings, two sets of interviews with the participants, educational policy documents, archive material and two background interviews. The study is based on a participatory research approach and on democratic knowledge processes guided by critical social theory. The participants formulate the importance of sensory experiences, multiple forms of knowledge and on all people’s equal value. The qualification structure of the group includes overview as well as direct work with an interior and exterior organisation. The participants associate questions from the field with revealed opportunities and obstacles, relations, processes and contexts. The analysis shows that solely acceptance of the different child is not enough. Recognition precedes the appreciation of the unique and absolute Subject. The analysis by the group reveals a reproduction of subordination. The qualification structure of salaried employee and service production demands critical consciousness to avoid exploitation and control in a capitalist and market-oriented society. The double subordination of the group in the school world contains the power of recognising this partly as an opportunity for a counter power based on the justified participation on equal terms, partly as a counter power to the current tendency to split pedagogical and collective work on value issues.

  • 64.
    Sivertun, Ulf
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS).
    (Special)pedagogik och social utslagning: Perspektivisering - möjligheter och dilemman2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In the thesis, the social and cultural states of communication in school are discussed, as they are expressed by school staffs and accounted for in different forms of school documents. Further, two projects of cooperation between the Stockholm Institute of Education (LHS) and school staffs of certain municipalities are described and analysed. The aim of the thesis is thus to discuss social and cultural problems and possibilities, and also experiences of the documentation work.

    Methods of action research have been used, among other things, in documentation work that has been carried out by school staffs of certain participating schools. All through the thesis, problems and conditions of social justice and democratisation of the school are discussed. The main theoretical issue has been to critically discuss some suggestions of “deliberative” discussions. Is it a passable way, when it comes to “weaker” groups’ life and communication circumstances, to bring about a mutual agreement? Is a perspective of care needed in special pedagogy? I question that Habermas’ “lifeworld conceptions” can be used in circumstances built on unequal economical, cultural and social conditions of strength. In the thesis I argue in favour of community studies, with class analyses, as the main basis for school and societal research. The marginalized groups’ reactions to powerlessness and underrepresentation presume that they can develop cooperative alternatives of action. It is necessary also that these groups can develop “partial solidarity” and resistance towards unfair circumstances. Perspectivization is discussed as an alternative way in unequal pedagogical circumstances. Different studentgroups’ rights and obligations are to be a part of a socially comprehensive school, constituting a basis for the discussions. Possibilities of perspectivization of different social experiences and processes of knowledge are discussed as a democratic necessity.

  • 65.
    Sivertun, Ulf
    et al.
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Helldin, Rolf
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Utvärdering av Trestadsprojektet: Drogpreventivt arbete i fem Stockholmsskolor2006Report (Other academic)
  • 66.
    Strander, Kerstin
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Jag är glad att jag gick på dagis: fyrtio ungdomar ser tillbaka på sin uppväxt1997Doctoral thesis, monograph (Other academic)
    Abstract [en]

    During the 1970s the day care centrs expanded in Sweden. Since then a large number of children have attended such centers. For the first time in western history peiople grew up in two systems: the family home and the day care center. The aim of the present study is to find out how young people look upon growing up in a day care center. The children´s perspective is related to the perspective of adults to find out if and in what respects they differ. The study is based upon Bronfenbrenner´s ecologiacal theory of human development. Stern and Emde are used as complementary authorities.

    Forty young people, 16-17 years old, from middle and lower classes in Stockholm participating in the Family Support and Development (FAST) project from approximately four years of age, were interviewed about their memories of their childhood in daycare centers. They were asked about their pshysical, social and emotional environments and their daily schedule.their narratives are related both to observations from the time when they were approximately four years old and to their situation today including school results, interests and views of the future. Their memories agree with the observations and their school results are good. They have a great belief in their future. They memorize according to strong positive or negative emotions. Situations in which they are personally involved are most important.

    The results show that three young people dislike the day care center mostly because of their experience of loss of interest and lack of affecrton from the pre-schoolteachers. The remaining 37 young people see the day care center as a complement to their family home. None of the youngsters would like to grow up "only" at home. The childhood is looked upon ass a whole and not as being part of two systems. Most important are the companions and playing together with them. In their own world and in the hidden curriculum the children explored the world. In addition there is a demand also for learning to read and write. They look upon the pre-school teachers as significant adults - not having the same importance as the parents - but serving as models. Adults are sorted out according to those who understand children and those who do not. Humor is of great importance as well as the adult´s grasping ofthe child´s wish to perceive reality from a child´s perspective. Most important is the grown up´s ability to comprehend the child and to let the child be the person he or she feels himself to be.

  • 67.
    Strander, Kerstin
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS).
    Konsten att lyssna på barnet2000In: Locus, tidskrift för forskning om barn och ungdomar, no 9Article in journal (Other (popular science, discussion, etc.))
  • 68.
    Strander, Kerstin
    et al.
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS).
    Torstenson-Ed, Tullie
    Barnen och Läroplanen: Om barns och vuxnas syn på lärande1999In: Barnen och Läroplanen: Om barns och vuxnas syn på lärande, Gothia Stockholm , 1999, p. 172-Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Finns det ett barnperspektiv i läroplanen och hur skall det förverkligas? Hur ser barnen på skolan som lärande miljö? Hur ser barnen på en "god pedagog"? Hur och när lär barn bäst? Dessa och många andra frågor ställs och besvaras av författarna till denna bok. Båda har lång erfarenhet från skolans värld och har fördjupat kunskapen genom egen forskning. De har i sin forskning följt och intervjuat förskolebarn och skolbarn och lyfter i boken fram barnens egen syn på skola och förskola.

    Extra viktigt är att göra skolan och förskolan lustfylld. Att få ta egna initiativ och eget ansvar är btydelsefllt för barnen. Det är också kanske det viktigaste för ett meningsfullt lärande. Dessa perspektiv finns med i de nya läroplanerna men kommer de att få genomslagskraft?

  • 69.
    Westberg, Anna
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Den upproriska skötsamheten: Att vara ung och scout2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to describe children’s own perspectives on being scouts and to describe the scout movement as a cultural phenomenon. The thesis is based on interviews with 34 members of the movement and studies of archive material and contemporary documents. It is also based on a social constructivist view of knowledge.

    The results show that the movement seems to lack profile and is decentralised and secularised from the children’s point of view. They say that the movement’s history, the scout law, the scout oath and religion do not have great meaning. The movement has changed and membership today is not what it used to be. The children are scouts, but not too “scouty”.

    The informants find that outsiders think that the movement is “geeky”, but it can have a high status among elderly people. The informants react to the “geekiness” by not caring, hiding the fact that they are members, not telling anyone or protesting against other people’s views on the subject. This “geeky” label and the informants’ reactions to it can be seen as an unexpressed initiation rite to becoming a scout. It is something the members have to go through to be seen as worthy scouts.

    Being a scout is not considered rebellion against adults. Scouts can be seen as lacking youth culture patterns, adapting to an organized recreational activity. However, being a scout can be considered rebellion against other youngsters; some informants for example wore the scout uniforms in school. Some informants think that they have the correct picture of the movement and that outsiders have the wrong one. This strengthens their feeling of togetherness. Thus they are rebellious by being well-behaved. They fight against a dominating culture. Hence the scout movement works as a subculture even though it was created by adults.

  • 70.
    Westberg, Anna
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Scoutskjortan: mer än ett klädesplagg2004Licentiate thesis, monograph (Other academic)
  • 71.
    Wetso, Gun-Marie
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Lekprocessen - specialpedagogisk intervention i (för)skola: När aktivt handlande stimulerar lärande, social integration och reducerar utslagning2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis expounds special educational development work in (pre-)schools 1994-99 (analysed 2002-06). The work is based on action research. 40 children were identified to be in need of support as they did not get involved in the school’s daily activities. This thesis follows up what happens when work is initiated for changing this predicament. Four activities were introduced: (1) education about play, communication, learning; (2) supervision of teachers; (3) play process; and (4) conversations with parents. Triangulation has been used to collect and analyse the data. Leontiev’s activity theory has been used to highlight how behavioural patterns changed and developed among the children and adults. Theories about learning elucidate the interaction processes and phenomena in the material. The formative work process is described in follow-up conversations with work teams and parents.

    The relationship individual-activity-environment showed that the children either exploited or did not fully make use of the resources (pedagogical support, interchange with others and use of materials) in “the pedagogical room”. The teachers were in need of training and supervision. The actions of the teacher served to guide the child. A moment’s pedagogy in the encounter determined how to entice the child to take part in interaction and interchange. Eye-ear contact, support through materials stimulated the child to assimilate concepts and language. Varied use of symbolic gestures created a play environment, bringing to life themes where roles were explored. A triad of cooperation between the adults had a positive influence on the child. The pedagogical and home environment overlapped. Behavioural patterns and established structures could be changed. The parents adopted the play process and contributed with materials to support the child’s learning. The children showed willingness to participate in daily activities and interchanges with others. Negative communication patterns were reduced.

  • 72.
    Åsén, Gunnar
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS).
    Curriculum Theory Revisited: Studies in Educational Policy and Educational Philosophy2007In: The national evaluation of the Swedish pre-school curriculum reform, Department of Education, Uppsala University, Uppsala , 2007Chapter in book (Other (popular science, discussion, etc.))
  • 73.
    Åsén, Gunnar
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS).
    International Commentary on History of Arts Education: International Handbook of Research in Arts Education2007Other (Other academic)
12 51 - 73 of 73
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