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  • 91451.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama into the curriculum: Sisyphus’ work2015In: NJ (Drama Australia journal), ISSN 1445-2294, Vol. 39, no 1, p. 3-18Article in journal (Refereed)
    Abstract [en]

    The conditions for drama in compulsory education vary from country to country. The situation in Queensland, Australia, is interesting as Drama was introduced as an arts subject in the compulsory school curriculum (P-10) in 2002. This paper uses a case study approach, to describe and analyses the context and conditions for this specific curriculum development project. Findings suggest that curriculum development is unlikely to be a predictable and linear process, and to some extent, curriculum documents are reflecting changes that have already occurred. The author proposes a list of considerations which may be of benefit to drama educators in a range of curriculum contexts.

  • 91452.
    Österlind, Eva
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    Drama: ledarskap som spelar roll2011Collection (editor) (Other academic)
  • 91453.
    Österlind, Eva
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    Drama måste byggas i vardagen: Dramalärares ledarskap2010In: Drama in three movements : A Ulyssean encounter / [ed] Anna-Lena Østern, Mårten Björkgren & Birgitta Snickars-von Wright, Vaasa: Faculty of Education, Åbo akademi University , 2010, 1, p. 81-86Chapter in book (Refereed)
    Abstract [sv]

    Finns det ett specifikt dramapedagogiskt ledarskap och vad består det av i så fall? Frågan belyses genom analys av intervjuer med tre lärare som har lång erfarenhet och gedigen vidareutbildning i drama. Dramalärarna har en specifik kompetens som skiljer sig från såväl dramapedagogers som klasslärares kompetens. I sin undervisning eftersträvar de helhet och integrering. Deras ledarskap kan karakteriseras som demokratiskt och transformativt. Det stämmer överens med hur ledarskap beskrivs inom den så kallade nya (IT-baserade) ekonomin. I båda fallen handlar det om att stödja andra, att samordna och skapa mening.

  • 91454.
    Österlind, Eva
    Stockholm University.
    Drama Research in Scandinavia2007Conference paper (Other academic)
  • 91455.
    Österlind, Eva
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    Drama Research in Sweden.: Mapping the Field.2008In: NJ (Drama Australia journal), ISSN 1445-2294, Vol. 31, no 2, p. 95-109Article in journal (Refereed)
    Abstract [en]

    A review of drama research in Sweden is presented, based on a descriptive analysis of Swedish doctoral dissertations. Bourdieu’s field-concept is used as a framework, and the results are discussed in relation to the perceived need for a research discipline in drama. How can Swedish drama research be described? Which theoretical perspectives and research methods are being used? The overview shows the academic disciplines that are hosting research of drama in education, and influences from their theoretical perspectives are briefly discussed. There is no autonomous field, but a domain of drama research which includes dissertations within the disciplines of Education and Literature. Conditions in Sweden are not as good compared to some other Nordic countries, where subject specific education and expert tutors are available at the research level. Is an autonomous research discipline unnecessary, or even impossible to achieve, taking into account the general tendencies towards inter- and cross-disciplines and ‘knowledge areas’ within higher education?

  • 91456.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Drama stärker elevers språkutveckling2014In: DramaForum, ISSN 1652-9286, no 1-2Article in journal (Other (popular science, discussion, etc.))
  • 91457.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama stärker elevers språkutveckling - men hur och varför?2016Conference paper (Other academic)
    Abstract [sv]

    OECD, organisationen för ekonomisk utveckling, har publicerat en studie om estetiska skolämnen: Art for Art’s Sake? The Impact of Arts Education (2013). Syftet var att se om befintlig forskning styrker påståenden om att de estetiska ämnena bidrar till elevers kreativitet, självförtroende och samarbetsförmåga, och att de lyckas bättre i matematik och modersmål. Forskarna, Winner, Goldstein och Vincent-Lancrin, gjorde en meta-analys av tidigare forskning inom de estetiska ämnena. Analysen visar bl.a. att drama stärker elevers verbala förmåga och har tydliga, positiva effekter på elevers språkutveckling: Strong evidence shows that theatre education in the form of enacting stories in the elementary level classroom (classroom drama) strengthens verbal skills (reading, writing, text understanding, etc.). Unfortunately, this does not seem to be a prevalent school practice in many schools. När det nu är belagt att drama kan fylla en viktig funktion för läs- och skriv utvecklingen uppstår nya frågor: Vad beror detta på? Vilka förutsättningar krävs? Fungerar drama lika bra för alla elever eller har vissa grupper extra stor nytta av dramainslag i undervisningen? Vad är det som gör att drama används i så begränsad omfattning i våra klassrum? Hur kan forskning och praxis utvecklas inom detta gränsområde mellan dramapedagogik och språkdidaktik?

  • 91458.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Drama utvecklar elevers verbala förmåga2014In: Drama & teater i undervisningen, ISSN 0907-158X, no 1, p. 12-14Article in journal (Other (popular science, discussion, etc.))
  • 91459.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama Workshop on Sustainability – could the context confuse the content?2018Conference paper (Other academic)
    Abstract [en]

    Previous research on Education for Sustainable Development, ESD, reveals that many young people associate environmental problems with feelings of helplessness, guilt and insecurity. Therefore, new ways of teaching that gives students an opportunity to learn more about sustainable development, despite emotional constraints, needs to be developed. Research suggests that aesthetic forms of instruction, like drama, may open up for more experience based and value integrated learning processes. Previous research on the potential of drama related to education for sustainable development is, however, limited. This study is based on a drama workshop designed to explore sustainability issues from several perspectives. It was given to university students in Athens, Helsinki and Stockholm during 2017. The participants answered a questionnaire. Preliminary results will be presented, comparing students' experiences of exploring the complexity of sustainability from several perspectives by means of drama.

  • 91460.
    Österlind, Eva
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    Dramaforskning i Sverige - två steg fram och ett tillbaka.2009In: DRAMA: Nordisk dramapedagogisk tidsskrift, ISSN 0332-5296, no 3, p. 16-23Article in journal (Refereed)
    Abstract [sv]

    Hur kan svensk dramapedagogisk forskning karakteriseras? I artikeln presenteras en deskriptiv analys av doktorsavhandlingar inom området. Resultaten diskuteras mot bakgrund av Bourdieus fältbegrepp och i relation till Østerns beskrivning av dramaforskning som en specifik genre. Drama är ingen självständig forskningsdisciplin i Sverige, så en frågeställning är vid vilka ämnesinstitutioner avhandlingarna har lagts fram. Vilka perspektiv och forskningsmetoder används, och från vilka områden hämtas empirin? Översikten beskriver tio avhandlingar, framlagda 1975-2001, huvudsakligen inom pedagogik och litteraturvetenskap. Svensk dramaforskning domineras av kvalitativa metoder, och drama studeras i många olika sammanhang. Disputationsämnets inflytande på avhandlingens ämnesval är otydligt, och forskningen kan beskrivas som tvärvetenskaplig. Utvecklingen över tid visar en långsam start, en stark uppgång och därefter en tillbakagång. Sedan 2001 har tre licentiatavhandlingar men ingen doktorsavhandling publicerats.

  • 91461.
    Österlind, Eva
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    Dramalärares ledarskap: - med helhet som ledstjärna2011In: Drama: ledarskap som spelar roll / [ed] Eva Österlind, Lund: Studentlitteratur, 2011, 1, p. 135-152Chapter in book (Refereed)
  • 91462.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama/Teater i den svenska kulturskolan: förutsättningar och forskning2016Report (Other academic)
    Abstract [sv]

    Musik- och Kulturskolan är Sveriges största barn- och ungdomskulturverksamhet, men utbudet skiljer sig mellan olika kommuner eftersom nationella mål och riktlinjer saknas. Drama/teater är ett av de största ämnena efter musik men ämnesinnehållet är inte alls beskrivet. Aktuell forskning om drama/teater med anknytning till kulturskolan fokuserar på samverkansprojekt med grundskolan. Två frågeställningar ligger till grund för den här texten. Den första frågan handlar om hur den svenska kulturskolan är organiserad, och vilken plats drama/teater har inom dess ramar. Den andra handlar om vilken forskning som finns om kulturskolans drama-och teaterverksamhet.

  • 91463.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama/Teater i den svenska kulturskolan: vad vet vi och vad vet vi inte?2015Conference paper (Other academic)
  • 91464.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama/Teater i kulturskolan2016In: Dramaforum: drama, pedagogik, teater, ISSN 1652-9286, no 3-4Article in journal (Other (popular science, discussion, etc.))
  • 91465.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Drama(tik) i undervisning för hållbar utveckling.2013In: Drama boreale: Earth – Air – Water – Fire. / [ed] Thorkelsdóttir, R. B. & Ragnardóttir, À. H., Reykjavik: FLISS and University of Iceland, School of Education , 2013, p. 69-85Chapter in book (Refereed)
    Abstract [sv]

    Känslomässiga aspekter är viktiga för lärande, eftersom allt lärande kräver engagemang. Ett, möjligen något idealistiskt, antagande är att undervisning som inkluderar estetiska lärprocesser är särskilt lämpad att hantera undervisningens känslomässiga dimension. Kontroversiella ämnen, som i det här fallet undervisning för hållbar utveckling, kräver en genomtänkt undervisningsstrategi för att eleverna ska utveckla ett djupare lärande. Hur elevers känslomässiga reaktioner uppfattas och hanteras varierar, beroende på undervisningens organisering och utformning. Syftet här är att exemplifiera och diskutera hur den känslomässiga dimensionen, i det här fallet elevers engagemang i undervisning för hållbar utveckling, kan bli mer eller mindre problematisk i relation till undervisningens form. I texten ges exempel på olika sätt att utforma undervisning om hållbar utveckling. När estetiska inslag som t.ex. processdrama ingår, ses inte elevernas känslor som ett problem utan som en del av helheten.

  • 91466.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama(tik) i undervisning för hållbar utveckling: Relationen mellan innehåll, form och elevers engagemang2016Conference paper (Other academic)
  • 91467.
    Österlind, Eva
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    Eget arbete i backspegeln2010In: Uppdrag undervisning : Kunskap och lärande / [ed] Inger Eriksson, Viveca Lindberg, Eva Österlind Österlind, Lund: Studentlitteratur , 2010, 1, p. 177-192Chapter in book (Refereed)
  • 91468.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Eget arbete och lärares ledarskap2012In: Lärare som ledare: i och utanför klassrummet / [ed] Gunnar Berg, Frank Sundh, Christer Wede, Lund: Studentlitteratur AB, 2012, p. 119-133Chapter in book (Other academic)
    Abstract [sv]

    Undervisningens organisering förändras över tid. Hur undervisningen utformas påverkar lärarens och elevernas roller, mönstren för samspel och kommunikation, och vilken typ av problem som uppstår i klassrummet.  Detta kapitel handlar om lärarrollen i eget arbete, en arbetsform som bygger på att eleverna arbetar individuellt och parallellt med olika ämnen under samma lektionspass. Vad kännetecknar ledarskapet i eget arbete? Vilka för- och nackdelar kan eget arbete innebära för lärare och elever?

  • 91469.
    Österlind, Eva
    Stockholm University.
    Emotions – Aesthetics – Education:  2011Conference paper (Other academic)
    Abstract [en]

    Emotions are seen as a driving force in students’ learning, but students’ involvement can also be problematic. A subject matter that catches students’ attention can either lead to positive learning activities or lead to rejection if the subject matter is upsetting in a negative way. Here, this teaching dimension will be addressed in connection with Environmental Education.

    Three examples ­– a whole-class teaching event, an individual student’s learning process and an example of process drama – will be briefly presented in order to discuss how different instructional designs interact with students’ emotions. A conclusion is that emotionally-loaded subjects require an elaborated teaching strategy in order to develop deeper knowledge. When the teaching includes an aesthetic approach, like process drama, emotions are not seen as a problem but as an integrated, natural part of the whole.

  • 91470.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Emotions - Aesthetics - Education: Dilemmas related to students' commitment in Education for Sustainable Development2012In: Journal of Artistic and Creative Education, ISSN 1832-0465, Vol. 6, no 1, p. 32-50Article in journal (Refereed)
    Abstract [en]

    Emotions are seen as a driving force in students’ learning, but students’ involvement can also be problematic from a teaching perspective if the subject matter is upsetting in a negative way. When aesthetics are part of the teaching, it is more likely that emotional aspects are taken into account. Here, the emotional dimension of teaching will be addressed in connection with Education of Sustainable Development and Drama in Education. Three examples – a wholeclass teaching event, an individual student’s learning process and an example of process drama – are presented in order to discuss how different instructional designs affects the teacher’s possibilities to address students’ emotions. A conclusion is that emotionally loaded subjects require an elaborated teaching strategy in order to develop deeper knowledge. When the teaching includes an aesthetic approach, like educational drama, emotions are not seen as a problem but as an integrated part of the whole.

  • 91471.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    "Enacted theatre" och andra konstigheter: Kritisk granskning av en meta-analys, OECD-rapporten Art for Art's Sake?2014In: DRAMA: Nordisk dramapedagogisk tidsskrift, ISSN 0332-5296, no 3, p. 36-38Article, book review (Other academic)
  • 91472.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Estetiska inslag - vacker väv eller tappade trådar?2012In: Uttryck: lärande, estetik, kommunikation, ISSN 2001-4090, Vol. 1, no 1, p. 48-49Article in journal (Other (popular science, discussion, etc.))
  • 91473.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Estetiska uttrycksformer – syskon eller kusiner?2018In: De estetiska ämnenas didaktik: Utmaningar, processer och protester / [ed] Ulrika von Schantz, Ketil Thorgersen, Anne Lidén, Stockholm: Stockholm University Press, 2018, p. 45-66Chapter in book (Refereed)
  • 91474.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Estetiska ämnen och inslag i lärarutbildningen: smörgåsbord eller smulor?2016Conference paper (Other academic)
  • 91475.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Estetiska ämnen: syskon eller kusiner?2018Conference paper (Other academic)
  • 91476.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Evaluation of Theatre for Social Change: What counts and what is being counted?2013In: Applied Theatre Research, ISSN 2049-3010, E-ISSN 2049-3029, Vol. 1, no 1, p. 91-106Article in journal (Refereed)
    Abstract [en]

    Is it possible to evaluate drama and Theatre for Social Change in a way that contributes to the body of knowledge and is meaningful for those involved? Applied theatre is often claimed to have a huge potential, and projects are described as having a strong impact. Requested by external funders, evaluation reports are produced around the world. Here, three projcts – from Palestine, Serbia and Sweden/European Union – are described. The cases are used to discuss how to evaluate Theatre for Social Chang in a fruitful way: What is the result of the evaluations? What kinds of conclusions are drawn? How credible, useful or generative are these evaluations? Special attention is given to the evaluators’ role. If the evaluators express their personal and professional preferences, the outcome may be a more credible evaluation –‘objectivity’ through declared values. Still, dilemmas related to different interests and tie perspectives remain to be solved.

  • 91477.
    Österlind, Eva
    Stockholm University.
    Evaluation of Theatre Projects for Social Change  : When, How and Why?2008Conference paper (Other academic)
    Abstract [en]

    Theatre for Social Change (TfSC) is built on the audience’s active participation. TfSC is based on intentionality and a belief that the theatre form is powerful – the explicit purpose of TfSC is to promote change. Theatre  for Social Change projects often takes place outside the formal educational system. Projects based on external financial support often have to meet demands for evaluation, but is it possible to evaluate Drama and Theatre for Social Change in a way that is  meaningful for those who are involved and increases the body of knowledge?

    In this paper three projects of Theatre for Social Change in Sweden/EU, Serbia and Palestine are described, with focus on the evaluations. The examples are used to discuss the evaluator’s role(s) and position, when and how to evaluate, and the value of evaluations, primarily for project members and audiences but also for donors as well as for colleagues in the field of drama. As a result of the demands from external funders, substantial evaluation reports are written about drama/theatre projects around the world. Therefore it becomes important to develop and share ‘good practice’ in how to carry out credible evaluations that contribute to the development of drama and Theatre for Social Change.

  • 91478.
    Österlind, Eva
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
     Forum Play: A Swedish mixture for consciousness and change2011In: Key Concepts in Theatre/Drama Education / [ed] Shifra Schonmann, Rotterdam: Sense Publishers. , 2011, 1, p. 247-251Chapter in book (Refereed)
    Abstract [en]

    The purpose is to present Forum Play, a drama method for liberation and social justice, and exemplify how drama and other concepts merge and develop in relation to each other. The building blocks of Forum Play have in common a focus on the relation between individual and society, aiming for increased consciousness, empowerment and change. Forum Play is the result of a mixture of three concepts, namely Socio-analytical role-play, Values Clarification and Forum Theatre. Before going into the characteristics of Forum Play these three concepts are briefly described.

  • 91479.
    Österlind, Eva
    Stockholm University.
    Forum Theatre: A way to promote active citizenship.2008In: TmačaART Magazine, Vol. 10, no 39, p. 44-51Article in journal (Other academic)
    Abstract [en]

    The Culture House Lätting is a local Swedish organization working with young persons who are unemployed or do part of their secondary education as apprentices in art work. One of the methods used by Lätting is Forum Theatre. Supported by the European Commission, Lätting created a project to increase active citizenship among young people from so called remote areas. Four workshops were held with participating youth organizations from four(five) countries and the process was carefully documented. A brief presentation of the project and its outcomes is followed by a discussion concerning evaluation.

  • 91480.
    Österlind, Eva
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    Gymnasieskolans projektarbete ur elevperspektiv2008Book (Other academic)
    Abstract [sv]

    År 2000 infördes ett projektarbete (100 p) på samtliga gymnasieprogram.Det innebar en tydlig förändring i jämförelse med det tidigare specialarbetet(20 p) på de studieförberedande programmen. Projektarbetet ärinte bara mer omfattande – ett godkänt projektarbete är en förutsättningför att få ett slutbetyg från gymnasieskolan. Projektarbetet kan därförbetraktas som en utmaning för skolans ledning och lärare, och inte minstför eleverna.Hur uppfattas kursen projektarbete av gymnasieeleverna? Hur ser depå arbetsprocessen, handledningen, resultatet och bedömningen? Hurförhåller de sig till uppgiften? Vad väljer de att göra och vilka betyg fårde? För att besvara dessa frågor genomfördes 33 elevintervjuer. Elevernarepresenterar 10 olika program och 12 gymnasieskolor från Skånetill Dalarna. Intervjuerna har kompletterats med uppgifter om elevernasbetyg.Det visar sig att projektarbetet är en stimulerande och lärorik erfarenhetför många elever, men för ca en tredjedel är det problematiskt på olikasätt och en elev av fem misslyckas. Individuella uppsatser tycks varasvårast att genomföra, och elever på Naturvetenskapsprogrammet tycksmöta fler motgångar än elever på övriga program.Rapporten vänder sig till alla som är intresserade av gymnasieskolansprojektarbete och konsekvenserna av undervisning där elever förväntasta ett stort eget ansvar för skolarbetet.

  • 91481.
    Österlind, Eva
    Stockholm University.
    Is Forum Theatre a Way to Promote Active Citizenship – and how to answer that question?2007Conference paper (Other academic)
  • 91482.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Lägesrapport från ett ’forskningstyngt’ universitet2013In: Dramaforum, ISSN 1652-9286, no 3-4, p. 23-24Article, book review (Other (popular science, discussion, etc.))
  • 91483.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Manifestet  : Drama i skolan – för alla barn!2016In: DRAMA: Nordisk dramapedagogisk tidsskrift, ISSN 0332-5296, no 2, p. 6-7Article in journal (Other (popular science, discussion, etc.))
  • 91484.
    Österlind, Eva
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    Students’ Approaches to Homework2010Conference paper (Refereed)
    Abstract [en]

    How can homework be described from students’ point of view? What is the relation between students’ approaches to homework and study success? How does the students’ approach to homework and study results in terms of grades interplay with their social background?

    The empirical study is based on interviews with 40 students (age 13-16) in Swedish Compulsory School (grade 7-9). The interview questions concerned how the students perceive and handle their homework, which meaning and purpose they ascribe to it, and if they have any suggestions about how to improve the practice of homework. The interviews were transcribed and analysed within a phenomenographic framework . The analysis resulted in five qualitatively different approaches to homework, the a) deliberative, b) achievement oriented, c) voluntarily, d) un-reflected and e) ambivalent approach (Österlind, 2001).  

    As part of a follow-up study with the same students during their last semester of upper secondary school (age 18-19), data about social background was collected and completed with information about the students’ final grades. These data are used to complete the results from the previous study, in order to explore the relationship between approach to homework (choice of study programme), final grades and social background.

  • 91485.
    Österlind, Eva
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    Students' approaches to Project Work: Self-regulated learning in Swedish upper secondary school2010In: US-China Education Review, ISSN 1548-6613, Vol. 7, no 2, p. 16-27Article in journal (Refereed)
    Abstract [en]

    Individualized schoolwork and self-regulated learning has expanded in Sweden during the last decades. Such teaching methods affect the roles of teachers and students, and the demand for student responsibility increases. Upper secondary school in Sweden includes vocational and study preparation programmes, which both give general access to higher education. Since 2000 all students entering upper secondary school have to take a course called Project Work (100 credits). The preceding course Special Work (20 credits) was only part of the study preparation programmes. This expansion from 20 to 100 credits and from a few to all study programmes was a considerable change. The study is built on data from interviews with upper secondary school students about their approaches to Project Work, as an example of self-regulated learning practices. Qualitative analyse and classification is based on earlier developed categories, and to some extent tendencies in students’ development over time are explored. The results throw light on the relationship between different types of projects, grades and students’ approaches to Project Work. Special interest is given to approaches considered as problematic from an educational point of view. Socio-cultural aspects show some impact, although the students’ difficulties turn out to be more of an educational challenge.

  • 91486.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Vanans makt och hur man bryter den: ett möte mellan Bourdieus teorier om varför det bestående består och Boals teater för förändring2007In: Drama Boreale 2006: aktuell forskning i drama og teater / [ed] Bjørn Rasmussen, Trondheim: Tapir Akademisk Forlag, 2007, p. 65-73Conference paper (Refereed)
  • 91487.
    Österlind, Eva
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    ‘What Theatre is All About’: Students’ Experiences of the Swedish Theatre Arts Program2011In: Youth Theatre Journal, ISSN 0892-9092, E-ISSN 1948-4798, Vol. 25, no 1, p. 75-86Article in journal (Refereed)
    Abstract [en]

    The Arts Program has been available for Swedish upper secondary school students since the beginning of the 1990’s. The program, which has a nationally standardized curriculum, has become one of the most popular study programs. Currently, the upper secondary school system is subject to reform. This paper examines students’ experiences of choosing Theatre as their main subject in upper secondary education. A preliminary analysis is presented, based on data from an open-ended inquiry answered by 30 students. The students’ responses actualise the dimension between drama as personal development and theatre as artistic performance. There seems to be consensus about theatre studies generating both personal development and specific skills. The students also appreciate the variation and stimulation that theatre brings compared to ‘ordinary’ school subjects. This is true even for less motivated students who claim that theatre helps them to make it through upper secondary school. ‘Theatre is underestimated – it does more for you than you believe.’

  • 91488.
    Österlind, Eva
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Hallgren, Eva
    Heathcote in Sweden – just passing by?2014In: Drama Research: International Journal of Drama in Education, ISSN 2040-2228, E-ISSN 2040-2228, Vol. 5, no 1, p. 1-20Article in journal (Refereed)
    Abstract [en]

    The first written introduction to Dorothy Heathcote’s work was published in Swedish in 1974, while she herself visited Sweden to teach in the early 1980s. How has drama for learning, i.e. process drama, evolved since then? We will try to answer this question by looking into the Swedish context, including courses and publications that clearly connect to the work of Dorothy Heathcote and Gavin Bolton. We have used interviews with a few key informants to complement information from written sources. The investigation uncovered more publications and teaching events than expected, but the practice of Heathcote’s work does not appear to be well-defined or extensive. After a period of decline it looks like process drama is gaining renewed attention, as more workshops, university courses and new books have been available in the last few years than in many years before.

  • 91489.
    Österlind, Eva
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Haseman, Brad
    Queensland University of Technology, Australia.
    A lost opportunity: A review of Art for Art’s Sake? The Impact of Arts Education2014In: Research in Drama Education: The Journal of Applied Theatre and Performance, ISSN 1356-9783, Vol. 19, no 4, p. 409-413Article in journal (Refereed)
  • 91490.
    Österlind, Eva
    et al.
    Stockholm University.
    Josephson, Agneta
    Att bryta vanans makt: Ett möte mellan Bourdieu och Boal2006Conference paper (Other academic)
  • 91491.
    Österlind, Eva
    et al.
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    McCammon, Laura A.
    University of Arizona.
    ”Drama has given me a home”: Perspectives of Experienced Secondary School Drama/Theatre Students in Two Countries.2011In: NJ (Drama Australia journal), ISSN 1445-2294, Vol. 34, p. 85-100Article in journal (Refereed)
    Abstract [en]

    In two earlier studies, experienced upper secondary theatre students in Sweden (Österlind, 2011) and the US (McCammon, 2010) completed the same questionnaire about their experiences.  Questions included the number of years involved in theatre, reasons for choosing theatre study, activities participated in, favorite memories, biggest challenges, and future benefits.  This paper compares these responses specifically to answer these questions: Why do secondary school students choose and stay with drama/theatre studies? According to the students themselves, what do they learn in theatre and how do they benefit from their study? What similarities and/or differences might there be between experienced secondary theatre students in Tucson, Arizona and Stockholm, Sweden?  Responses suggested remarkable agreement between the two sites and grouped around four themes:  Theatre creates fellowship and fun.  Theatre develops the person, specific theatre skills and life competencies. Results also support other similar studies of student perception of their theatre participation.

  • 91492.
    Österlind, Eva
    et al.
    Stockholm University.
    Sternudd-Groth, Mia-Marie
    Instructional Design and Student Learning – Is There a Connection?: Process Drama compared with Individual Instruction and Whole Class Teaching.2005Conference paper (Other academic)
  • 91493.
    Österlind, Eva
    et al.
    Stockholm University.
    Sörling, Stig
    Leadership in Work Organization based on Self-Management.2006Conference paper (Other academic)
  • 91494.
    Österlind, Eva
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Østern, Anna-Lena
    Björk Thorkelsdóttir, Rannveig
    Drama and theatre in a Nordic curriculum perspective: A challenged arts subject used as a learning medium in compulsory education2016In: Research in Drama Education, ISSN 1356-9783, E-ISSN 1470-112X, Vol. 21, no 1, p. 42-56Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to present a Nordic curriculum perspective on drama and theatre in education ranging from preschool to upper secondary education and cultural schools. Underlined in the Nordic welfare model is an equity, inclusive and democracy perspective, which guarantees free access to compulsory education and to upper secondary education. How is drama/theatre presented and positioned in the national curriculum frameworks of the Nordic countries? This comparative analysis concerns drama and/or theatre in the curricula in Denmark, Finland, Iceland, Norway, and Sweden.

  • 91495.
    Österlind, Karolina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Begreppsbildning i ämnesövergripande och undersökande arbetssätt.: Studier av elevers arbete med miljöfrågor.2006Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis examines how pupils in the upper level of compulsory school learn about environmental issues and related theoretical concepts in an instruction employing an investigative approach and thematically organised content. The results of the study give reason to question some central arguments supporting these designs of instruction. Additionally, and primarily, these results contribute to research on concept formation. An understanding of pupils’ difficulties in learning theoretical concepts as a problem of contextualization is derived, representing an alternative to the influential view in which pupils’ difficulties are seen as a problem of conceptual change.

    Three case studies carried out within the pupils’ regular instruction are presented. The empirical material consists of recorded conversations, observational notes and the pupils’ own written material.

    The first study shows that the pupils experience difficulty in distinguishing among the different meanings attached to individual concepts in various conceptual contexts. This implies that pupils are often unable to identify the meaning relevant to the specific environmental problem on which they are working. The second study shows that the pupils do not make the connection between theoretical concepts and practical activities, as intended in instruction. Instead, they interpret the concepts within separate practical contexts, i.e. interpretative contexts other than the theoretical contexts. Finally, the third study demonstrates that the context for a pupil’s investigation changes as the pupil’s values concerning the environmental issues are brought to the fore. Thus, the outcome indicates that contextualization is a main factor in pupils’ learning of theoretical concepts. It is shown that the pupils’ understanding of theoretical concepts is dependent on their contextualizations of these concepts, both with regard to different conceptual contexts and with regard to different levels within a context. It is also demonstrated that emotions play a part in pupils’ learning by determining into which context pupils choose to enter.

  • 91496.
    Österlind, Karolina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Concept Formation in Environmental Education: 14-year olds’ work on the Intensified Greenhouse Effect and the Depletion of the Ozone Layer2005In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 27, no 8, p. 891-908Article in journal (Refereed)
    Abstract [en]

    A case study is presented describing the work of three pupils in the upper level of compulsory school. The pupils were learning about the intensified greenhouse effect and the depletion of the ozone layer. In their work, the need for certain domain-specific knowledge becomes apparent; for example, understanding such concepts as photosynthesis, radiation and catalyst. The results show that the pupils experienced difficulty in distinguishing between the different meanings attached to individual concepts in their theoretical and practical contexts. They are often unable to identify the meaning relevant to the specific environmental problem that they are working on. The pupils' difficulties are seen here as a problem of differentiation between concepts denoted by the same term as well as between different aspects of the same concept, a view that is then related to the question of appropriate conditions for conceptual change.

  • 91497.
    Österlind, Karolina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Emotionella faktorers roll i elevers begreppsbildningManuscript (Other academic)
  • 91498.
    Österlind, Karolina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Halldén, Ola
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Linking theory to practice.: A case study of pupils’ course work on freshwater pollution2007In: International Research in Geographical and Environmental Education, ISSN 1038-2046, E-ISSN 1747-7611, Vol. 16, no 1, p. 73-89Article in journal (Refereed)
    Abstract [en]

    The article discusses the study which examines the learning of five pupils aged 13-14 years old on freshwater pollution and related theoretical concepts. It devotes to fieldwork conducted at a polluted lake and other practical activities to promote the pupils' understanding of the central concepts in the study of freshwater pollution. Results indicate that the pupils do not seem to make the connection between the theoretical concepts and the practical context, however, they interpret the concepts within separate practical concepts. In addition, the study shows that contextualization is the main factor on pupil's difficulty in understanding theoretical concepts.

  • 91499.
    Österling, Anders
    Stockholm University, Faculty of Social Sciences, Department of Economics.
    Housing Markets and Mortgage Finance2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This Ph.D. thesis deals with questions related to the housing market, and answers the questions: "Does it matter if housing markets are underpriced?" and "How do the legal system and the loan contract affect those who default on their mortgage payments?

    "When selling a home, a popular marketing strategy is to set the list price far below market value. The idea is that a low list price will attract loads of buyers, who will push up the sale price. This thesis finds that a voluntary reform can reduce underpricing in the short run. Further, underpriced housing markets do indeed require more attention from potential buyers during all stages — online, at open houses, and during the bidding. This extra search effort is costly to society. However, underpricing is found not to affect the sale price, the time to sell, who the buyers are, or how hard the real estate agent works.

    The household's choice to default on a mortgage depends on the cost of the default (the legal system) and the mortgage contract. By studying a heterogeneous agent consumption/savings lifecycle model, this thesis finds that households prefer "lender friendly" laws that are costly for the homeowners upon default. This is because costly defaults yield fewer defaulters and thus lower interest rates, and thus are cheaper for non-defaulters. Households always prefer non-amortizing mortgages except when defaults do not have any cost associated with them, and they prefer adjustable rates over fixed rates. The benefits of costly defaults are particularly large for non-amortizing mortgages.

    The thesis concludes with the development of a new mathematical method to solve a particular class of dynamic programming problems, using stochastic simulated grids and nearest-neighbour interpolation.​

  • 91500.
    Österling, Lisa
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Christiansen, Iben Maj
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    PRODUCTIVE WAYS OF ORGANISING PRACTICUM – WHAT DO WE KNOW? A SYSTEMATIC REVIEW2018In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education / [ed] Ewa Bergqvist, Magnus Österholm, Carina Granberg, Lovisa Sumpter, Haifa: International Group for the Psychology of Mathematics Education (PME) , 2018, Vol. 3, p. 443-450Conference paper (Refereed)
    Abstract [en]

    The starting point for this review are questions on the empirical base for the organization of practicum.  Selecting peer reviewed, empirically based articles for 2001- 2017, with a focus on mathematics teacher education and the practicum, resulted in the inclusion of 51 articles for review. Exploring the outcomes and student teachers’ experiences of practicum suggested that responsibility for teaching together with support from mentors, university lecturers, university coursework, peers or prompts to use a theoretical framework improves learning outcomes in practicum, and the length of time in a school context does not do so on its own.

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