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  • 1.
    Boman, Björn
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Cultural Amnesia or Continuity? Expressions of Han in K-pop2020Ingår i: East Asian Journal of Popular Culture, ISSN 2051-7084, Vol. 6, nr 1Artikel i tidskrift (Refereegranskat)
  • 2.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    A longitudinal study of upper secondary school students’ values and beliefs regarding policy responses to climate change2019Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, nr 5, s. 615-632Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores changes of environmental values and beliefs among secondary school business and economics students regarding government and market solutions to climate change. The quantitative study is longitudinal and a survey was administrated to students at two occasions including 212 participants in the first measurement. Results show a small significant increase in importance for altruistic, biospheric and egoistic value orientations at average. At an individual level, there are substantial movements over time. Nearly two-thirds of the students changed the strength of their value orientations over time. Taxes and legislation were regarded as the most effective solutions to climate change, however there was a decrease in seeing market prices as important mechanisms for change. Analysis suggested no direct relationship between change in environmental value orientation and change in norms. However indirect associations were mediated by changing beliefs in the efficacy of education and information and the efficacy of tax policies. For example, students who became more egoistic and more convinced about the efficacy of tax were less likely than others to be willing to take personal actions.

  • 3.
    Boman, Björn
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Achievement in the South Korean Music Industry2019Ingår i: International Journal of Music Business Research, ISSN 2227-5789, Vol. 8, nr 2Artikel i tidskrift (Refereegranskat)
  • 4.
    Landahl, Joakim
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Aesthetic modernisation and international comparisons: learning about drawing instruction at the Paris Exposition Universelle of 19002019Ingår i: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 48, nr 1, s. 41-59Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article is concerned with an early phase in the history of educational comparisons in which international exhibitions played a major role as spaces for comparison. It looks at the educational exhibits at the Exposition Universelle in Paris 1900, and more specifically its exhibitions on drawing instruction. By following a central Swedish actor, Hjalmar Berg, and his ambition to modernise drawing instruction in Sweden based on his impressions at the exhibition, the article argues that the exhibition was a medium with the potential to promote aesthetic modernisation. Previous research has highlighted the world's fairs as important arenas for the international comparison of education. This article is intended to contribute to this field by also exploring what these exhibitions meant on a national level. [GRAPHICS] .

  • 5.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Att förändra organisatoriska förutsättningar: Erfarenheter av att införa funktionellt delat ledarskap i skola och förskola2019Ingår i: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 25Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Uppdraget som rektor respektive förskolechef är omfattande och inte sällan hälsomässigt belastande. Arbetet är både komplext och komplicerat. En möjlighet som kan ge chefer i samhällsviktiga verksamheter en hållbar arbetssituation är att uppdraget axlas av flera i någon form av delat ledarskap. Denna artikel handlar om ledningserfarenheter i en kommun som vid vissa av sina skolor och förskolor inför så kallat funktionellt delat ledarskap. Artikeln belyser och begripliggör frågor som ledningen brottades med i genomförandet av förändringen. Förändringen syftade till att skapa hållbara förutsättningar för rektorer och förskolechefer att koncentrera sig på att utöva pedagogiskt ledarskap.

  • 6.
    Eliasson, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Att undervisa för utveckling av yrkeskunnande i vård och omsorg2019Ingår i: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 9, nr 1, s. 66-88Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Teaching for development of vocational knowledge in health care

    The aim of this study was to examine didactic principles in health care teachers' description of their teaching practices, and how these principles were intertwined with vocational knowledge. In addition, characteristics of a health-care didactical approach were explored. Theoretical framework was based on Vygotsky’s sociocultural perspective and Lave and Wenger’s situated learning. 17 health-care teachers, working with adolescents or adults, were interviewed. The findings showed that vocational knowledge and didactic principles were often intimately intertwined. Didactic principles were dialogicity, work-links, variation, relational environment and language development. The healthcare didactical approach highlighted the development of students, both as health-care givers and as persons, through interactions with teachers and peers, and the teachers acted as boundary-crossing role models. The health-care didactical approach also involved the students’ language development. Issues that need to be reflected on are if the emphasis on feminine-coded vocational knowledge is too strong in relation to the programme objectives, and if reading and writing as teaching forms are too marginalised.

  • 7.
    Schumann, Claudia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Aversive education: Emersonian variations on 'Bildung'2019Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 51, nr 5, s. 488-497Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The paper discusses Ralph Waldo Emerson's thought in relation to the German Bildung tradition. For many, Bildung still signifies a valuable achievement of modern educational thought as well as a critical, emancipatory ideal which, frequently in a rather nostalgic manner, is appealed to in order to delineate problematic tendencies of current educational trends. Others, in an at times rather cynical manner, claim that Bildung through its successful institutionalization has shaped vital features of our present educational system and has thus served its time and lost its critical potential. When thinking through Emerson's variations on Bildung I argue against the nostalgic appeals to Bildung that the criticism against it has to be taken seriously. Against the cynical assessment of Bildung having run its course, I will hold that with Emerson we can develop the idea of an 'aversive education' as a call for Bildung to be turned upon itself, allowing to revive it as a conceptual tool for transformation, drawing particular attention to its political dimension.

  • 8.
    Thunborg, Camilla
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bron, Agnieszka
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Being in constant transition or recurrent formation: Non-traditional graduates’ life transitions before, during and after higher education in Sweden2019Ingår i: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833, Vol. 59, nr 1, s. 36-54Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this article is to examine non-traditional graduates’ life transitions before, during, and after higher education (HE) in Sweden. The article builds on a theory called biographical work, which is used for understanding non-traditional graduates’ identity formation and transformation. The article is based on the narratives of two non-traditional graduates who were selected from biographical interviews with nine non-traditional graduates, 2–5 years after graduation from HE. By exploring significant events, learning paths and the formation and transformation of identities in the two graduates’ lives, we identified two expressions of their ongoing life transitions: being in recurrent formation and being in constant transition. Being in recurrent formation means returning to well-known paths in life and learning reactively by reflecting on experiences, whereas being in constant transition means a constant focus on what is next in life and a constant commuting between reactive and proactive learning, i.e. by both reflecting on experiences and preparing oneself for the next move. In the article, we discuss what it means to be in transition as a non-traditional graduate. We conclude that the theory of biographical work helps to understand identity formation and transformation processes in periods of transition, and also how periods of transition occur as parts of biographical learning.

  • 9.
    R. Trostek, Jonas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Between the modelling and the engineering of learning: preservice teachers’ performance in course essays2019Ingår i: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study is to explore Swedish preservice teachers’ performance in coursework essays about their observations and analyses of teaching situations. A total of 38 essays were analysed using practical inferences in which the students’ written utterances were interpreted as a means to an end. The results show that, in addition to the students who conducted their analyses in accordance with the normative way of understanding the task, there were students who engaged in ‘alternative performance’. This was done by negotiating the content of the course and explaining the observed actions of teachers in terms of the course’s theoretical perspectives. The results also indicate that, in addition to an analytical interest in understanding and explaining learning, the very engineering of learning becomes a prominent concern in students’ essays. It is argued that students who do not distinguish between these approaches face problems related to reductive and circular reasoning. To address these problems, it is suggested that educators mobilise students’ critical thinking and self-reflection, which may involve exceeding the administrative boundaries that frame single courses and unveiling the very foundations of teacher education.

  • 10.
    Tyson, Ruhi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bildning och praktisk klokhet: i skola och undervisning2019Bok (Övrigt vetenskapligt)
  • 11. Johansson, Viktor
    et al.
    Schumann, Claudia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bildung, self-cultivation, and the challenge of democracy: Ralph Waldo Emerson as a philosopher of education2019Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 51, nr 5, s. 474-477Artikel i tidskrift (Övrigt vetenskapligt)
  • 12.
    Ruhi, Tyson
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bildung, Ästhetik und Handwerk am Beispiel Buchbinden2019Konferensbidrag (Övrigt vetenskapligt)
  • 13. Hörberg, Anna
    et al.
    Lindström, Veronica
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Conte, Helen
    Kalen, Susanne
    Challenging encounters as experienced by registered nurses new to the emergency medical service: explored by using the theory of communities of practice2019Ingår i: Advances in Health Sciences Education, ISSN 1382-4996, E-ISSN 1573-1677, Vol. 24, nr 2, s. 233-249Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study was to explore challenging encounters experienced by registered nurses (RN) during their first year in the emergency medical service by using the social learning theory of communities of practice. During the first year in a new professional practice, a new RN experiences a transition during which the new professional identity is being formed. This is a challenging and demanding period of time. According to the learning theory of communities of practice by Lave and Wenger, individuals' learning and development in a new professional practice occurs through participation in social activity and is influenced by context. This study is based on the qualitative data from semi-structured interviews. Thirty-two RNs working in the Swedish emergency medical service were interviewed via telephone during the spring of 2017. A qualitative content analysis with deductive reasoning of the interviews was used. The analysis process generated the main category; New RNs participation is challenged by unpredictability and uncertainty in practice. The main category was based on three generic categories; Loneliness in an unpredictable context, Uncertainty about the team, and Uncertainty in action. The challenges new RNs encounter during the first year relate to all three dimensions of a community of practice; mutual engagement, joint enterprise and shared repertoire. The encountered challenges also relate to the EMS context. Taking into account all these aspects when designing support models for RN's professional development may be advantageous for creating positive development for RNs new to the EMS and/or similar practices.

  • 14.
    McGrath, Cormac
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Karolinska Institutet, Sweden.
    Roxå, Torgny
    Bolander Laksov, Klara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Karolinska Institutet, Sweden.
    Change in a culture of collegiality and consensus-seeking: a double-edged sword2019Ingår i: Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The study aims to move beyond idealised and predominantly trait-based typologies of leadership and leadership roles and addresses collegial leaders' practice of change in higher education. Collegial leaders at two research-intensive higher education institutions, who had received educational leadership training, were studied. In the study, we explored ordinary actions and change practices as a way of understanding emerging practices among collegial leaders. Five categories were identified that show how collegial leaders experience change, process change and organise the practice of change. The article also contributes a critical discussion on the notions of collegiality in a consensus-seeking context, which may be relevant for academic developers, policy makers, and researchers alike.

  • 15.
    Kempe, Anna-Lena
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Grönlund, Åke
    Collaborative digital textbooks – a comparison of five different designs shaping teaching and learning2019Ingår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 24, nr 5, s. 2909-2941Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Collaborative Digital Text Books (cDTB) are emerging artifacts in Swedish schools, combining the quality assured content of traditional paper and digital text books with affordances for multimodal representation of knowledge, differentiated instruction, communication, collaboration, documentation and with varying learning activities. cDTB are meant to cover the content of the curriculum and provide a consistent learning environment. We analyzed and compared design features in five brands on the market 2017. The analytic comparison indicated that the studied cDTB are built on differing notions of how knowledge is represented as well as on how learners and teachers were supposed to engage with the content. The analysis revealed three types of cDTB distinguished by the way the information and social artifacts are designed. Type 1 resembles a traditional text book with limited multimodal representations of content, tools for working with the content, and tools for communication. Type 2, conversely, is rich in all these aspects but still rely on mainly pre-fabricated content. Type 3 takes a radical approach to content production and leaves it completely up to teachers to produce and share content. The result suggests three very different roles and levels of influence for the cDTB users. Regarding content, the study shows that cDTB are more versatile and quality confirmed learning environments in comparison with: digital “book in a box”; learning designs employing scattered digital resources that are not quality assured; and various digital tools that have no clear connection with the curriculum. The paper contributes to practice with the understanding that before starting to use cDTB there is a need to grasp that the choice of digital learning environment is a choice among very different designs.

  • 16. Elmberger, Agnes
    et al.
    Björck, Erik
    Liljedahl, Matilda
    Nieminen, Juha
    Bolander Laksov, Klara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Karolinska Institutet, Sweden.
    Contradictions in clinical teachers' engagement in educational development: an activity theory analysis2019Ingår i: Advances in Health Sciences Education, ISSN 1382-4996, E-ISSN 1573-1677, Vol. 24, nr 1, s. 125-140Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Many medical universities offer educational development activities to support clinical teachers in their teaching role. Research has focused on the scope and effectiveness of such activities and on why individual teachers attend. However, systemic perspectives that go beyond a focus on individual participants are scarce in the existing literature. Employing activity theory, we explored how clinical teachers' engagement in educational development was affected by the systems they act within. Three focus groups were held with clinical teachers from different professions. A thematic analysis was used to map the contradictions between the systems that the participants were part of and the manifestations of these contradictions in the system of education. In our model, clinical teachers were part of three activity systems directed by the objects of patient care, research and education respectively. Contradictions arose between these systems as their objects were not aligned. This manifested through the enacted values of the academic hospital, difficulties establishing educational discussions in the clinical workplace, the transient nature of educational employments, and impediments to developing a teacher identity. These findings offer insights into the complexities of engaging in educational development as clinical teachers' priorities interact with the practices and values of the academic hospital, suggesting that attention needs to shift from individual teachers to developing the systems in which they work.

  • 17.
    Insulander, Eva
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Lindstrand, Fredrik
    Selander, Staffan
    Design för lärande Historia: Medeltiden som exempel2019Bok (Övrigt vetenskapligt)
  • 18.
    Carlhed Ydhag, Carina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Det medicinska fältet2019Ingår i: Det professionella landskapets framväxt / [ed] Thomas Brante, Kerstin Svensson & Lennart G Svensson, Lund: Studentlitteratur AB, 2019, s. 331-398Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Kapitlet handlar om det medicinska fältets professionalisering i Sverige med fokus på tre av dess yrken nämligen läkarna, sjuksköterskorna och de biomedicinska analytikerna (tidigare laboratorieassistenter). Tillblivelsen av det medicinska professionella fältet och etableringen av den klassiska läkarprofessionen beskrivs utifrån fyra faser. Den första fasen (1600-1850) skildrar den pre-professionella eran där kompetensfältet medicin etablerades. Den andra fasen (1860-1920) framställer hur läkarprofessionen genom två kvalitativa eller kognitiva take off utvecklade en robust kunskapskärna, ett heartland. Den tredje fasen (1930-1960) redogör för hur läkarprofessionens gyllene era stabiliserades.  Professionaliseringsprocesserna har analyserats i relation till det framväxande och differentierande hälso- och sjukvårdsystemet samt till en framväxande statsadministration och välfärdsstat. Analysen visar betydelsen av organisatoriska traditioner som väglett politiska investeringar och utbyggnad av hälso- och sjukvården. En tidig och snabb organisatorisk utbyggnad som följde akutvårdslogiken har varit en konsoliderande faktor för den professionella medicinen dvs. det vi idag kallar för det biomedicinska paradigmet. De organisatoriska förutsättningarna och det nya paradigmet skapade en lyckad kombination av sociala och kognitiva faktorer vilket underlättade vägen till legal och kulturell jurisdiktion. Avslutningsvis konkluderas kapitlet om det medicinska kompetensfältets framväxt, uppsving och glansdagar.

  • 19.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Economic students’ beliefs of scientific knowledge and norms for action regarding climate change2019Ingår i: NOFA7 Abstracts, Stockholm University, 2019, s. 98-98Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study focuses on epistemic beliefs in relation to actions to mitigate climate change, and we investigate students’ beliefs and their support for societal actions and personal norms that direct individuals’ pro-environmental behaviour. Students’ conceptions of science - epistemic beliefs - concerns the way they regard scientific knowledge as fixed and certain, or evolving and uncertain. The study used a pen and pencil measurement distributed to the same students at two occasions, the first year’s (T1) measurement included 212 students in business and economics education, aged 17, and this was repeated a year later, in their final year. Changes are analysed through paired sample t-test, and partial correlation analyses were used to explore relations. Results show a weak and positive relation between the belief in certainty of knowledge and a norm of supporting taxes for solving climate change. At T2, a weak and negative relation was shown between recognising ‘science as having one clear-cut answer’ and ascribing solutions to climate change to both business and government. The results could suggest that a view of science as certain can influence the willingness to pay and contribute to solutions, and not ascribing government a responsibility. This however seems contradictory, as government are the initiators of policies such as CO2 taxes. Further research is needed to explain how epistemic beliefs can impact on norms for actions.

  • 20. Ornellas, Adriana
    et al.
    Falkner, Kajsa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Edman Stålbrandt, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Enhancing graduates’ employability skills through authentic learning approaches2019Ingår i: Higher Education, Skills and Work-based Learning, ISSN 2042-3896, E-ISSN 2042-390X, Vol. 9, nr 1, s. 107-120Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose

    The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to design activities that enable students to develop employability skills.

    Design/methodology/approach

    Three methods were used to develop the framework: desk research on current demand and supply of new graduate’s employability skills; interviews in four European HE institutions to identify authentic learning scenarios; and asynchronous online focus group to validate the framework.

    Findings

    The paper takes a competence-centred approach to the concept of employability skills and sets out a taxonomy of skills required to enhance new graduates’ employability. It also gives criteria and examples of authentic learning scenarios in HE settings that promote the acquisition of these skills.

    Research limitations/implications

    The framework developed remains theoretical. In a second phase, the framework will be applied to implement authentic activities in different programmes and subjects of five HE institutions, and the results will be reported in future publications.

    Practical implications

    The framework gives directions to create real and practical ways to enhance new graduates’ employability skills by improving the connection between HE curricula and the demands of the real world.

    Originality/value

    The added value of the paper lies in adopting a learner-centred, genuine and effective learning approach, such as authentic learning as a catalyst for bringing work experience to formal learning in HE institutions, in order to better develop graduates’ employability skills.

  • 21.
    Fuster, Carles
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Neuser, Hannah
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    Exploring intentionality in lexical transfer2019Ingår i: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Traditionally, transfer is described as interference and consequently as an unintentional mechanism. More recently, however, the perception of control in transfer has changed and it is now commonly accepted that transfer can occur both automatically and strategically. Studies have previously employed think-aloud protocols during writing tasks to establish the degree of intentionality in transfer. However, this method does not let us distinguish between instances of transfer that are truly unintentional and instances that were simply not commented on due to the constraints imposed by the think-aloud protocol. The present study, therefore, conducted a stimulated recall interview in direct succession of the think-aloud protocol in order to categorise also those instances of transfer that were not commented on initially. With data from highly multilingual adult learners of Catalan, the study examines the proportion of unintentional and intentional transfer in relation to (1) different types of transfer, (2) different source languages of transfer and (3) different word classes in transfer. The data indicates that some of these aspects of transfer tend to occur unintentionally, whereas others are more prone to be used intentionally. The theoretical implications of the results, as well as their limitations, are discussed.

  • 22.
    Kreitz-Sandberg, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Gender inclusion 2.0: Working with norm-critical perspectives for adult educators2019Ingår i: Gender – Diversity – Intersectionality: (New) Perspectives in Adult Education / [ed] Martina Endepohls-Ulpe, Joanna Ostrouch-Kamińska, Waxmann Verlag, 2019, s. 175-190Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The purpose of this paper is to discuss possibilities for working systematically with gender inclusion in adult education. The paper describes programme development in a Swedish folk-high-school teacher-education programme. The paper investigates how gender inclusion can be part of adult education and especially teacher training for educators in this field. As an example, the paper investigates a folk-highschoolteacher-education programme at a Swedish university where norm-critical perspectives are being introduced into university teaching. This is a relevant field for the European Society for Research on the Education of Adults (ESREA) and, specifically, the Network on Gender and Adult Learning as it touches on gender in adult educationand on how we can train adult educators in higher education with regards to gender and diversity.

  • 23.
    Hellsten, Meeri
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Global Responsibility and the Reform of International Higher Education: comparability of a Nordic kind?2019Ingår i: Abstract book: 2019-03-06, 2019, s. 308-309Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    World society has recently embarked on a fifteen-year global agenda towards improving our future. Agenda 2030 which was launched by the UN in 2015 refers to the 17 Sustainable Development Goals (SDG), of which the fourth involves good quality education. While high quality of education is a cultivation of our future, the advent of globalization has impacted on it in unprecedented ways.

    In higher education, globalization has increasingly driven the sector based on market ideology using ‘high quality’ as synonymous with ‘internationalization’. This in turn has been exploited to justify the escalating status competition between universities striving to internationalise in a globalized knowledge economy. 

    This warrants an examination of the extent to which current national reform work on IHE resonates with reasoning on sustainable futures. Central to the theme is a case study comparing how two Nordic countries, Sweden and Finland, respond to globalization through institutional change. Both countries are currently undergoing higher education reforms of the ways in which universities engage in international education. The choice of the two neighbouring countries is motivated by their top place on global sustainability scales. The data consists of two national policy documents on IHE (OKM 2017:11; SOU 2018:3). Comparative analyses across dimensions of sustainability appearing in text articulations of SDG4 will be conducted using a discourse analytic text analyses. 

    The findings contribute towards comparative methodology applied within and across dimensions of a Nordic example of societal change which is highly relevant for educational research in the region.

  • 24.
    Roth, Klas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Kant on the endless struggle against evil in the pursuit of moral perfection and the promotion of the happiness of others-Challenges for education2019Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 51, nr 13, s. 1308-1316Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Kant argues that we have a duty to perfect ourselves morally and promote the happiness of others. He also argues that we have an innate propensity to evil. Our duty to perfect ourselves suggests that we struggle with our innate propensity to wilfully deviate from doing our duty. And we do this when we struggle against the depravation of our heart, namely our propensity to reverse the ethical order as regards the incentives of a free power of choice', namely, our propensity to wilfully comply with the principle of self-love and override the moral law. It seems, however, that education does not enable those concerned to fulfil their duties. It seems, instead, that education basically makes them efficacious with regard to desired ends and with the devised means. It seems, too, that education does not necessarily make it possible for those concerned with duty to perfect themselves morally and help others to do the same, which in turn suggests that those concerned are not being enabled to make themselves as conscientious as possible in [their] moral self-examination'. I argue that education ought to enable those concerned to cultivate their moral strength to do so and enable others to do the same.

  • 25.
    Benyamine, Isak
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Konstnärliga undervisningspraktiker: Genealogier, diskurser och makt2019Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    This dissertation is about art teaching practices at upper secondary schools with a focus on theatre and at university arts programmes with a focus on film. More specifically, it addresses the factors that have contributed to current teaching practices in art education today and how students and teachers in interaction with each other shape, become part of and identify with the norms and values that emerge through these practices.

    The overarching question concerns how norms and values emerge as power/knowledge processes in the teaching process. The genealogical study presented examines how art education is constructed at a policy level. The study discusses how, in past eras, investigators, researchers and educators described what students needed to do during their education to develop into professional artists, how teaching practices were designed and justified, and how art was distinct from other activities and forms of knowledge in education. The interaction study presented examines the act of teaching. It discusses how, the participants shape each other and establish norms and values in relation to notions of what art “is” and can be.

    The conditions of possibilities in art teaching practices has been identified in three discourses. The discourse of conversation governs the format and organisation of the teaching practice. It is assumed that through conversation the students can develop their artistic ability. The discourse of freedom identifies how students submit to the vague, flexible and ever-changing notions of what art signifies. The discourse of production describes how the artistic work in the teaching practice takes precedence over an acquisition of established knowledge.

    The importance of the participants’ own experiences and feelings, therapeutic conversations, the liberation from conventional education discourses, confession practices and the establishment of a production discourse all emerge as important techniques in art teaching practices. Core values and norms are expressed through these techniques.

    The study shows that participants in art teaching practices develop the skills of self-evaluation, self-analysis and self-governance. The notion of an individualised, exploratory educational experience clashes with a process that directs the students to align themselves with the shared norms and values of the art world, of its content and expression. Students perceive their artistic output as unique while the art produced can be understood as expression of a normalisation process that strives to maintain the values and norms in art teaching practices. In summery the dissertation shows that the participants’ learning process is of an exploratory nature. Rather than acquiring and assimilating established knowledge, the participants learn by finding their own paths in a knowledge-formation process in which they discover the artistic potential of their own experiences and insights.

  • 26.
    Landahl, Joakim
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Learning to listen and look: the shift from the monitorial system of education to teacher-lea lessons2019Ingår i: The Senses & Society, ISSN 1745-8927, E-ISSN 1745-8935, Vol. 14, nr 2, s. 194-206Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article discusses the relationship between the senses, power and educational change. A case study of a significant shift in instruction methods will be used to show how educational change is related to both the senses and to power. The monitorial system of education, as developed by Bell and Lancaster in the early 19th century, was a system that facilitated the instruction of large numbers of pupils by just one teacher. Most of the instruction was conducted by pupils, older and/or more experienced children, whereas the teacher had an overarching responsibility for overlooking the machinery without teaching much himself. In the second half of the 19th century the method was replaced by a new method in public elementary schools. From now on teacher-led lessons came to be the norm for what mass education should look like. This momentous change meant, among other things, that the relationship between pupils and teacher was transformed as the teacher increasingly was supposed to hold lessons, whereas the pupil to a greater extent became associated with listening to and closely observing a lesson.

  • 27.
    Ringer, Noam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Living with ADHD: A Meta-Synthesis Review of Qualitative Research on Children’s Experiences and Understanding of Their ADHD2019Ingår i: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346XArtikel i tidskrift (Refereegranskat)
    Abstract [en]

    ADHD is a disability characterised by hyperactivity, impulsivity and difficulties maintaining attention. Despite extensive research on ADHD, the effects of existing treatments are moderate and inconsistent. Knowledge regarding children’s and adolescents’ everyday experiences of Attention Deficit Hyperactivity Disorder (ADHD) and their understanding of these experiences is valuable for the further development of interventions. The aim of the following study was to systematically search for and review qualitative research on children’s and adolescents’ everyday experiences and understanding of their ADHD, and to suggest an integrative synthesis of the results. In total, 16 published and unpublished qualitative studies on the subject were identified. The analysis identified four categories: (1) experiences related to one’s body and psychological abilities: lack of control, having difficulties, and the biological determination of these experiences; (2) ambivalent experiences related to one’s own psychological needs: a need to adjust oneself and a need to be accepted as ‘who I am’; (3) ambivalent experience related to social others: demands and expectations are a problem, experiencing lack of belonging and stigma, but also receiving help from close social others; and (4) experiences related to the formation of personal identity. Erikson’s psychosocial theory of personal identity is suggested for an understanding of the results.

  • 28.
    Ringer, Noam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Living with ADHD: A Meta-Synthesis Review of Qualitative Research on Children’s Experiences and Understanding of Their ADHD2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Objective

    The aim of the following study was to systematically search for and review qualitative research on children’s and adolescents’ everyday experiences and understanding of their ADHD, and to suggest an integrative synthesis of the results.

    Methods

    The method that was used as a guide for the synthesis of the qualitative studies is the one suggested by Sandelowski and Barroso (2007). This broadly used method in the context of health-care research (Saini & Shlonsky, 2012) aims to systematically review and integrate the findings from various qualitative research reports and to suggest an understanding of the phenomenon in a manner entailing more than merely the sum of all the studies’ results (Sandelowski & Barroso, 2007). The method consists of three stages: firstly, a systematic search for and retrieval of qualitative research reports; secondly, a critical appraisal of the identified reports according to inclusion criteria; and thirdly, an interpretative integration of the findings of those studies regarded as eligible by creating a categorisation of these findings.

    Results / Discussion

    In total, 16 published and unpublished qualitative studies on the subject were identified. The analysis identified four categories: (1) experiences related to one’s body and psychological abilities: lack of control, having difficulties, and the biological determination of these experiences; (2) ambivalent experiences related to one’s own psychological needs: a need to adjust oneself and a need to be accepted as ‘who I am’; (3) ambivalent experience related to social others: demands and expectations are a problem, experiencing lack of belonging and stigma, but also receiving help from close social others; and (4) experiences related to the formation of personal identity.

  • 29.
    Nørholm Lundin, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Maestro! Yrkesmusikers sociala praktik, relativa framgång och habitus2019Ingår i: Praxeologi – Et kritisk refleksivt blikk på sosiale praktikker, Vol. 1, artikel-id e1566Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Inom konstmusiken är Maestro en betydelsefull figur. Maestron är en framstående musiker och lärare på en av de prestigefyllda musikerutbildningarna på musikhögskolan. Att antas som elev till en Maestro är att få tillgång till det professionella musiklivets förmak. Dock är detta ingen garanti för att faktiskt lyckas som musiker. Men vem är Maestro själv? Vilken social praktik är Maestro en del av och vilken social praktik bidrar han/hon till att upprätthålla? Vem tar positionen som framstående musiker och vad krävs för att inneha en sådan position? Det empiriska materialet består av tre djupintervjuer med tre centrala musiker och lärare på musikerutbildningar. Intervjuerna används för att rekonstruera deras positioner och dispositioner. Musikernas relativa framgång förstås i relation till begreppet habitus och i relation till en föränderlig yrkespraktik.

  • 30.
    Ringer, Noam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Managing children with challenging behaviour. Parents' meaning-making processes in relation to their children's ADHD diagnoses2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Objective

    This study investigates parents’ lived experiences of having a child diagnosed with ADHD. The particular aim was to explore parents’ meaning -making processes in relation to their children’s ADHD with a focus on understanding the potential impact that receiving a diagnosis had on the parents’ perceptions of, and ways of managing, their children’s challenging behaviours.

    Methods

    Drawing on data collected through semi-structured interviews with 12 parents recruited to the study by school psychologists in Sweden, we carried out a content analysis of the parents’ accounts, producing a range of categories describing different aspects of the parents’ meaning-making processes in relation to their child receiving an ADHD diagnosis.

    Results / Discussion

    Five conceptual categories were identified, describing components of a process of adaptation through which the parents —using the diagnosis as a tool —were able to transform feelings of distress over their difficulties in managing their child’s challenging behaviours into feelings of being able to cope with these challenges of integrating the ADHD diagnosis into everyday family life.

  • 31.
    Ringer, Noam
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Wilder, Jenny
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Gustavsson, Anders
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Managing children with challenging behaviours. Parents’ meaning-making processes in relation to their children’s ADHD diagnosis2019Ingår i: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346XArtikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study investigates parents’ lived experiences of having a child diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The aim was to explore parents’ meaning-making processes in relation to their children’s ADHD with a focus on understanding the impact that receiving a diagnosis had on the parents’ perceptions of, and ways of managing, their children’s challenging behaviours. Drawing on data collected through semi-structured interviews with 12 parents, we carried out a content analysis of the parents’ accounts, producing a range of categories describing different aspects of the parents’ meaning-making processes in relation to their child receiving an ADHD diagnosis. Five conceptual categories were identified, describing components of a process of adaptation through which the parents – using the diagnosis as a tool – were able to transform feelings of distress over their difficulties in managing their child’s challenging behaviours into feelings of being able to cope with these challenges of integrating the ADHD diagnosis into everyday family life. This research suggests that understanding the long-term processes involved in parents’ meaning-making of an ADHD diagnosis is important and can open up a pathway to developing initiatives to support parents in dealing with their child’s challenging behaviours in everyday life.

  • 32. Khoo, Su-Ming
    et al.
    Haapakoski, Jani
    Hellstén, Meeri
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Malone, Joanne
    Moving from interdisciplinary research to transdisciplinary educational ethics: Bridging epistemological differences in researching higher education internationalization(s)2019Ingår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 18, nr 2, s. 181-199Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article begins with the proposition that inter- and transdisciplinarity offer an important methodological grounding for collaborative HE research addressing complex agendas such as HE internationalization. Internationalization acts as a figure for the ‘troubled’ nature of higher education; hence we begin with the larger problem, discussing the current crises of disciplinary knowledge as the background question. We set out a framework for understanding and conceptualizing inter- and transdisciplinarity as a meta-theoretical approach that problematizes reductive and disciplinary approaches, in favour of research and analytical strategies which can work with, and across, differences. To work further through and operationalize different possibilities offered by inter-and transdisciplinary approaches to HE internationalizations, we discuss the use of tools such as social cartography to do ‘bridging work’ across different disciplinary and theoretical backgrounds and contexts. A non-formal practitioner–collaborator project is discussed to highlight emergent dimensions of collaboration that might otherwise be overlooked. Inter- and transdisciplinarity are not pre-specified specialized ‘methods’ but, rather, are orientations that may take reductive, convergent, divergent or emergent pathways. Inter- and transdisciplinarity can perhaps be best treated as a problematizing and open-ended methodological approach that foregrounds plurality and contestation, orienting research frameworks towards inclusiveness, tensions, unpredictability and complexity.

  • 33. Liljedahl, Matilda
    et al.
    Bjorck, Erik
    Ponzer, Sari
    Bolander Laksov, Klara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Karolinska Institutet, Sweden.
    Navigating without a map: how medical students interact with clinical learning environments2019Ingår i: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 44, nr 2, s. 275-286Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Through an exploration of the interdependence between workplace affordances and individual engagement, this study addressed how medical students interact with clinical learning environments (CLEs). Building on the workplace participatory practices approach outlined by Billett, CLEs can be viewed as constructed through a negotiation of meaning between the workplace and the student. Inspired by ethnography, an observational study using field observations and follow-up interviews was performed. Workplace affordances included being given a marginal status in the healthcare team which students adapted to through striving to fit into the workplace. Further, there were many potential activities available to students; however, students seemed selective in terms of what activities they elected to engage in. As such, interacting with CLEs entailed students navigating complexity without the immediate access to any explicit 'map' of workplace learning. This study indicates that workplaces increasingly need to invite and include students in the practice of workplaces.

  • 34. Hagaseth Haug, Erik
    et al.
    Plant, Peter
    Valdimarsdóttir, Soffia
    Bergmo-Prvulovic, Ingela
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Vuorinen, Raimo
    Lovén, Anders
    Vilhjálmsdóttir, Guðbjörg
    Nordic research on educational and vocational guidance: a systematic literature review of thematic features between 2003 and 20162019Ingår i: International Journal for Educational and Vocational Guidance, ISSN 0251-2513, E-ISSN 1573-1782, Vol. 19, nr 2, s. 185-202Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Educational and vocational guidance has received increased attention with regard to policymaking in the Nordic countries over the last 15years. This has led to a growing interest in research-based knowledge. Updating an earlier article, we undertake a systematic literature review of guidance research in the Nordic countries during this 15-year period. Features and themes, both country-specific and in the region as a whole, are revealed through the analysis of a variety of research documents. Therefore, this article provides insight into research-based knowledge grounded in the Nordic contextrelevant for both practitioners and policymakers on a national, Nordic, and international level. ResumeRecherche nordique sur l'orientation scolaire et professionnelle - une revue systematique de la litterature sur les caracteristiques thematiques entre 2003 et 2016 L'orientation scolaire et professionnelle a fait l'objet d'une attention politique accrue dans les pays nordiques au cours des 15 dernieres annees. Cela a conduit a un interet croissant pour les connaissances fondees sur la recherche. En mettant a jour un article precedent, nous procedons a une revue systematique de la recherche sur l'orientation dans les pays nordiques ces 15 dernieres annees. Les caracteristiques et les themes, propres a chaque pays et a l'ensemble de la region, sont reveles par l'analyse de divers documents de recherche. Par consequent, cet article fournit des informations sur les connaissances decoulant des recherches effectuees en contexte nordique, pertinentes a la fois pour les praticiens et les decideurs au niveau national, nordique et international. ZusammenfassungNordische Forschung zur Bildungs- und Berufsberatung - Ein systematischer Literaturuberblick uber thematische Schwerpunkte zwischen 2003 und 2016 Die Bildungs- und Berufsberatung hat in den letzten 15 Jahren in den nordischen Landern zunehmend an Bedeutung gewonnen. Dies hat zu einem wachsenden Interesse an forschungsbasiertem Wissen gefuhrt. Wir aktualisieren einen fruheren Artikel indem wir eine systematische Literaturrecherche uber die Beratungsforschung in den nordischen Landern wahrend dieses Zeitraums durchfuhren. Besonderheiten und thematische Schwerpunkte, sowohl landerspezifisch als auch bezogen auf die gesamte Region, werden durch die Analyse einer Vielzahl an Forschungsergebnissen aufgezeigt. Der Artikel liefert einen Einblick in das forschungsbasierte Wissen im nordischen Kontext und ist sowohl fur Praktiker als auch fur politische Entscheidungstrager auf nationaler, nordischer und internationaler Ebene relevant. ResumenLa investigacion sobre la orientacion educative y vocacional en los Paises Nordicos : una revision sistematica de la literature de caracteristicas tematicas entre 2003 y 2016 La orientacion educativa y vocacional ha recibido una creciente atencion politica en los Paises Nordicos en los ultimos 15 anos. Esto ha conducido a un creciente interes por la investigacion basada en el conocimiento. Actualizando un primer articulo, se emprende una revision sistematica de la investigacion en orientacion en los Paises Nordicos durante este periodo de 15 anos. Caracteistiscas y temas, ambos, en cada pais especifico y en la region como un todo,, son mostrados a traves del analisis de una variedad de documentos de investigacion. Ademas, este articulo nos permite formarnos una idea de la investigacion basada en el conocimiento asentada en el contexto de los Pasises Nordicos, pertinente tanto para practicos como teoricos a nivel nacional, Nordico e internacional.

  • 35.
    Malec-Rawiński, Małgorzata
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    OLDER MEN’S BIOGRAPHICAL LEARNING AND MASCULINITY [BIOGRAFSKO UČENJE IN MOŠKOST PRI STAREJŠIH MOŠKIH]2019Ingår i: Studies in Adult Education and Learning [Andragoška spoznanja], E-ISSN 2350-4188, Vol. 25, nr 2, s. 53-66Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The general aim of this paper is to present insights from a Polish case study on the learning experiences of Polish older men. The research data was collected by means of ‘guided’, semi-structured interviews. This paper presents two well-educated older men's life stories from two different local communities in Poland and the analyses of their life experiences in the context of masculinities and ageing using a bio-graphical learning approach. The analyses of the two biographical narratives have shown the diversity in the life histories of older men, but also similar struggles and challenges. They have illustrated how older men cannot simply be reduced to their experience of ageing, but that they also carry some con-tinuously (re)negotiated struggles with masculinity, weaving new and rich threads for learning that is lifelong and life-wide.

  • 36.
    Insulander, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Representations of migration, borders and memories in exhibitions: a multimodal text analysis2019Ingår i: Museum & Society, ISSN 1479-8360, E-ISSN 1479-8360, Vol. 17, nr 1, s. 117-132Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Many museums and galleries today address migration stories in their exhibitions. In this article, a methodological framework based on a multimodal social semiotic approach is used for the analysis of the meaning potentials of exhibitions. A particular focus is directed towards how the conceptions of migration, borders and memory represent themselves multimodally, in terms of general structure, orchestration of semiotic resources, the use of figurative language and explicit/ implicit values. This methodological framework helped uncover hidden messages of interests and ideologies in different exhibitions. The study contributes to research on multimodal texts and exhibitions, as well as educational research.

  • 37.
    Ohlsson, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Seminariet som undervisningsform2019Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Seminarier utgör ett vanligt inslag i undervisningen på universitet och högskola och tillskrivs ofta en viktig funktion för studenters lärande. För att bidra till lärares egen reflektion över hur seminariet används i undervisningen genomfördes ett projekt där ett reflektionsmaterial skapades med utgångspunkt i litteratur och intervjuer med lärare om deras erfarenheter av seminarieledning. Föreliggande rapport behandlar överväganden i planering och genomförande av undervisningsseminarier gällande: seminariers målsättningar, syften och former, upplevda utmaningar i användandet av seminariet som undervisningsform, samt rollen som seminarieledare.

  • 38.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Madestam, Jenny
    Örnberg, Åsa
    Stockholms universitet, Juridiska fakulteten, Juridiska institutionen.
    Shared Principalship: The Perspective of Close Subordinate Colleagues2019Ingår i: Leadership and Policy in Schools, ISSN 1570-0763, E-ISSN 1744-5043, Vol. 18, nr 1, s. 154-170Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper presents a study of five schools with shared principalship. It contributes knowledge about how shared principalship is experienced by people who work closely (“close subordinates”) with the shared principalship constellations. Data consists of 20 semi-structured interviews. Close subordinates describe that the shared principalship meant a reasonable workload for their principals and welcome their level of accessibility. Confidence in the leader collaboration was heightened if close subordinates were able to witness that collaboration in action with their own eyes. The findings are discussed in relation to the conditions introduced by current school legislation in Sweden.

  • 39.
    Majlesi, Ali Reza
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Ekstrom, Anna
    Hyden, Lars-Christer
    Spatiotemporal arrangement of objects in activities with people with dementia2019Ingår i: Logopedics, Phoniatrics, Vocology, ISSN 1401-5439, E-ISSN 1651-2022, Vol. 44, nr 1, s. 31-40Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose: This study shows how the spatial organization of objects and their use may impact locally produced order of activities and how that can affect the accomplishment of everyday activities by people with dementia. Methods: The study is based on ethnomethodological conversation analysis of eight and a half hours of video recordings in three different settings. Eighteen sequences of activities identified were multimodally transcribed and analyzed. Results: The availability or non-availability of objects, their arrangements and manipulations play a crucial role in the management of the order of activities and may present both challenges and facilitations for people with dementia. The organizations of objects directly influence the order of the activity, and the objects' potential use may afford actions that deviate from the trajectory and the order of the main activity. Conclusions: One of the significant uses of objects is how they contribute to the perceptual field where attention is organized for building actions. Participants in activities modify the perceptual field by manipulating objects in the material surrounds in response to the relevancies resulting from the unfolding activities. Therefore, spatial contingency is significant in the accomplishment of activities by people with dementia. As it is not self-evident that verbal instructions may result in the instructed actions accordingly, the rearrangement of objects and making them timely available to people with dementia may increase the possibilities of keeping the order of the activities intact.

  • 40.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Students' personal epistemological beliefs and climate change solutions2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Contemporary challenges demand deeper thinking from students and the public, including those challenges associated with food, energy, and water (FEW) security. For example, society’s increasing demand for energy contributes to human-induced climate change (IPCC 2015). Phenomena specifically related to FEW security are particularly relevant for investigating how epistemic cognition factors into learning, and the purpose of this symposium is to feature recent educational research studies examining learners’ epistemic cognition—including beliefs, attitudes, emotions, judgments, and behaviors—related to FEW phenomena. The research featured in this symposium will suggest preliminary implications for epistemic cognition learning and teaching to strengthen students’ and the public’s epistemic cognition and capacity to deal with current and future FEW challenges.

  • 41.
    Tyson, Ruhi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Waldorflärarhögskolan, Sweden.
    Supporting the development of practical wisdom among students: Some reflections from an after-school care (fritids) teacher program and a class teacher program2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    An important issue for academic teacher education (as well as other academic and non-academic vocational education) is the development of practical wisdom among students as a way to support their capability to deal with conflicts and engage in communication in ways that promote flourishing. These and similar issues have seen a recent rise in interest under the umbrella of educating for vocational excellence and there is a general need for more case studies describing practice in the field as well as evaluative studies (cf. Tyson 2018).

    This presentation focuses on how such development has been supported at an after-school care teacher program and a class teacher program, both at the Waldorf University College. Aspects of the programs that deal with conflict resolution, communication and more general topics of Bildung are considered and discussed. Central to this is the contrast between practice-oriented, often narrative, knowledge and the more common theoretically driven, discursive knowledge that often predominates in academic settings. The conclusion is that we need more systematic case-studies of educational practice in higher academic settings where practical wisdom, Bildung and similar matters are promoted.

  • 42.
    Hellsten, Meeri
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Kreitz-Sandberg, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Sustainable Internationalisation of Higher Education: Long term promises and short term delivery?2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This paper considers what value of comparability exists across national IHE strategies. It focuses on examining what comparative, country-specific sustainable conditions might influence the future development of IHE. We explore comparative patterns articulating sustainability across policy directionality looking specifically at the junctures between thought and enactment, visibility and performance and the progression between the imagined and authentic in policy development (Meyer, 2010). In what ways might such comparisons yield indications for developing sustainability across IHE? The paper examines how world society theory and sustainability intersect in IHE policy.

  • 43.
    Behtoui, Alireza
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Socialantropologiska institutionen. Södertörn University, Sweden.
    Hertzberg, Fredrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Jonsson, Rickard
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    León Rosales, René
    Neergaard, Anders
    Sweden: The Otherization of the Descendants of Immigrants2019Ingår i: The Palgrave Handbook of Race and Ethnic Inequalities in Education / [ed] Peter A. J. Stevens, A. Gary Dworkin, Palgrave Macmillan, 2019, 2, nr 0721474136, s. 999-1034Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter offers a systematic review of the literature on educational inequality and school attainments of immigrants’ offspring in Sweden. The review covers research conducted between 1990 and 2015 and critically examines how different research traditions explain this inequality. The chapter begins by mapping the key characteristics of the Swedish educational system together with Swedish immigration patterns. Thereafter, five major research traditions that explain educational inequality and ethnic background in Sweden are presented. These perspectives include (1) political arithmetic; (2) racism and discrimination; (3) language proficiency tradition; (4) school choice and school segregation; and (5) cultural and social capital and socio-historical contexts. The ‘political arithmetic’ tradition, which starts mainly from a positivistic approach and employs large-scale, quantitative research strategies, has focused on the individual and demographic characteristics of pupils. The main assumption of the other research clusters is that there are important contextual circumstances (beyond individual factors) which decisively affect the educational achievements of the descendants of immigrants. While often dominated by qualitative approaches, these types of research do sometimes include quantitatively designed studies. These research traditions take a more critical stance on government policies, which have produced an extremely segregated school system, and show the consequences of a concentration of children of families from vulnerable groups (economically disadvantaged and immigrant groups in marginalized neighborhoods) in schools with limited resources.

  • 44.
    Insulander, Eva
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Brehmer, Daniel
    Ryve, Andreas
    Teacher agency in professional development programmes – A case study of professional development material and collegial discussion2019Ingår i: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 23, artikel-id 100330Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article offers insight into teacher agency in professional development programmes, focusing on a national policy initiative in Sweden aiming to provide in-depth professional development for mathematics teachers. Data was produced from video observations from two collegial discussions with one group of teachers, during the professional development programme. We closely analyse forms of agency in the collegial discussions in relation to the affordances of the professional development materials. The analysis shows a complex relationship between possibilities for independent judgement as constructed in curriculum materials, teachers' agency, and the coach's role in collegial discussions. Contrary to previous research, the findings indicate that opportunities for facilitating enactment in professional development materials do not necessarily lead to teacher agency. The results of the study are discussed in relation to the Swedish educational context.

  • 45.
    Ståhle, Ylva
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Aspán, Margareta
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Teacher Students’ Experienced Challenges in the Beginning of Their Education2019Ingår i: Journal of Education, ISSN 0022-0574, Vol. 199, nr 1, s. 3-12Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores Swedish students’ perspectives on being new to teacher education and what challenges they meet. Nineteen students were interviewed in three focus groups. The analytical framework draws on the theory of situated learning and the concept of enculturation, and the empirical data have been categorized through a thematic content analysis, which revealed two qualitatively different categories of challenges: as academic student, and as trainee teacher. Conclusively, the study shows how the education can support or obstruct the enculturation into the educational practices. Conceiving such hinders can facilitate the students’ understanding of both the studies and their future profession.

  • 46. Hirsh, Åsa
    et al.
    Bergmo-Prvulovic, Ingela
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Teachers leading teachers - understanding middle-leaders' role and thoughts about career in the context of a changed division of labour2019Ingår i: School Leadership and Management, ISSN 1363-2434, E-ISSN 1364-2626, Vol. 39, nr 3-4, s. 352-371Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This longitudinal study aims to create in-depth knowledge about the phenomena of middle-leadership and career in school by identifying (1) driving forces for seeking and maintaining middle-leading positions, (2) opportunities and difficulties in maintaining the middle-leading role over time, and (3) underlying thoughts of career disclosed in the respondents' expressions. Five different reasons for seeking middle-leading positions are identified and driving forces for maintaining the position are categorised as either internal reward/non-observable outcomes or external reward/observable outcomes. Furthermore, the results show that different types of difficulties arise in distinct phases and that middle-leaders' needs for support therefore vary over time. Additionally, the complexity of teachers'/middleleaders' career thinking clearly emerges, and implications for practice are discussed.

  • 47.
    Osman, Ali
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Thunborg, Camilla
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    The Challenge of Recruiting Underrepresented Groups – Exploring Organizational Recruitment Practices in Sweden2019Ingår i: Nordic Journal of Working Life Studies, ISSN 2245-0157, E-ISSN 2245-0157, Vol. 9, nr 1, s. 3-18Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this article is to explore organisational recruitment practices from human resources (HR) experts’ narratives and discuss the challenges of recruiting underrepresented groups in relation to these practices. From the HR experts’ narratives, we identify four organisational recruitment practices: the informal, the pragmatic, the standardised and the strategic. These practices consist of, for example, ‘subjective’ judgements versus ‘objective’ criteria and are construed in relation to different rationalities, which also give rise to various dilemmas in relation to underrepresented groups. From our analysis, there seems to be a paradox between enhancing diversity and counteracting discrimination. Organisational recruitment practices that are counteracting discrimination do not necessarily enhance diversity and recruitment practices that radically work with enhancing diversity can be seen as discriminatory. We thereby draw the conclusion that there is no effective practice for the recruitment of underrepresented groups in the labour market. This is a dilemma for HR experts and a challenge for the Swedish labour market in general.

  • 48.
    Landahl, Joakim
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Ullman, Annika
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    The politics of immortality: the funeral of an education minister and teacher unionist2019Ingår i: History of Education and Children's Literature, ISSN 1971-1093, E-ISSN 1971-1131, Vol. 14, nr 1, s. 261-278Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The funeral of former Education Minister and teacher unionist Fridtjuv Berg in 1916 is analysed here from the perspective of collective remembrance. Drawing on obituaries and on media coverage depicting the funeral, this article discusses how the commemoration of Berg was an expression of two uncompleted achievements of the late 19th and early 20th centuries: the rising social status of elementary school teachers and the emergence of a collective teacher identity. The funeral is analysed both as an expression of these tendencies and as an attempt to strengthen the very same tendencies, thereby counteracting the fact that the elementary school and its teachers were still haunted by a lack of social status as well as by fragmentation. Thus the funeral provided an opportunity to symbolically express cherished but precarious ideals.

  • 49. Lunden, Anne
    et al.
    Teräs, Marianne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Kvist, Tarja
    Häggman-Laitila, Arja
    Transformative agency and tensions in knowledge management—A qualitative interview study for nurse leaders2019Ingår i: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 28, nr 5-6, s. 969-979Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Aim

    To describe Finnish nurse leaders’ perceptions of and experiences with knowledge management.

    Background

    Health science research has traditionally focused on knowledge transfer and research evidence instead of knowledge management, culture and organisational learning. Systematic reviews indicate a lack of awareness about nurse leaders’ activities in knowledge management.

    Design

    Qualitative interview study according to the consolidated criteria for reporting qualitative research (see Supporting Information Table S1).

    Methods

    Data were collected at a Finnish public, social and healthcare organisation from 33 persons in 2015 and 2017 through 35 individual interviews and seven focus groups. Data were analysed by thematic analysis.

    Results

    Nurse leaders’ daily knowledge management activities included assurance of smooth work functions and decisions about sudden changes. When managing knowledge promotion, nurse leaders focused on the near future and served information providers, coaches and developers of operating culture. Anticipatory management of knowledge requirements emphasised nurse leaders’ roles as assessors and visionaries. Tensions while managing knowledge were related to the following: changes in clients’ service needs, insufficient structures and tools to support the assessment and joint development of competence, time and information management, the operating culture, and nurse leader support. Participants reported only few attempts to solve tensions and therefore little to no transformative agency.

    Conclusion

    Nurse leaders prioritised daily knowledge management over management of knowledge promotion and anticipatory man