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  • 1.
    Ahlqvist, Göran
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Larsson, Jan‑Olov
    von Rosen, Tatjana
    Stockholm University, Faculty of Social Sciences, Department of Statistics.
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Rydelius, Per‑Anders
    The Sävsjö-school-project: a cluster-randomized trial aimed at improving the literacy of beginners—achievements, mental health, school satisfaction and reading capacity at the end of grade three using an alternative school curriculum2019In: Child and Adolescent Psychiatry and Mental Health, ISSN 1753-2000, E-ISSN 1753-2000, Vol. 13, article id 27Article in journal (Refereed)
    Abstract [en]

    Background

    A curriculum was planned using modern concepts based on the “old” principles to test if such an educational intervention provided pupils with good mental health and a solid basis for good reading and writing skills, as well as generated a positive attitude to learn. These “old” principles were based on previous knowledge derived from school psychiatry (which in Sweden was a branch of child and adolescent psychiatry 1915–1970), educational psychology and the educational approach from the differentiating Swedish School system of 1946–1970 (itself based on the principles of curative education “Heilpädagogie”, which was later renamed mental health care).

    Methods

    All six available schools in the small Swedish city of Sävsjö participated in the study. In these six schools there were eight preschool classes that included every 6-year old child living in the city. In total there were 184 families with 186 children (including 2 pairs of twins) who belonged to these preschool classes and were invited to take part in the study. One family moved just before school-start and 8 decided not to participate, thus 177 children (84 boys and 93 girls, aged 5.6–6.6 years) entered the study. The preschool classes were randomized into an experimental group with four preschool classes and a comparison group with four preschool classes. The experimental group followed a teaching program from the start of the preschool year until the end of grade 3 that was tailored to each student’s individual capacity based on the concepts of school maturation and curative education used in the Swedish schools during the period 1946–1970. The comparison group followed today’s average Swedish school curriculum. The project was planned as an intervention study covering the preschool year and the first 3 years of elementary school, which was to form a basis for a follow-up when the pupils had left senior high, the 12th year in Swedish public school. The outcome and the achievements were measured at end of grade 3 using standardized tests on reading, writing and mathematical skills. Behavior was assessed at school start and at end of grade 3 using the Child Behavior Check List (CBCL-scales) in addition to a questionnaire on Attention Deficit Hyperactivity Disorder (AD/HD) with criteria from DSM-IV. The children made a self-evaluation of their attitude towards learning.

    Results

    At the end of school year 3, the children in the experimental group had an improved reading capacity (p = 0.002, effect size(es) = 4.35) and reading comprehension (p = 0.03, es = 0.04). They evaluated their own reading (p = 0.02, es = 0.23), writing (p = 0.007, es = 0.35) and mathematical skills (p = 0.003, es = 0.48) as going “very well” when compared to comparison group. Differences regarding intelligence quotas between the groups at the start of school had disappeared by the end of grade 3. No differences referring to CBCL were found at end of grade 3. One child in the comparison group fulfilled criteria for AD/HD, according to parents and teachers.

    Conclusions

    The alternative curriculum covering the preschool year through the first 3 years of elementary school based on the old principles from curative education (“Heilpädagogie”), educational psychology and school psychiatry gave the children in the experimental group a better reading capacity and reading comprehension.

    Trial registration The study started in 1998. The data were collected longitudinally and prospectively but have not been analyzed until now, with the children having left senior high. A retrospective registration in the ISRCTN is pending.

  • 2.
    Airey, John
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Uppsala University, Sweden.
    EMI, CLIL, EAP: What’s the difference?2018Conference paper (Other academic)
    Abstract [en]

    In this presentation I will examine the differences between the terms EMI (English Medium Instruction, CLIL (Content and Language Integrated Learning and EAP (English for Academic Purposes). I will also discuss what it means to become disciplinary literate in a first, second and third language.

  • 3.
    Alneskog, Sebastian
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Lusten till lärande: Dokumentationsarbete i förskolans läraoplan som verktyg för regementalitet och normalisation2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med föreliggande studie är att belysa hur dokumentation som arbetsform kan förstås som ett redskap för regementalitet och normalisation i förskolans verksamhet. I studien har förskolans läroplan, samt två ytterligare dokument från skolverket och regeringen studerats med diskursanalytisk metod och begrepp hämtade från Foucault. Detta med syfte att bilda förståelse för hur dessa instanser skapar förutsättningar för förskolans dokumentationsarbete. Studien belyser hur dessa givna förutsättningar söker bidra till att barn styrs till att utveckla vissa specifika förmågor, som kommer att utgöra norm för förskolans barn. Vidare visar studien att dokumentation förväntas utsätta också pedagogerna för styrningstekniker då de genom detta arbete ska bli utsatta för synliggörande praktiker, och granskade, av sig själva och sina medarbetare. Detta ska åstadkommas genom att ge pedagoger möjlighet att övervaka förskolans verksamhet och individerna som verkar där. Resultatet visar att dokumentation i det studerade materialet förs fram som ett redskap med vilket pedagoger  kan övervaka barn, andra pedagoger och sig själva samt styra individer mot ett sanktionerat beetende. Studien belyser också på vilket sätt den diskurs som de studerade dokumenten är en del av fungerar normaliserande i förhållande till utvecklandet av vissa förmågor, bland annat lust till lärande.

  • 4.
    Andersson, Mats
    et al.
    KTH.
    Persson, Christian
    Høgskolen i Gjøvik, Norway.
    Meeting the users’ need for knowledge:  A concept of a learning domain2005In: Allestädes närvarande kunskap: Doktorsavhandling i Medieteknik och grafisk produktion, Stockholm: KTH Datavetenskap och kommunikation , 2005, p. 185-200Chapter in book (Refereed)
    Abstract [en]

    In everyday life, many people use the web as a resource for knowledge. In this paper we are investigating the preconditions for a web resource called learning domain. The characteristics of the web resource learning domain can contribute to a reduction of well-known problems with structuring the content in a communicative way and also to contribute to an increased trust of the presented information. In the paper the characteristics of learning domains are described and some examples of web sites with characteristics contiguous to that of a learning domain are discussed. Our conclusions are that web resources with learning domain characteristics can contribute as a knowledge support. The challenge related to learning domains is not a technological one but instead how to arrange the information in such a way that it makes sense for the users.

  • 5.
    Andersson, Susanne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Kollektivt lärande på genusvetenskaplig grund2016In: Kollektivt lärande i arbetslivet / [ed] Otto Granberg, Jon Ohlsson, Lund: Studentlitteratur AB, 2016, p. 101-122Chapter in book (Refereed)
  • 6.
    Andersson, Susanne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Sjöberg Forssberg, Karin
    Lärande organisation med mottaglighet för innovation2018In: Den lärande organisationen 2.0 / [ed] Otto Granberg, Jon Ohlsson, Lund: Studentlitteratur AB, 2018Chapter in book (Other academic)
  • 7.
    Andrée, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Developing Inquiry Literacy: Exploring Conditions for Students’ Learning about Inquiry in Primary School from a CHAT Perspective2012Conference paper (Refereed)
    Abstract [en]

    Introduction

    There is a current debate in science education on what it might mean to educate scientifically literate citizens and the possibilities of actually educating students to become “competent outsiders with respect to science” (Feinstein, 2011). One aspect of scientific literacy, which has been underscored but not sufficiently scrutinized in relation to educating “competent outsiders”, concerns the issue of becoming capable “…to evaluate the quality of scientific information on the basis of its source and the methods used to generate it”. (National Science Education Standards, 1996, p. 22). The aim of this study is to explore conditions for promoting students' abilities to engage in critical discussion in relation to science inquiry in primary science education.

    In science education, on a policy level, inquiry has been attributed great promise as an instructional approach. It has been identified as a ‘key-approach’ to primary science education (Harlen, 2009; Lena, 2009), and recommended as the 'renewed pedagogy for the future of Europe' (European commission, 2007). Today, inquiry is found in curricula world-wide (Beeth et al., 2003). As educational practices, IBSE practices are inherently hybrid: products, ideas and methods of science are transformed into educational content and classroom tasks (Andrée, 2007). The aims of inquiry based science education (IBSE) are, multi-facetted involving IBSE as a method for a) making science more interesting, b) illustrating scientific concepts and c) learning about inquiry as a way of doing science. From previous studies of inquiry and practical work in science education at various levels, we know that students' work in classrooms/school laboratories cannot be equated with the work of scientists even when students follow what appears to be similar procedure (e.g. Wickman & Östman, 2002). Studies specifically focusing on learning about inquiry show that an explicit focus on teaching about the characteristics of scientific inquiry is unusual (Lager-Nyqvist, 2003; Gyllenpalm, 2010). Also, teachers do not regard learning about inquiry as equally important as traditional science subject matter (Lederman, 2007). In addition to this, teachers have rarely experienced authentic inquiry themselves (Windshitl, 2002).

    Developing an inquiry literacy involves appropriation of a particular social language for critically analysing, evaluating and judging scientific investigations and conclusions (cf. Lemke, 1993). A challenge in a Cultural-Historical Activity Theory (CHAT) perspective (cf. Engeström, 2001; Leontiev, 1986; Roth, Lee & Hsu, 2009) becomes to engage students in an activity that allows them to make use of relevant intellectual tools for discussing scientific investigations. This also relates to the issue of authenticity and how to create some resemblance between what students do in school science and what happens in science laboratories (Roth, Eijck, Reis & Hsu, 2008).

    Method

    The study was conducted as a participant-oriented action research study in collaboration with two teachers teaching science in primary school, grades 1-2 and 3, in one Swedish compulsory school over one school-year. This implies studying educational practice with a view to improving the quality of action within it (cf. Elliot, 1991). Data was collected throughout the school-year by using audio- and video recordings of collaborative teacher-researcher meetings, classroom work and collecting artifacts (e.g. work-plans, lesson plans, and student work). Data also include field-notes from informal meetings. Data is analyzed in terms of how students’ incorporate a language of inquiry in activity. The analytical framework used is Cultural-Historical Activity Theory (cf. Engeström, 2001; Leontiev, 1986; Roth, Lee & Hsu, 2009) in combination with Bakhtin’s (1986) notion of speech genres.

    Expected Outcomes

    The initial experiences of collaborating researchers and teachers was that it is difficult to design teaching practices that allow students to engage in open-ended inquiry sharing some resemblance to what happens in science laboratories in terms of the levels of control the students have over their conditions of work. For example, when grade 1 students were given a task to collect and investigate mosses in a nearby forest, the teacher by habit assembled the collected mosses from the students without record of whom had collected what mosses, in view that the class would share the mosses equally the following science lesson. As a consequence, the students were deprived of their own unique collection and lost the context for gathering their mosses. In the next step of inquiry students could not relate to the different milieus of the mosses. In order to push toward more authentic inquiry, researchers and teachers have discussed how to further control over inquiry to the students without loosing the objective of developing students abilities to talk about inquiry work. Further detailed analyses will focus on how students in grades 2 and 3 incorporate a language of inquiry when investigating water phase transitions.

    References

    Bakhtin, M. (1986). The problem of speech genres. In C. Emerson & M. Holquist (Eds.), Speech genres and other late essays (pp. 60-102). Austin: Univ. of Texas Press.

    Elliot, J. (1991). Action Research for Educational Change. Open University Press, Bristol.

    Engeström, Y. (2001). Expansive learning at work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.

    European commission (2007). Science Education Now: A Renewed Pedagogy for the Future of Europe. Expert Group Community Research Report. Directorate-General for Research Information and Communication Unit. Brussels.

    Feinstein, N. (2011), Salvaging science literacy. Science Education, 95, 168–185.

    Gyllenpalm, J., Wickman, P-O. & Holmgren, S-O. (2009). Teachers’ Language on Scientific Inquiry: Methods of teaching or methods of inquiry? International Journal of Science Education, 32, 1151-1172.

    Harlen, W. (2009). Evaluation of inquiry-based science education pedagogy and programs. Presentation at European Conference on Primary science education Berlin, May 29 2009.

    Lederman, N. (2007). Nature of science: Past, Present and Future. In N. Lederman & S. Abel (Eds.), Handbook of research on science education (pp. 831-879). Mahwah: Lawrence Erlbaum.

    Lemke, J. (1993). Talking science: Language, learning, and values. Norwood: Ablex.

    Lena, P. (2009). A long term model for IBSE in primary schools Lessons from La main à la pâte in France. Presentation at European Conference on Primary Science Education Berlin, May 29.

    Leontiev, A. (1986). Verksamhet, medvetande personlighet. Moskva/Göteborg: Progress/Fram.

    Roth, W-M., Eijck,M. Reis, G. & Hsu, P-L. (2008). Authentic science revisited: In praise of diversity, heterogeneity, hybridity. Rotterdam: Sense Publishers.

    Roth, W-M., Lee, Y.J. & Hsu, P-L. (2009). Cultural-historical activity theory and science education. Studies in Science Education, 45, 131-167.

    Windschitl, M., Thompson, J. & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92, 941-967.

  • 8.
    Andrée, Maria
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lager-Nyqvist, Lotta
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Spontaneous Play and Imagination in Everyday Science Classroom Practice2013In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 43, no 5, p. 1735-1750Article in journal (Refereed)
    Abstract [en]

    In science education, students sometimes create and engage in spontaneous science-oriented play where ideas about science and scientists are put to use. However, in previous research, little attention has been given to the role of informal spontaneous play in school science classrooms. We argue that, in order to enhance our understanding of learning processes in school science practices, research that investigates play as an aspect of everyday culture is needed. The aim of this paper is to explore students’ informal play as part of activity in lower secondary school science. The empirical study was conducted in two Swedish compulsory schools in grade 6. Data were collected throughout a teaching unit called ‘The Chemistry of Food’ during a 10-week period using video and audiotape recordings of classroom work. Our analyses show that the play students engage in involves the transformations of given tasks. We find that students’ spontaneous collective play offers opportunities for them to explore the epistemic values and norms of science and different ways of positioning in relation to science. Our findings contribute to the understanding of how learning in the school science classroom is socially and culturally–historically embedded and how individual students’ engagement through play may transform and transcend existing classroom practices.

  • 9.
    Andrée, Maria
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Remembering as access points for scientific literacy2013In: EARLI 2013 Book of Abstracts, 2013, p. 1053-Conference paper (Refereed)
    Abstract [en]

    A central issue for educational research is how education may contribute to the personal development of children. A condition for developing such classroom practices is that access points to shared experiences are established in the classroom. The aim of this contribution is to illustrate how remembering can be understood as a situated and transformational activity shared by students and teachers in finding access points to scientific literacy. We ask how shared remembering functions as a pedagogical arrangement to make teaching experiences in science available for students’ continued reflection. Memories are often treated in education as entities being stored in the brain and which can be retrieved on demand. When approached from a sociocultural, situative and pragmatic perspective, memory does not come ready-made. Here, we draw on a six-week Chemistry project in primary school. We analyse one episode from a teacher-led group conversation where students report their ‘inquiry-home-work’ on the water-solubility of different food. This pedagogical sequence is an example of an arrangement with a purpose to make inquiry aspects of scientific literacy available to students through remembering. We find that the teacher draws on a broad repertoire of ways to construct a collective narrative of inquiry. The remembering requires joint negotiation of what is to be remembered. This joint negotiation has conceptual consequences in that it is simultaneously a negotiation of what instances qualify as examples of the phenomena of solubility and of what is necessary to make explicit in order to reflect upon the qualities of inquiry work.

  • 10.
    Aras, Elizabet
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Early Opportunities for Quality Learning: A Comparative Study of Swedish Preschools' Language Practice2014Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The Swedish preschool is internationally known for its high quality. Children in Sweden are given early educational opportunities to learn and develop prior to their school start. The Swedish preschool activity should include an overall language developmental approach; however, studies show that the children's conditions for language instruction vary intra-nationally. While the Swedish preschool curriculum reflects on children's desire to learn, the preschool staff should be aware of their own practical theory in order to arrange for learning. Research show that early childhood education of high quality benefits children's future school results. Thus, this research aims at studying children's opportunities for quality learning and development in the Swedish preschool, by exploring the content of preschool teaching. The role of the preschool is to provide all children with an education of high quality. This study aims at investigating what quality can mean in terms of preschool language instruction. To generate an understanding of quality, the study focuses on the structure and process inputs in six public preschools and two municipalities. To provide insights about the preschools' practices, a qualitative approach has been used to conduct interviews with preschool heads and employees from education administrations, as well as questionnaires with preschool staff and observations of learning environments. As the quality inputs vary between the preschools and municipalities it affects the outputs of the children's language development. This research makes it evident that the outcomes are mainly dependent on the preschool staff's abilities and competences of implementing development.

  • 11.
    Armér, Rebecca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Lindh, Anne-Lie
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    "Och sen tryck!": Kommunikation och lärande i samspel genom förskolebarns användning av surfplattor,2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 12.
    Arvidsson, Klara
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    « C'est ça, en fait. » Développer l'idiomaticité dans une L2 pendant un séjour linguistique: Trois études sur le rôle des différences individuelles2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis deals with the development of idiomaticity in French as a second language (L2). Idiomaticity in this context refers to knowledge and use of multiword expressions (MWEs), such as for example c'est ça and en fait. Developing idiomaticity is an important yet challenging aspect of L2 learning, and requires substantial exposure to the target language (TL). This makes the study abroad learning context ideal. However, research shows that learners vary considerably with respect to their linguistic development during their stay abroad. The aim of this thesis is to investigate what factors promote the development of idiomaticity in L2 French during a semester abroad. The thesis comprises three studies which are informed by usage-based approaches to language learning and individual difference research, and which include a total of 43 participants. Study I quantitatively investigates the role of quantity of TL contact for the learning of MWEs used in informal conversations. The results show that quantity of TL contact during the stay abroad did not predict the development of MWE knowledge. Study II qualitatively explores what kind of TL contact and what psychological orientation (a constellation of psychological factors) might promote MWE learning by focusing on contrasting cases of learners from Study I. The findings suggest that a relatively varied contact with the TL in combination with a favorable psychological orientation promoted MWE learning, including a self-reported tendency to notice language forms, a strong L2 motivation, a sense of self-efficacy and self-regulatory capabilities. Study III explores the role of social networks for the development of idiomaticity in spoken L2 French. It is found that the learner's repertoire of MWEs was promoted by a social network including several relationships sustained in the TL. Overall, the findings suggest that a relatively varied TL contact in combination with a favorable psychological orientation and/or a social network including TL speakers promote the development of L2 idiomaticity during the semester abroad. In other words, mere exposure to the TL does not seem to be enough to develop idiomaticity. This thesis contributes to SA research on L2 learning and can hopefully be of use to future SA participants who want to develop their knowledge and use of MWEs which are key to successful communication in an L2.

  • 13.
    Axelsson, Martin
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    HR-medarbetares upplevelser kring spelprevention och policyimplementering på arbetsplatsen2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The complex concept regarding harmful use of different nature, could be related to the use of alcohol, drugs or gambling. Such activities could affect the efficiency and productivity of an employee in a workplace environment in a negative way. At the request of the Public Health Agency of Sweden, a group of scientist was given the task to evaluate a project regarding education concerning problematic gambling. The purpose of the current study is to evaluate a project regarding education concerning gambling and gambling prevention, and was carried out by the organization Alna. Thematic analysis was used and collection of data was done with semi structured interviews, with ten HR-employees whose five organisations was included in the project Gambling and gambling preventive efforts directed towards the labour market. The results show that the methods and tools used by Alna is perceived as efficient and valuable by the participants. Some obstacles which works against efficient implementation of updated policies and guidelines were identified and these could consist of time constraints, under staffing or subordinated priority of the gambling issue per se. Furthermore it seems that the education project regarding gambling prevention performed by Alna has contributed to the development of policies and guidelines regarding harmful use of different kinds with focus on the gambling issue.  

  • 14.
    Aziz, Najibullah
    Stockholm University, Faculty of Social Sciences, Stockholm Business School, Management & Organisation.
    Smart Devices as U-Learning Tools: Key Factors Influencing Users’ Intention2015Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    There was a lack of knowledge about the user’s acceptance of smart devices as ubiquitous learning (u-learning) tools at higher education institutions in Sweden. As the mobile technology grows, the demand for mobile devices, particularly smart devices increases as well. With the increase in the usage of smart devices, the higher education institutions provide mobile learning platforms to attract more customers in the competitive industry of education. Thus, understanding the key factors from the perspectives of end-users is important for the institutions to survive in the competitive market. This study explores and explains Behavioral and Continuance intentions of students regarding the acceptance and usage of smart devices (Smartphones and Personal Digital Assistants or PDA) as u-learning tools. Key factors related to the users’ intentions to accept and continue using smart devices as u-learning tools were identified and hypothesized in the Swedish context. Ten hypotheses were suggested based on TAM, UTAUT, and ECT. To achieve the aim and objective of this study, a quantitative approach was chosen, and a survey strategy based on purposive and convenience sampling techniques were used. A web-based questionnaire on five-points Likert Scale was designed to collect the required data. 115 (96 valid) students answered the questionnaire. The collected data were used to conduct statistical operations in SPSS. Five hypotheses were supported, and the other five were not. The findings suggest that Performance Expectancy, Perceived Mobility value, Confirmation, and Satisfaction positively influence both Behavioral and Continuance Intentions of students to accept and continue using smart devices as u-learning tools. According to the findings, Confirmation and Satisfaction from ECT can be included as separate constructs in UTAUT and UTAUT2. Higher education institutions planning to have (and those that already have) learning platforms, compatible with smart devices, can benefit from the findings. Higher education institutions can also design their u-learning platforms according to the Performance Expectancy, Perceived Mobility value, Confirmation, and Satisfaction of the students.

  • 15.
    Backström, Tomas
    et al.
    Mälardalens högskola.
    Moström Åberg, Marie
    Högskolan Dalarna.
    Köping Olsson, Bengt
    Mälardalens högskola.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Åteg, Mattias
    Högskolan Dalarna.
    Manager's task to support integrated autonomy at the workplace: results from an intervention2013In: International Journal of Business and Management, ISSN 1833-3850, E-ISSN 1833-8119, Vol. 8, no 22, p. 20-31Article in journal (Refereed)
    Abstract [en]

    A new managerial task arises in today’s working life: to provide conditions for and influence interaction betweenactors and thus to enable the emergence of organizing structure in tune with a changing environment. We call thisthe enabling managerial task. The goal of this paper is to study whether training first line managers in the enablingmanagerial task could lead to changes in the work for the subordinates. This paper presents results fromquestionnaires answered by the subordinates of the managers before and after the training.

    The training was organized as a learning network and consisted of eight workshops carried out over a period ofone year (September 2009–June 2010), where the managers met with each other and the researchers once a month.Each workshop consisted of three parts, during three and a half hours. The first hour was devoted to jointreflection on a task that had been undertaken since the last workshop; some results were presented from theemployee pre-assessments, followed by relevant theory and illuminating practices, finally the managers creatednew tasks for themselves to undertake during the following month.

    The subordinates’ answers show positive change in all of the seventeen scales used to assess it. The improvementsare significant in scales measuring the relationship between the manager and the employees, as well as in thosemeasuring interaction between employees. It is concluded that the result was a success for all managers that hadthe possibility of using the training in their management work.

  • 16.
    Bahati, Bernard
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Technology-enhanced formative assessment in higher education: An intervention design of scaffolding student self-regulated learning2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    As online learning is increasingly adopted in higher education institutions, many instructors are faced with the challenges of devising and implementing effective pedagogical practices that advance student learning. One of the challenges points to the design and development of assessment activities that truly inform the teaching and learning process. Despite the fact that both formative and summative assessment are important in teaching and learning, summative assessment has been dominating instructional processes in higher education at the expense of formative assessment. In higher education, in many countries including Rwanda, efforts that are made to practice formative assessment are hampered by a variety of factors that lead to ill-practices. Using technology-enhanced instructional interventions, this study attempted to address these factors. The study aimed at developing technology-enhanced instructional interventions to support student-based formative assessment that promote self-regulated learning. Additionally, this study proposes the design guidelines for the development of such instructional interventions. The study was guided by the following general research question: What are the characteristics of technology-enhanced formative assessment activities that promote student self-regulated learning? This research question was addressed using three specific research questions: (1) How do lecturers and students understand and practice formative assessment and feedback? (2) How can technology-enhanced formative assessment activities help student develop self-regulated learning skills? (3) What design guidelines should be followed in order to develop technology-enhanced formative assessment activities that promote student self-regulated learning? This study used Educational Design Research approach. Technology-enhanced instructional interventions were formatively developed, iteratively tested and evaluated in order to help students develop their self-regulated learning skills. Based on the findings of this study, three improved formative e-assessment packages are proposed as a practical research contribution: online knowledge survey, online peer-scaffolding through student-generated questions and peer-responses, and electronic reflective journals. In addition, based on the findings, this dissertation suggests a set of design guidelines and lessons learned in order to inform other educational practitioners who would like to develop technology-enhanced formative assessment activities that promote student-regulated learning.

  • 17.
    Bennerstedt, Ulrika
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bivall, Ann-Charlotte
    Kollegialt skärmarbete som lärpotential i digitala yrkesverksamheter2018In: Lärande organisation 2.0 / [ed] Otto Granberg, Jon Ohlsson, Stockholm: Studentlitteratur AB, 2018, p. 127-152Chapter in book (Other academic)
    Abstract [sv]

    Digitaliseringen av samhället har i grunden förändrat dagens arbetsliv och alltmer arbete utförs i och omkring digitala enheter. Arbetsmoment är därmed på något sätt knutet till vad som i bred bemärkelse kan kopplas till skärmar av olika slag, vad som kan beskrivas som skärmarbete. Ytterligare en konsekvens av digitaliseringen är att nya yrkesroller uppstått till följd av framväxande digitala arbets- och fritidsaktiviteter. I relation till lärande innebär digitaliseringen att arbetsplatsens lärprocesser i hög grad sker i och omkring skärmarbete. Med utgångspunkt i ett sociokulturellt perspektiv på lärande är syftet i detta kapitel att bidra med kunskap om möjligheter och utmaningar med lärande i organisationer där digitala aktiviteter och redskap är det centrala kunskapsobjektet för yrkeskunnandet. Exempel tas från två olika verksamheter där kollegialt skärmarbete organiseras för att utföra utvärderings- och bedömningsaktivteter. Den första verksamheten utgörs av en IT-support där ett team använder dokumenterat skärmarbete vid återkommande organiserade lärtillfällen. Det andra sammanhanget utgår från hur en jury av yrkesverksamma spelutvecklare värderar spel på en datorspelstävling. I kapitlet diskuteras hur yrkesprofessionellas kollegiala blick är direkt kopplad till hur digitala verktyg är integrerade i organisatoriska verksamheter. Kapitlet illustrerar hur professsionella grupper organiserar såväl traditionella som nyare former av utrymme och stöd för lärande och utveckling för att tillgängliggöra privata digitala aktiviteter kollegialt.

  • 18.
    Bergmo-Prvulovic, Ingela
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Demographic changes and the need for later career opportunities2017In: Adult Education Discourses, ISSN 2084-2740, no 18, p. 187-206Article in journal (Refereed)
    Abstract [en]

    This study explores previous research about extended working lives and later careers, as consequences of demographic changes alongside with a changing working life. Issues and themes visible in recent research on midlife and older adults’ careers opportunities are explored. A traditional literature review is conducted, in which peer reviewed articles on midlife and older adults’ careers issues and opportunities in an extended and changing working life are localized and downloaded as material for this study. This paper presents an analysis of empirical material downloaded from the Academic Search Elite database. The process of locating material from databases resulted in 141 articles selected for a deeper screening. Among these, 63 were finally selected as empirical material for analysis. Initially, the content of each article was identified, mapped, coded and categorized with content analysis as the basic method. The codes and categories with same or similar content were then brought together, and resulted in five overall themes: the need for all-age-career guidance services, career issues among certain professions, immigrants’ career paths, later careers and factors of well-being, and longitudinal correlations between early life conditions and late career. These themes are then discussed in terms of perspectives and interests that seem to dominate, and possible gaps and challenges for future research are also discussed.

  • 19.
    Bergmo-Prvulovic, Ingela
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Sundelin, Åsa
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Tracing the Framing on Learning Dimensions in Career Guidance Practice2016Conference paper (Other academic)
    Abstract [en]

    Under the umbrella of lifelong learning strategies, career guidance has received increased attention as part of such strategies. In Sweden, educational and vocational guidance is regarded as an educational practice. Nevertheless, by bringing together results from two different studies, a paradox regarding learning dimensions in career counselling is disclosed. Swedish guidance counsellors neither describe themselves or their professional practice in educational or pedagogical terms. At the same time, a study of career conversations with young migrants reveal the educational function as essential and that guidance counsellors clearly are supporting learning processes. The paradox discloses that the professional language of guidance counsellors seems to be insufficient in terms of learning dimensions in career guidance practice. Developing a theoretical framework and professional language for learning dimensions in counselling processes is therefore an urgent issue. By relating the results from the above mentioned two studies to the triangular model of learning developed by Knud Illeris, this paper seeks to discuss and trace a framing on learning dimensions in career guidance.  

  • 20.
    Bertram, Carol
    et al.
    University of KwaZulu-Natal, South Africa.
    Christiansen, Iben
    University of KwaZulu-Natal, South Africa.
    Mukeredzi, Tabitha
    University of KwaZulu-Natal, South Africa.
    Exploring the complexities of describing foundation phase teachers' professional knowledge base2015In: South African Journal of Childhood Education, ISSN 2223-7674, Vol. 5, no 1, p. 169-190Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to engage with the complexities of describing teachers' professional knowledge and eventually also their learning through written tests. The bigger research aim is to describe what knowledge foundation phase teachers acquired during their two years of study towards the Advanced Certificate of Teaching (ACT). We designed a written test to investigate the professional knowledge that teachers bring with them when they enrol for the ACT, with the aim of comparing their responses to the same test two years later, when they had completed the programme. The questionnaire included questions on teachers' content knowledge; their pedagogical content knowledge (in particular, teachers' knowledge about learner misconceptions, stages of learning, and ways of engaging these in making teaching decisions); and their personal knowledge (such as their beliefs about how children learn and barriers to learning). It spanned the fields of literacy in English and isiZulu, numeracy, and general pedagogy. Eighty-six foundation phase teachers enrolled for the ACT at the University of KwaZulu-Natal completed the questionnaire, and their responses pointed us to further methodological issues. We discuss the assumptions behind the design of the test/ questionnaire, the difficulties in formulating relevant questions, and the problems of 'accessing' specific elements of teacher knowledge through this type of instrument. Our process shows the difficulties both in constructing questions and in coding the responses, in particular concerning the pedagogical content knowledge component for teachers from Grade R to Grade 3.

  • 21.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Communication with images2010Conference paper (Other academic)
    Abstract [en]

    In this presentation I would like to present an example of my visual research material and discuss methods of analysis.

    The aim with my research is to get an understanding for how teachers work and can work with picture analysis in the compulsory school on the basis of young people's own image world and with digital techniques.

    My experience is that teachers work with this following a tradition and that teachers feels secure in having a picture or a recognized process to assess and to evaluate. I think art education to a greater extent must work with the consumption and use of images.

    In art education today we also have to work with digital techniques in a greater extent so that we prepare pupils for the big amount of pictures they meet in everyday life. In work with picture communication and digital techniques we give pupils a possibility to take an active interest in ideological and cultural questions and to be an active citizen.

    The National Evaluation of the art subject NU-03 supports my opinions and is the basis for my thoughts. The report highlights the use of converting the subject to more of a communication subject, where interpretation and reception of images play a more prominent part than we see today. The authors of the report NU-03 also point out the importance of using digital techniques in order to strengthen the use in working life and society.

    My principal research focus lies on the teacher role in work with digital techniques. How do they work with images from e.g. homepages, films on the Internet, where pupils often locate themselves? In what way do teacher design lessons to make pupils understand the impact of images and in order to develop pupils own creativity and understanding of the visual culture that is surrounding us in society? In the use of a digital medium the pupils will be given another possibility to expose their creativity for others in society.

    In the study I want to elucidate the teacher's role in this kind of work.

    Central issues for the study are:

    • How can teachers work with communication on the basis of the pupils own world of images?

    • Which role do teachers have in work with digital techniques?

    • How can assessment be made of interpretation and reflection rather than the production of images?

    Theoretical framework and Method

    My theoretical framework is in the social semiotic area and I am also interested in using ethno methodology and conversation analysis in my study.

    In spring 2009 I made observations in three different compulsory schools in art classes. When I did these observations I found it difficult to hear what the teachers said to the pupils in different locations in the classroom. In the autumn 2009 I did a test-study in an art class in compulsory school, to see how the use of observation with video cameras would work out. I had one stationary camera and one hand camera, with which I followed the teacher. I also placed a MP3 player round the neck of the teacher to test if that was a way to hear the conversations better.

    One insight of these studies is that, when I did observations without a camera I had a better overview of the action in the class. But with the hand camera I could catch different conversations and analyze them afterwards. 

  • 22.
    Björnlund, Kajsa
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ålderssammansättning i Förskolan: En studie om olika barngrupper och de yngsta barnens lärande2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie har som syfte att lyfta pedagogers och förskolechefers tankar om olika åldersammansättningar i förskolan och om de små barnens lärande och utveckling i dessa. För att komma fram till ett resultat så intervjuades pedagoger och förskolechefer på tre olika förskolor med olika åldersindelning; åldershomogen, småbarnsavdelning samt utvidgad syskongrupp. Jag analyserade intervjusvaren och kom fram till att pedagogerna och förskolecheferna ansåg att en blandning med barn från ett- två år möjligtvist var mest lämpligt för de små barnen med tanke på inskolning och trygghet. De motiv som finns bakom hur en förskola är ålderindelad blev synliga, och de som nämndes mest var hur organisationen med lokal, antal barn och pedagoger och föräldrars nöjdhet, såg ut.  Något som också sågs som motiv var anpassning av material och aktiviteter, samlärande med äldre barn och en lugn stämning som ger chans till trygghet för barnen.   

  • 23.
    Borén, Signe
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Grundin, Natalie
    Stockholm University, Faculty of Social Sciences, Department of Education.
    "Du kan inte bestämma vilken färg jag ska ha": Fyra förskolebarns subjektsskapande i egeninitierade bildprocesser2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I vår studie utgår vi ifrån ett feministiskt poststrukturalistiskt perspektiv för att utforska en grupp förskolebarns subjektsskapande – hur de positionerar sig och positioneras – i deras egeninitierade bildskapandeprocesser. Vi undersöker vilka förutsättningar för barnens subjektsskapande som skapas och omskapas i dessa processer med utgångspunkt i feministiskt poststrukturalistiska förståelser av begreppen makt, diskurs och kön.

    Studien har en kvalitativ ansats och vi har använt oss av videoobservationer som forskningsmetod under insamlandet av våra data. Under två dagar filmade vi en grupp med sammanlagt fyra flickor på en förskola då de skapade med lera och tecknade. Vi har i bearbetningen av våra data genomfört multipla läsningar av vårt filmmaterial och analyserat vårt resultat med utgångspunkt i feministiskt poststrukturalistisk teoribildning för att synliggöra variationer i barnens subjektsskapande och öppna upp för flera olika tolkningsmöjligheter.

    Analysen av vårt resultat visar enligt vår tolkning på att barnen blir till multipla subjekt med olika positionsmöjligheter som varierar både inom och emellan de filmade situationerna. Vi har tolkat det som att barnens subjektsskapande blir beroende av såväl diskurs och diskursiva maktförhållanden som av miljö och material. Vidare har vi analyserat hur barnen själva samt vår egen (forskande) närvaro som vuxna kan ha påverkat barnens förutsättningar att bli till på olika sätt. Barnens agerande vid ler- och ritbordet karaktäriseras av processer av tillblivelse – barnen skapas på olika sätt och är samtidigt med och skapar en lokal diskursiv praktik med varierande möjlighetsvillkor. Denna lokala diskurs existerar samtidigt som flera andra diskurser, bland annat den utvecklingspsykologiska diskurs som på många sätt dominerar i den svenska förskolekontexten. De föreställningar och betydelser som dessa diskurser vilar på och förmedlar talar om för barnen hur de kan/bör vara i förhållande till aspekter av över- och underordning, kön etc. Vi vill visa på hur barnen i vår studie, mer eller mindre reflexivt, blir medkonstruktörer av diskursernas dominerande och normerande föreställningar, men vi vill även visa på barnens agentskap, dvs. deras möjlighet att göra motstånd mot dessa.

  • 24.
    Brolén, Anna
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    I affekt är det svårt att lära: Elevers matematikrelaterade uppfattningar och affektiva reaktioner påverkar inlärningen och prestationsförmågan2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna studie beskriver sex gymnasieelever sina erfarenheter av och uppfattningar om matematikundervisningen i grundskolan i relation till deras matematiksvårigheter. Studien är kvalitativ med fenomenologisk hermeneutisk metodansats eftersom den undersöker subjektiva upplevelser och hur eleverna tolkar dessa för att skapa en förståelse av sin situation. Metodvalet föll på semistrukturerade intervjuer för att det gav eleverna möjligheten att uttrycka sina upplevelser mer fritt.

    Ur litteraturstudien och resultatet framkommer en tydlig bild av att elevers uppfattningar och affektiva reaktioner kan bli en begränsningsfaktor för matematikinlärningen. Efter att ha misslyckats med matematiken under flera år skildrar alla eleverna i denna studie en uppgivenhet som ledde till en negativ självuppfattning om den akademiska förmågan och affektiva reaktioner som matematikångest och ett undvikande beteende. Kontexten inom vilket lärandet sker har stor betydelse för inlärningen och omgivningen bidrar till elevers uppfattningar och reaktioner. Därför kan fokus inte enbart ligga på individnivå vid stödåtgärder. Negativa uppfattningar och affektiva reaktioner och dess effekter behöver synliggöras, bemötas och motverkas i ett så tidigt stadium som möjligt. Det är därför viktigt att lärare har en medvetenhet om vilken inverkan deras egna egenskaper, förväntningar på eleverna, uppfattningar om ämnet matematik och relationen till elever har på elevers egna matematikrelaterade uppfattningar och matematikinlärning. För att stödåtgärder ska få önskad effekt behöver lärare ta i beaktning de känslomässiga kännetecknen och elevers matematikrelaterade uppfattningar. En positiv akademisk självuppfattning bör bli en viktig del av matematikinlärningen.

  • 25.
    Byungura, Jean Claude
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Improving IT Integration for Higher Education Institutional Performance: Towards a Contextualised IT-Institutional Alignment Model2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The integration of information technology (IT) into service delivery is currently seen as an innovative strategy to support the modernising of universities worldwide. However, in some institutions in developing countries, including Rwanda, IT has failed to add the intended value to university services, despite huge associated investments in IT. Consequently, IT-organisational alignment continues to be a primary concern for university managers. This alignment is viewed in terms of its strategic, socio-cultural, and technological dimensions. For effective IT-institutional alignment, several antecedents (alignment practices) for creating an appropriate fit between IT and organisations have been suggested in the literature. However, several studies exploring IT alignment focused mainly on general business companies, and similar research with an emphasis on higher education institutions is still scarce. Therefore, the aim of this research was twofold: firstly, it attempted to understand the process of IT integration into universities; and secondly, to propose a contextual model for IT-institutional alignment within a higher education context. A design science research methodology (DSRM) was applied in this research, using surveys and case studies as research strategies. Preliminary findings at the exploration phase of this research indicated a strong misalignment between IT and the university services caused by the lack of clearly defined alignment practices. Furthermore, as the research main outcome, an IT-Institutional Alignment Model (ITIAM) was proposed after reaching an understanding of the current state and challenges related to IT integration into teaching, learning, research and university administration. This model includes 44 alignment practices, related to both technical and non-technical dimensions. These alignment practices were clustered under six categories: (1) Communication, (2) Structure/Governance, (3) Technology Scope, (4) Competence/Value Measurement, (5) Skills, and (6) Partnership. Alignment practices related to institutional structure and governance, skills and communication were found to have a strong positive influence on the institutional performance, as compared to those related to competence and value measurement, partnership, and technology scope. Based on the research findings, the proposed ITIAM, which was iteratively tested and evaluated using case study institutions, was found to be a relevant tool for guiding the implementation of IT systems towards the improvement of institutional performance. Hence, this thesis makes a theoretical contribution by applying the concept of IT alignment within a higher education context and by documenting the empirically tested contextual alignment practices as conveyed in the ITIAM Model. Additionally, as a practical implication, the results can serve as a reference for an effective IT integration process in university services and for how to improve performance through effective use of IT in teaching, learning, research and educational management.

  • 26.
    Bäckström, Åsa
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Både radikal och rumsren: Om ungdomlighetskultur och samtidens semantiska omvandlingar.2012In: Senmoderna reflexioner: Festskrift till Johan Fornäs. / [ed] Erling Bjurström, Martin Fredriksson, Ulf Olsson & Ann Werner, Linköping: Linköping University Electronic Press, 2012, p. 137-145Chapter in book (Other academic)
    Abstract [sv]

    Senmoderna reflexioner. Festskrift till Johan Fornäs, är en antologi med tjugotre artiklar tillägnade Johan Fornäs på hans 60-årsdag den 7 mars 2012. Flera av artiklarna utgår från teman i Johan Fornäs böcker, medan andra på olika sätt behandlar ämnen relaterade till hans breda och mångfacetterade intresseområden. Boken är indelad i fyra tematiska delar, som behandlar olika praktiker: teoretiska, mediala, estetiska och litterära. Under rubriken ”teoretiska praktiker” diskuteras olika aspekter av hermeneutik, kulturalisering och kulturellt kapital. Under ”mediala praktiker” återfinns studier av samtida mediefenomen och deras relationer till demokrati och politik. ”Estetiska praktiker” innefattar bidrag som diskuterar kulturella praktikers funktion i den offentliga sfären. I den avslutande delen, ”litterära praktiker”, analyseras utvalda litterära texter och den diskurs som omger dem. Huvuddelen av artiklarna är skrivna på svenska, med undantag av tre engelska bidrag.

  • 27.
    Calissendorff, Maria
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Boström, Lena
    Learning Styles of Scandinavian research; theoretical perspectives and empirical observations about grammar and music.2010In: Proceedings of the 15th Annual Conference of the European Learning Styles Information Network (ELSIN) Annual International Conference 28–30 June. Aveiro, Portugal., 2010Conference paper (Refereed)
  • 28.
    Cedervall, Sofia
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Szatek, Elsa
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Arts-based research: drama som forskningsmetod2017Conference paper (Other academic)
  • 29.
    Christiansen, Iben
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Bertram, Carol
    Early schooling teachers’ learning from a formal teacher development programme in South Africa2019In: International Journal of Educational Development, ISSN 0738-0593, Vol. 66, p. 78-87Article in journal (Refereed)
    Abstract [en]

    Continuing professional development for teachers is seen as an important factor in improving South African education. However, few studies have interrogated the extent to which teachers develop their professional knowledge and competencies by attending formal professional development programmes offered by universities. The purpose of the paper is to compare the results of two tests, which we designed to measure the professional learning of the Foundation Phase (Gr R – Gr 3) teachers who enrolled on an Advanced Certificate for Teaching (ACT) programme, offered by the University of KwaZulu-Natal in South Africa. We designed a pen-and-paper test which the participants completed in February 2014 when they enrolled on the ACT programme and then again in October 2015, when they had completed the two-year part-time programme. A comparison of the test results indicate that teachers may have developed slightly more confidence in some areas, that some shifted their beliefs about teaching and learning yet not always in the desired direction, and that the improvement in conceptual knowledge appeared rather limited. We discuss a range of possible explanations for this.

  • 30. Cownden, Daniel
    et al.
    Eriksson, Kimmo
    Stockholm University, Faculty of Humanities, Centre for the Study of Cultural Evolution. Mälardalen University, Sweden.
    Strimling, Pontus
    Stockholm University, Faculty of Humanities, Centre for the Study of Cultural Evolution. Stockholm Institute for Future Studies, Sweden.
    The implications of learning across perceptually and strategically distinct situations2018In: Synthese, ISSN 0039-7857, E-ISSN 1573-0964, Vol. 195, no 2, p. 511-528Article in journal (Refereed)
    Abstract [en]

    Game theory is a formal approach to behavior that focuses on the strategic aspect of situations. The game theoretic approach originates in economics but has been embraced by scholars across disciplines, including many philosophers and biologists. This approach has an important weakness: the strategic aspect of a situation, which is its defining quality in game theory, is often not its most salient quality in human (or animal) cognition. Evidence from a wide range of experiments highlights this shortcoming. Previous theoretical and empirical work has sought to address this weakness by considering learning across an ensemble of multiple games simultaneously. Here we extend this framework, incorporating artificial neural networks, to allow for an investigation of the interaction between the perceptual and functional similarity of the games composing the larger ensemble. Using this framework, we conduct a theoretical investigation of a population that encounters both stag hunts and prisoner’s dilemmas, two situations that are strategically different but which may or may not be perceptually similar.

  • 31.
    Cramér-Wolrath, Emelie
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    A deaf preschooler's acquirement of sequential bilingualism, Swedish sign language and spoken Swedish2011In: Rights and Education: NERA 2011 Conference Proceedings: Early Childhood Research, 2011Conference paper (Refereed)
    Abstract [en]

    Description of bilingual acquisition in different modalities

    The aim of this case study is to describe and analyse the process of a deaf girl's bilingual bimodal acquisitions from the age of 10 to 81 months of age. The first language acquired from birth was Swedish Sign Language in visual-gestural modality and from the age of three years with a cochlear implant (ci) also spoken Swedish in aural-vocal modality. This is viewed from the socio-(bi-)cultural constructive theory.

     

    Methodology/research design

    The main participant, here called Diana, grew up in a signing family, as both parents were deaf as well as an older sibling, though her twin was hearing. She attended pre-school and school for deaf children where she got education mainly through Swedish Sign Language. Diana was video-observed in her home during five years in sessions of one hour. Usually the sessions consisted of three activities: story-, play- and mealtime. Focus in this study is based on data of story time from 18 sessions of Diana interacting in joint attention with members in her family. Prior to ci Diana communicated through Swedish Sign Language.

     

         Data was collected through transcribedvideo-observations, brief field notes, record assessments from the speech therapist in the ci-team and an interview with the child's deaf parents. In the first analysis step the single case study methodology was used. Where data of joint attention is exploratory analyzed in-depth and details are described (Creswell, 2007). In the second step data and results of the first step analysis were compared to studies within the field. The records and interviews validate the trustworthiness of the analysis. The specific research question to be addressed at this occasion is: within a frame of joint attention what characterises the interaction process of acquiring sequential bimodal bilingualism in a young deaf child with ci?

     

    Expected findings

    Through this unique single case study findings can illuminate as to how sequential language acquisition is developed and elucidate the parental mediation. The content of the processes should have implications for pedagogical professions especially in habilitation and preschool contexts. The preliminary results show a rapid progression in the second language despite limited exposure to it and being in a different modality. 

  • 32.
    Cramér-Wolrath, Emelie
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    A HEARING CHILD GROWING UP IN A DEAF FAMILY ACQUIRES PARALLEL BIMODAL BILINGUALISM, SWEDISH SIGN LANGUAGE AND SPOKEN SWEDISH2012Conference paper (Refereed)
    Abstract [en]

    Description of bilingual acquisition in different modalities

    The aim of this case study is to, within a socio-historical (Vygotsky, 1934) frame, describe and analyse the process of a parallel bimodal bilingual acquisition. A hearing Child Of Deaf Adults (CODA) interchanging with deaf family members were followed longitudinally. The languages acquired from birth were Swedish Sign Language in visual-gestural modality and spoken Swedish in aural-vocal modality.

     

    Methodology/research design

    The main participant, here called Hugo, grew up in a signing family, as an older sibling and his twin sister as well as both parents were deaf. He attended local pre-school where he communicated in spoken Swedish. Hugo was from the age of 10 to 40 months video-observed in his home in sessions of one hour. Usually the sessions consisted of three activities: story-, play- and mealtime. Focus in this study is based on data from story- and play-time from 12 sessions. Interaction consists of episodes in joint attention and of Hugo’s private speech (Bodrova & Leong, 2003).

         Data was collected through video-observations, brief field notes and an interview with the child's deaf parents. In order to find patterns of critical changes in the data two types of analyses were conducted. The first inductively exploring started already at the transcriptional work in that possible moments of critical changes were noted and compared between participants. Interchanging episodes were in-depth analyzed (Creswell, 2007) and in-detail described (Yin, 2009). In the second step data and results of the first step analysis were abductively compared to studies within the field. The fieldnotes and interviews validate the trustworthiness of the analysis.

         The specific research questions to be addressed at this occasion are what characterises the process of acquiring and mediating parallel bimodal bilingualism of a young CODA.

     

    Expected findings

    Through this single case study findings can illuminate how parallel language acquisition is developed and elucidate the parental bimodal and bilingual mediation. The content of the processes should have implications for pedagogical professions especially in information to educational contexts and bilingualism. The preliminary results show scaffolding bilingual acquisition, unlike previous studies, by single simultaneous bimodal insertions.

  • 33.
    Cunningham, Miriam
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Technology-Enhanced Learning in Kenyan Universities2016In: IEEE technology & society magazine, ISSN 0278-0097, E-ISSN 1937-416X, Vol. 35, no 3, p. 28-35Article in journal (Refereed)
    Abstract [en]

    This article discusses some of the findings of a study that bridges an existing knowledge gap by focusing on identifying influences on the wider adoption and uptake of TEL techniques by HEIs in Nairobi. In this context, TEL techniques can encompass e-learning, blended learning, using massive open online courses (MOOCs), or an entirely online course delivery. This study examines why HEIs are using TEL, perceived benefits and challenges of using TEL from an institutional and instructor perspective, and the impact of policies. The findings have important research, practical, societal, and policy making implications for educational delivery on a continent with a rapidly growing population. Findings will assist decision making, inform policy creation, and provide useful foundational reference material for further comparative research in Africa. The lessons learned will also assist tertiary level institutions across the African continent that wish to plan for wider TEL adoption, or to implement TEL in a more effective manner, by considering common challenges that could limit adoption.

  • 34.
    Cunningham, Una
    University of Canterbury.
    Teaching the disembodied2013Conference paper (Refereed)
    Abstract [en]

    Postgraduate students studying by distance on a course intended primarily as professional development for language educators were invited to participate in real time in scheduled campus classes in the same course for campus students via Skype on iPads. After initial hesitation, some on-line students took up this real-time participation option. Initial technical difficulties were overcome after seeking input from campus and distance students. Comments suggested that the model where distance students were each represented in the physical space of the classroom as a talking head on a tablet device led to a perceived social presence (Kim 2011, Hostetter & Busch 2013). The classroom discourse evolved to refer to the distance participants in a way reminiscent of the way physically challenged campus students might be referred to, i.e. when a student was asked to help another student to turn to see the board, rather than asking them to turn the tablet.  However, it also became apparent that the two groups of students, the virtual and the physical, were having partially different classroom experiences (c.f. Westberry & Franken 2013).

    Sound problems were experienced by both groups, and this led to some irritation in both groups, so a series of adjustments were made and evaluated, including a move to a model where distance students participated in a group video call via Skype on a laptop rather than on multiple individual Skype calls on iPads. Towards the end of the course, the distance and campus students were asked to evaluate the experience of having physical and virtual participants sharing a physical space and to relate this experience to the asynchronous channels previously available to the participants (Garrison & Cleveland-Innes 2005).  There was some othering taking place (Palfreyman 2005), from both groups, and the distance students expressed that they felt excluded from the campus students’ social community. There seemed to be a monitoring of teacher time and attention dedicated to the other group on the part of some participants in both groups. The comments of both groups of participants were interpreted in the light of an application of activity theory (Barab, Evans & Baek 2004; Brine & Franken 2006), looking at aspects of the seminars as activities with subjects and objects and rules for each group. It appears that student beliefs and student expectations lead to hidden benefits and hidden challenges associated with mixing these groups of students (Westberry & Franken 2013).

     

    References

    Barab, S. A., Evans, M. A., & Baek, E. O. (2004). Activity theory as a lens for characterizing the participatory

    unit. In D. H. Jonassen (Ed.), Handbook of research on educational communities and technology. Mahwah: Lawrence Erlbaum Associates.

    Brine, J. & Franken, M. (2006). Students' perceptions of a selected aspect of a computer mediated academic writing program: An activity theory analysis. Australasian Journal of Educational Technology, 22 (1) 21–38.

    Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction

    is not enough. The American Journal of Distance Education, 19(3), 133–148.

    Hostetter, C. & Busch, M. (2013). Community matters: Social presence and learning outcomes. Journal of the Scholarship of Teaching and Learning 13 (1), 77 – 86.

    Kim, J. (2011), Developing an instrument to measure social presence in distance higher education. British Journal of Educational Technology 42, 763–777.

    Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Palfreyman, D. (2005). Othering in an English Language Program. TESOL Quarterly 39 (2), 211-233.

    Westberry, N. & Franken, M. (2013). Co-construction of knowledge in tertiary online settings: an ecology of resources perspective. Instructional Science 41 (1), pp 147-164.

  • 35.
    DiFante, Louis
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Americans Abroad in Spain and Australia: A Comparative Study of University Students' Study Abroad Outcomes2016Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The study abroad field has progressed into an innovative and exciting stage given the high- rise of interest throughout the last twenty years. Study abroad is not showing signs of losing momentum concerning student interest or academic research. Numerous variables affect the direction the field is heading. This study intends to illuminate some of those variables through classifying study abroad results.

    This research study is part of the 21st century phenomena regarding increased travel through study abroad programs. It investigates the results of U.S. students’ study abroad experiences in Spain and Australia, through identifying aspects of the knowledge outcomes, changes in perspective, and the social, professional, and personal implications on a U.S. student after returning home from such an endeavor.

    It is critical to recognize and comprehend student results from the study abroad perspective to provide higher education institutions, study abroad companies, educators, students, and researchers with a contextual, first-hand encounter through the eyes of the student. This student analysis provides a greater framework for various stakeholders to continue the promotion of studying abroad, while enriching study abroad programs, and to continue the provision of breadth of opportunity for upcoming students interested. 

  • 36.
    Dogan, Emre
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Digital Learning Tools: Methodology in a Multimodal World2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to present teacher and student views on, and usage of, digital learning tools in the Swedish upper secondary English language classroom, as well their views on a comparison between digital and traditional learning tools. Digital learning tools have seen an increase in both usage and development, something that began as early as the 1990’s, and has become a more common sight in Swedish upper secondary schools. Previous research conducted about digital learning tools and their application in both the general and the English language classroom is presented and used to both analyze and discuss empirical data; said data has been received through a qualitative methodology comprised of two focus group interviews with students and teachers. The empirical data is categorized according to each research question, with direct and translated quotes from the focus group interviews. The results of the study show that while digital learning tools viewed in a positive light and their usage is appreciated by some students, both groups primarily advocate variety in the English language classroom rather than relying exclusively on just one set of tools to create a learning environment that caters to all students rather than a select few.

  • 37. Duveskog, Marcus
    et al.
    Tedre, Matti
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Sedano, Carolina Islas
    Sutinen, Erkki
    Life planning by digital storytelling in a primary school in rural Tanzania2012In: Educational technology & society, ISSN 1436-4522, Vol. 15, no 4, p. 225-237Article in journal (Refereed)
    Abstract [en]

    Storytelling is one of the earliest forms of knowledge transfer, and parents often use it for teaching their children values and knowledge. Formal schooling, however, is less inclined to use storytelling as a vehicle for knowledge transfer, and even less as a vehicle for modern self-directed, student-centered, and constructionist pedagogy. Research literature reports experiences on student-centered storytelling in schools, but there is little information about such learning environments using modern information technology. Using a case study approach, we collected qualitative data from a workshop that tested a number of constructionist pedagogical approaches and one-to-one computing technology in a hypercontextualized storytelling workshop. In that workshop, which took place in a Tanzanian primary school, pupils used their XO-1 laptops as digital media tools for expressing their dreams and solutions to overcoming challenges in life. Results of this study suggest that digital storytelling offers additional advantages when compared to traditional storytelling. Designers need to follow six principles for a successful digital storytelling workshop: commitment, contextual grounding, previous exposure to the context, involvement of local experts, atmosphere of trust, and realistic flexible planning.

  • 38.
    Därndal, Jennica
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    Du gör det, men vet inte om det!: En studie om trä- och metallslöjdlärares tankar om sitt arbete förenat med entreprenöriellt lärande.2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 39.
    Döös, Marianne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wilhelmson, Lena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Collective learning: Interaction and a shared action arena2011In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 23, no 8, p. 487-500Article in journal (Refereed)
    Abstract [en]

    Purpose: The paper argues for a theoretical contribution that deals with the detection of collective learning. The aim is to examine and clarify the genesis processes of collective learning. The empirical basis is a telecom context with task-driven networking across both internal and external organizational borders.

    Methodology/approach: The research draws upon an integration of organizational learning theory and a relational and contextual branch of experiential learning theory framed as organizational pedagogy. A case study of R&D work serves as the empirical foundation. Four teams were studied through interviews, focus groups, and observations. Data were analyzed in interplay between empirical findings and theoretical concepts.

    Findings: Collective learning does not only occur within the boundaries of well-defined groups where previously identified. Characterized by distributed work processes and rapid changes in the telecom context, collective learning is associated with individual distribution of tasks, insufficiency as a foundation, a question-and-answer space, and the imprints of others in a shared action arena.

    Research limitations/implications: Conclusions concern how collective learning can be comprehended. The paper points to the importance of interaction and a shared action arena. The way in which knowledge develops is, to some extent, context-dependent. This indicates that the characteristics of the shared action arena vary.

    Practical implications: Differentiating learning processes have a practical significance for organizations wanting to focus upon competence issues.

    Originality/value: This study identified the importance for collective learning of the presence of a shared action arena. The theoretical contribution fills a gap in the understanding of how collective learning arises when moving from face-to-face learning within local teams, to networking across both internal and external organizational borders. This contributes to the understanding of how the learning of individuals links with the learning of an organization.

  • 40. Edling, Silvia
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan i Skövde, Sverige.
    Liljestrand, Johan
    Demokratiperspektiver i svensk lærerutdanning: Tre om svensk lærerutdanning2013In: Demokrati og lærerbevissthet: Konferanserapport / [ed] Dag Fjeldstad, Rolf Mikkelsen, Oslo: Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo , 2013, p. 81-96Conference paper (Other academic)
  • 41.
    Eklund Larsen, Malin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Mann, Nadja
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Surfplattan som stödresurs för barn med funktionsvariationen autism: En kvalitativ textanalys med utgångspunkt i vetenskapliga artiklar2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att belysa hur en surfplatta kan stödja och främja barn med funktionsvariationen autism i sin kommunikativa förmåga och i sitt sociala samspel. Studiens tidigare forskning går igenom kommunikation och surfplattan som stödresurs för barn med autism, denna forskning pekar på attbarnen kan få stöd av en surfplatta men att forskningen är bristfällig. Det är en kvalitativ textanalys där empirin bestått utav vetenskapliga artiklar. Resultatet av denna studie visade att surfplattan är en bra kommunikations stödresurs som har många positiva egenskaper, däribland att den är lätt att individanpassa, lätt att ta med och socialt accepterad. Vidare visade även studien att det sociala samspelet är något som är nödvändigt för att kommunikationen ska utvecklas hos barn med funktionsvariationen autism och att därför surfplattan stödjer både kommunikation och socialt samspel, samtidigt.

  • 42.
    Emelie, Lundin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    En förskollärarutbildning på neurovetenskaplig grund: Den neurovetenskapliga disciplinens relevans för utbildningspraktiken2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med föreliggande litteraturstudie är att undersöka vilken kunskap som framträder i sammanförandet mellan neurovetenskap och utbildning, samt vilken neurovetenskaplig kunskap som kan tänkas anföras till utbildning för lärare och/eller utbildningspraktiker. Utifrån resultatet av analysen framträder det att innebörden av begreppen neuroplasticitet, ohälsosam stress, interaktioner likväl scientific literacy kan vara av vikt för förskollärare att få en djupare neurovetenskaplig förståelse för. Slutsatsen visar delvis på att om innebörden av dessa begrepp ska införas i den svenska förskollärarutbildningen är det av stor vikt att de ställs i relation till konkreta exempel i förskolans praktik. Utifrån analysen framträder det tydligt att biologiska och miljömässiga förklaringar står i en ömsesidig dubbelriktad relation och det är just detta som belyser den potentiella förmågan lärare har att influera barns hjärna, beteende, lärande, hälsa och framtida livsbana. 

  • 43.
    Engdahl, Ingrid
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    "Bildung für nachhaltige Entwicklung" - die Sicht der Kinder: Ergebnisse aus dem weltweiten OMEP-Projekt2017In: Gemeinsam leben. Zeitschrift für inklusion, ISSN 0943-8394, no 2, p. 111-117Article in journal (Other academic)
    Abstract [de]

    Während der UNESCO Dekade „Bildung für nachhaltige Entwicklung“ (BNE) führte die Weltorganisation für Frühe Bildung (OMEP) zwischen 2009-2014 ein umfangreiches Projekt zum Thema Nachhaltigkeit durch. Das übergeordnete Ziel des Projektes war das Bewußtsein der OMEP Mitglieder und der internationalen Fachgemeinde für die Bildung für nachhaltige Entwicklung (BNE) zu stärken. Dabei wurde ein besonderer Fokus auf die kindorientierte Perspektive gelegt.

  • 44.
    Ernstson, Johanna
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies. Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Teknikundervisning, yngre åldrar: Hur några lärare ser på sin teknikundervisning2014Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Teknik påverkar alla individer i ett samhälle, vilket innebär att kunskap om teknik ämnet är viktigt. Teknik finns överallt i vår omgivning och är en viktig del i samhället. Syftet med denna undersökning är att ta reda på hur några lärare i grundskolans tidigare år berättar om hur de genomför sin teknikundervisning. Hur resonerar lärarna när de planerar och genomför sin undervisning? Metoden som användes under undersökningen är kvalitativa intervjuer med verksamma klasslärare och tekniklärare. Anledningen för tillämpandet av kvalitativa intervjuer var att få en så djup förståelse som möjligt om hur de intervjuade lärarna resonerade kring elevernas kunskaper i teknik. Metoden blir flexibel då man med följdfrågor kan få djupare och tydligare svar. I undersökningen kom det fram att den praktiska delen i undervisningen ofta fick ta en större plats än den teoretiska. Lärarna ansåg att det praktiska i undervisningen blev tydligt för eleverna och skapade en ny erfarenhet hos eleverna. Lärarna i undersökningen strävade efter att vara goda förebilder i teknikundervisningen för sina elever. Många av lärarna tyckte att deras elever hade svårigheter att definiera teknik. De tyckte också att pojkar och flickor ofta hade olika uppfattningar om vad teknik är.

  • 45.
    Falkner, Kajsa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ornellas, Adriana
    Edman Stålbrandt, Eva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Skill Up: Matching graduates’ skills and labour world demands through authentic learning scenarios2018Conference paper (Other academic)
  • 46.
    Falkner, Kajsa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ornellas, Adriana
    Fuhrmann, Frauke
    Vilanova Morató, Núria
    Candel, Robert
    Good practices in connecting workplace and learning in higher education: (Output 1: Final report from Erasmus+ Programme). Skill up: Matching graduates’ skills and labour world demands through authentic learning scenariosManuscript (preprint) (Other academic)
  • 47.
    Fihn, Stina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Henriksson, Tomas
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    ”Du, kan det vara så att han liksom är gay?”: Om pojkars möjligheter att överskrida könsnormer i förskolan2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsens syfte är att undersöka hur pedagoger tänker kring och upplever pojkar som överträder traditionella könsnormer samt vad de har för erfarenheter av de hinder och möjligheter som möter könsöverskridande pojkar. Vår metod har varit en kvalitativ intervjustudie med pedagoger som arbetar/t i förskola. Vi har intervjuat sex pedagoger. Vår teoretiska utgångspunkt är feministisk poststrukturalism med hjälp av queerteori. Vårt resultat visar på att pedagoger anser sig skapa möjlighetsvillkor för överskridande pojkar utifrån deras synsätt i verksamheten och de beskriver att det ofta handlar om kvinnligt kodade attiraljer som bärs av pojkar. Det finns också svårigheter och hinder för pojkar som överträder traditionella könsnormer i form av mobbning, homofobi och osynliggörande. För att öka medvetenheten menar pedagogerna att förskolan måste arbeta normkritiskt. Det finns erfarenhet bland pedagogerna att pappor oroar sig för sönernas trygghet och framtida sexualitet. Vår slutsats är att vår studie har hjälpt till att synliggöra pedagogers upplevelser av pojkar som överträder traditionella manliga könsnormer och vi uppfattar en vilja hos pedagoger att skapa möjligheter till överskridande positionering för dessa pojkar. Medvetenhet, kunskap och kompetens är en bidragande faktor för att skapa möjligheter för könsöverskridande pojkar.  

  • 48.
    Frögéli, Mikael
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Saud, Ahmed
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Delaktighet i grundskolan: En kvalitativ studie kring hur man kan skapa delaktighet i undervisningssituationer2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Syftet med vår uppsats är att undersöka hur två olika skolor arbetar med delaktighet, samt att undersöka eventuella likheter/olikheter. Vi har intervjuat två rektorer samt två specialpedagoger på två olika skolor i norra Stockholm och ställt frågor som behandlar begreppet delaktighet. De teoretiska utgångspunkter vi har använt oss av är delaktighet ur ett socialt perspektiv där vi diskuterar hur den sociala gemenskapen påverkar elevens delaktighet i klassrummet, hur eleven påverkas av att flyttas mellan stora och små grupper och vilka metoder skolorna väljer att använda sig av för att skapa en delaktighet i undervisningssituationer. Vi har även utgått från delaktighet ur ett demokratiskt perspektiv där vi resonerar kring hur eleven ska få göra sig hörd, att de måste ta egna initiativ och våga ta för sig i undervisningen för att kunna känna en delaktighet. Att våga ta för sig kräver också en del av skolan och dess organisation, som lärare måste man försöka skapa en trygg och säker miljö för eleven att arbeta och utvecklas i. Hur denna miljö ser ut skiljer sig från individ till individ, men det gäller att först och främst se till elevens bästa, att elevens bästa alltid hamnar i fokus. Vi spelade in intervjuerna för att sedan transkribera och sammanställa dessa fråga för fråga, svar för svar för att sedan jämföra skolorna som helhet mot varandra, men också rektor för rektor samt specialpedagog för specialpedagog. Därefter gick vi igenom tidigare forskning samt den teoretiska delen för att tolka, diskutera och analysera svaren utifrån detta. Vi kom fram till att för att en delaktighet i klassrummet ska finnas bör man ha en trygg stämning på skolan där lärare och elever har en god kommunikation och tar hänsyn till varandra och respekterar varandra. Organisationen anpassas efter elevens behov, vad som är bäst för det enskilda barnet. Här gick åsikterna isär en del, då specialpedagogerna ansågs vara tvungna att välja mellan barnets bästa som individ eller som en del av klassammanhållningen. Relationer ansågs också som viktigt, genom hela leden i verksamheten, från rektor till specialpedagog till klasslärare till elev till föräldrar. Om man får alla att arbeta åt samma håll och stödja eleven så kan man se till att eleven får en bra skolgång där denna känner sig delaktig i sin egen utveckling. Detta var enligt pedagogerna i undersökningen inte den lättaste av uppgifter, därför anser vi att man inom skolvärden bör lägga mera vikt på relationer och kommunikationen inom skolan, så att man kan hjälpa varandra men också ta hjälp av varandra.

  • 49.
    Gavelius, Johan
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Alsterklint, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Hur tänker Vi och hur gör Vi?: Fritidspedagogers och lärares samverkan2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 50.
    Gerholm, Verner
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Matematiskt begåvade ungdomars motivation och erfarenheter av utvecklande verksamheter2016Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    This licentiate thesis deals with some influencing factors to develop mathematicalabilities among mathematical gifted adolescents. Krutetskii’s structureof the mathematical abilities and Mönks’ triadic model of giftedness isused as a theoretical framework.The thesis consists of two articles with different aims. The first aim is toinvestigate to what extent the students had participated in various mathematicalactivities during their years in school and what impact the students attachto these activities. The second aim was to examine some aspects of the importanceof motivation for the mathematically gifted adolescents.To answer the research questions data was collected with a questionnaireand an interview study of a total of 27 finalists in a national mathematicalcompetition for students in Swedish upper secondary schools.Generally the students were positive about the activities they had participatedin. Specifically acceleration in the subject and mathematical competitionsstand out as particularly significant activities according to the students.The study shows the significance of mathematical activities providing aframework to relate to, which will make the progression more visible for thestudents. Such activities could be mathematical competition problem solvingor acceleration in the subject.The results of the study indicates that intrinsic motivation together withextrinsic motivation with integrated or identified regulation are the most importanttypes of motivation. All students in the study had both intrinsic motivationand some type of extrinsic motivation.

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