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  • 1.
    Kreitz-Sandberg, Susanne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Ringer, Noam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Fredriksson, Ulf
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    ‘We have our lessons in Teams’ – Strategies chosen in Swedish schools during the COVID-19 pandemic and consequences for students in upper secondary education2022Ingår i: Tertium Comparationis Journal für International und Interkulturell Vergleichende Erziehungswissenschaft, ISSN 0947-9732, E-ISSN 1434-1697, Vol. 28, nr 3, s. 250-273Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Sweden during the COVID-19 pandemic, compulsory schools were generally kept open but upper secondary schools closed and turned instead to distance education for a time during the spring term 2020. This article investigates the strategies chosen in Swedish schools, with special focus on the consequences of these decisions for students in upper secondary education. The study, built on interviews with a group of 15- to 19-year-old youths, contributes through a student perspective on learning from home during remote education. The article analyzes the strategy in the Swedish education sector during the pandemic, and describes how a group of upper secondary students perceived the shift to digital and remote teaching during the pandemic with regard to the availability of the digital infrastructure and to studying under the new conditions of distance and remote education. Possible lessons to learn from the pandemic in Sweden could be that students are better technically prepared to work with computers, but less prepared to work independently.

    Ladda ner fulltext (pdf)
    Kreitz-Sandberg et al. 2022
  • 2.
    Ringer, Noam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Hur barn med adhd uppfattar och hanterar sina svårigheter2021Ingår i: Tidsskrift for professionsstudier, ISSN 2446-0273, E-ISSN 2446-0281, Vol. 17, nr 32, s. 172-175Artikel i tidskrift (Refereegranskat)
  • 3.
    Ringer, Noam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Living with ADHD: A Meta-Synthesis Review of Qualitative Research on Children’s Experiences and Understanding of Their ADHD2020Ingår i: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 67, nr 2, s. 208-224Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 4.
    Ringer, Noam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Living with ADHD: A Meta-Synthesis Review of Qualitative Research on Children’s Experiences and Understanding of Their ADHD2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Objective

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

    Methods

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

    Results / Discussion

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

  • 5.
    Ringer, Noam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Managing children with challenging behaviour. Parents' meaning-making processes in relation to their children's ADHD diagnoses2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Objective

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

    Methods

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

    Results / Discussion

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

  • 6.
    Ringer, Noam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Patterns of Coping: How Children with ADHD and Their Parents Perceive and Cope with the Disorder2020Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental diagnosis characterized by symptoms of excessive motor activity, impulsivity, and inattention. Previous research indicates that ADHD has negative implications on the psychosocial functioning of children with ADHD and their parents. In order to fully understand the implications of ADHD we need to understand how children and parents perceive and cope with its symptoms. The aims of this thesis were to (1) identify perceptions of the symptoms among children with the disorder and their parents; (2) identify strategies that children and parents apply in order to cope with the symptoms; and (3) explore patterns between perceptions and coping strategies. The methods used in this thesis are qualitative and include a systematic review of qualitative studies and the analysis of semi-structured interviews with children and parents.

    The results show a variation among children with ADHD as regards their perceptions and coping strategies. With reference to perceptions, five themes were identified among the children: (1) the causes of their symptoms (“there is something wrong with me”, “there is something wrong with my environment”, “this is my personality, a part of who I am”); (2) the implications of the symptoms for their life; (3) symptom timelines; (4) the ability to control the symptoms; and (5) the uniqueness of the symptoms (perceiving the symptoms as either a spectrum or a dichotomy). The study also identified three types of coping strategies that the children applied to manage their symptoms: (1) controlling oneself; (2) making changes in the environment; and (3) following the symptoms and satisfying immediate needs.

    This study found three observable patterns between how children perceive their ADHD and how these children cope with its symptoms. Children who perceive their symptoms as a result of a deficiency within themselves engaged with attempts at self-control, while those children who perceive their symptoms as a result of a problematic environment attempt to change their environment. Also, children who perceive their ADHD as a part of their personality express a tendency to “follow the symptoms.” Additionally, patterns were observed between the perceived uniqueness of ADHD and applied coping strategies. That is, children who perceived ADHD as a spectrum engaged in controlling themselves, whereas those who perceived ADHD as a unique and dichotomous characteristic engaged in making changes in their environment.

    As regards the parents of children with ADHD, this study found that parents perceive their child’s symptoms as a source of difficulties for the parent and as a result of a biological dysfunction. Parents cope with their child’s symptoms by: (1) adjusting their behaviors towards the child; (2) searching for knowledge and becoming experts; (3) regulating negative emotions in relation to the child and others; and (4) negotiating between ADHD and everyday demands, personal wishes and values. In particular, patterns were observed between the perceptions parents have of their child’s behaviors being the result of biological dysfunctions and the coping strategies that these parents employ as a result.

    This thesis highlights the importance of giving attention to the perceptions that children and parents have of ADHD symptoms and how they cope with them in order to inform and contribute to future research and clinical work.

    Ladda ner fulltext (pdf)
    Patterns of Coping: How Children with ADHD and Their Parents Perceive and Cope with the Disorder
    Ladda ner (jpg)
    presentationsbild
  • 7.
    Ringer, Noam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Utilizing the Common-Sense model of illness representations to explore children’s perceptions of, and coping with ADHD2021Ingår i: Journal of Mental Health, ISSN 0963-8237, E-ISSN 1360-0567, Vol. 30, nr 2, s. 216-223Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Attention Deficit Hyperactivity Disorder (ADHD) among children is associated with difficulties in everyday functioning. According to the Common-Sense Model of Illness Representations (CSM), individuals’ beliefs about their illness condition guide their attempts to cope with it. The model suggests five dimensions of illness representations: beliefs regarding the identity of the symptoms, its duration, causes, consequences, and one’s ability to achieve control over it.

    Aims: The study aimed to explore the validity of the CSM-dimensions of illness representations for children with ADHD, while also exploring the possible relationships between types of beliefs and coping strategies.

    Method: A deductive qualitative content analysis was used for analyzing data constructed from semi-structured individual interviews with 14 children diagnosed with ADHD.

    Results: The results have shown that there is a variation in children’s beliefs regarding their ADHD. Those beliefs are, for the most part, captured by the five CSM-dimensions. An additional dimension of ‘Uniqueness’ is suggested, which reflects children’s beliefs on the way ADHD distinguishes them from other children. Patterns regarding types of beliefs and types of coping strategies were identified.

    Conclusions: The CSM is a useful theoretical model to understand children’s beliefs of, and coping with their ADHD.

    Ladda ner fulltext (pdf)
    fulltext
  • 8.
    Ringer, Noam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Young people’s perceptions of and coping with their ADHD symptoms: A qualitative study2019Ingår i: Cogent Social Sciences, E-ISSN 2331-1886, Vol. 6, nr 1, artikel-id 1608032Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose. This study aimed to explore how young people with ADHD perceive and cope with their ADHD symptoms in the context of their everyday life. The research also explores relationships between types of perceptions and types of coping. Method. A qualitative, inductive approach using individual semi-structured interviews to elicit and analyse young people’s perceptions of and coping with their ADHD symptoms. Results. Analysis of interviews with 14 young people has shown a variety of perceptions regarding the mechanism behind the ADHD symptoms. Three types of perceived reasons for the ADHD symptoms were found: because there is something wrong with me, because there is a mismatch between me and the environment, because this is my personality. Variation was also found regarding the perceived threat of the symptoms. The results identified three ways of coping with symptoms: following the symptoms, changing the environment, controlling oneself. A possible relationship between type of perception and type of coping was identified. Conclusion. Young people with ADHD perceive and cope with their symptoms in various ways. Perceptions of and coping with ADHD may relate to each other. This study highlights the importance of identifying young people’s perceptions of their ADHD in order to understand their attempts to cope with it.

  • 9.
    Ringer, Noam
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Benjaminson, Carin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Bejnö, Hampus
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Living with Paediatric acute-onset neuropsychiatric syndrome (PANS) – a qualitative study of Children’s experiences in Sweden2023Ingår i: Cogent Psychology, E-ISSN 2331-1908, Vol. 10, nr 1, artikel-id 2259745Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Paediatric Acute-onset Neuropsychiatric Syndrome (PANS) is a relatively new diagnosis, characterized by an abrupt and dramatic onset of obsessive-compulsive disorder, together with neuropsychiatric symptoms. The study aimed to understand the experience of living with PANS from the perspective of children with the diagnosis. The study employed semi-structured interviews with nine children, aged 10–18 years old, with a diagnosis of PANS. An inductive qualitative content analysis approach was used as a guide for analysis of data. The analysis identified three main categories: (1) “Suffering” reflects the aversive emotional, cognitive, and physical experiences of PANS, and its negative consequences on life; (2) “Powerlessness” reflects a lack of control, difficulties involved with predicting and managing the symptoms, not having words to describe one’s needs, and experiencing a lack of understanding from healthcare providers; and (3) “Being encouraged” entails experiences of finding support and encouragement by receiving flexible treatments, adjusted to the person one is, and having someone who does not give up. The conclusions are that PANS has major negative consequences for the children’s well-being, and they experience limited possibilities to manage the symptoms. Flexible and personally adjusted treatments, and caregivers who are a stable source of support, are empowering.

  • 10.
    Ringer, Noam
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Kreitz-Sandberg, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Swedish Pupils’ Perspectives on Emergency Remote Teaching during COVID-19 - A Qualitative Study2022Ingår i: International Journal of Educational Research Open, ISSN 2666-3740, Vol. 3, artikel-id 100167Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Due to the COVID-19 pandemic, schools in many countries were forced to stop face-to-face teaching and switch to emergency remote teaching (ERT). The aim of this study, based on semi-structured interviews with upper secondary-school pupils in Stockholm, was to explore how Swedish pupils perceive their ERT and to understand their preconditions for learning. We found variations among pupils with regard to how they perceived their new morning routine, the increased flexibility in structuring their day, the flexibility to choose their workplace at home, and the decreased control by their teachers. While some perceived the increased flexibility as challenging, others appraised it as a possibility to be more independent. With regard to their classmates, all participants perceived difficulties learning from each other in ERT. Identified difficulties involved comparing one's performance to that of classmates, having deep discussions, encouraging each other, and organizing themselves in a group. The results are discussed in relation to previous studies, and are interpreted through the lenses of the Designs for Learning Theory.

  • 11.
    Ringer, Noam
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Understanding parental stress among parents of children with Paediatric Acute-onset Neuropsychiatric Syndrome (PANS) in Sweden2022Ingår i: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 17, nr 1, artikel-id 2080906Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    PURPOSE Paediatric Acute-onset Neuropsychiatric Syndrome (PANS) is a relatively new diagnosis characterized by an abrupt and dramatic onset of obsessive-compulsive disorder (OCD), together with neuropsychiatric symptoms. Very little research has been done to understand the experience of being a parent of a child with PANS. The current study aimed to explore aspects related to parental stress in parents of children with PANS.

    METHOD The study employed in-depth semi-structured individual interviews with 13 parents of children diagnosed with PANS. Parents were recruited via an announcement on the websites of patient organizations, and in waiting rooms at child medical clinics. An inductive qualitative content analysis approach was used as a guide for analysis of data.

    RESULTS The analysis of interviews identified five categories of parents’ experiences of stress related to: (1) being effected by the symptoms; (2) experiencing the symptoms over and over again; (3) having no control; (4) obtaining medical treatment is challenging; and (5) managing problems. The results are discussed in relation to the Transactional Theory of Stress and Coping.

    CONCLUSIONS the study illuminates how parents’ perceptions of the child’s symptoms, parents’ strategies for managing problems, as well as experiences related to healthcare providers, may increase or decrease parental stress.

  • 12.
    Ringer, Noam
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Understanding the Positive Classroom Social Climate from Swedish Teachers’ Perspectives- a Qualitative Investigation2024Ingår i: The Nordic Educational Research Association NERA 2024 Conference at Malmö University: Abstract Book, 2024, s. 77-77Konferensbidrag (Refereegranskat)
    Abstract [en]

    Research aim

    The aim of the study was to investigated what elements and features teachers perceive as the constructs and characters of positive social climate.

    Theoretical framework

    Goals, Attitudes, and Values in School (GAVIS) is a theoretical framework built upon theories of human development and a qualitative investigation of students’ perceptions of positive features in their classroom social climate (Allodi Westling, 2010).

    Methodological design

    The study is based on a qualitative investigation in the form of semi-structured in-depth interviews with elementary school teachers. The analysis method was an inductive qualitative content analysis suggested by Elo and Kyngäs (2007).

    Findings

    The analysis resulted with five categories that together describe elements and features of positive social climate in the classroom from teachers’ perspectives.

     1.           Commitment

    This category consists of expressions of students’ commitment, engagement and dedication in the classroom. Such expressions are when students actively participate in activities, carry out the task in an active way, answer questions or discus eagerly with each other, as well as expressions of interest, desire, and enthusiasm in students. Expressions of creativity, playfulness and humor are also expressions that are included in this category.

     2.           Improvement

    This category entails expressions of students’ willingness to improve, develop skills, do their best, and make efforts to manage challenging tasks. Such expressions are for example asking follow-up questions, answer elaborately, or if students have finished a task, they ask to receive a new task. In this category are included expressions of receiving and using individual feedback or collective feedback from teachers, as well as when good individual performances are recognized by other. When teachers encourage students to make efforts, and conveys 'I trust you can do it’ are also characters of this category.

     3.           Structure.

    This category describes aspects related to structure, rules, control and predictability in the classroom. The category includes characters such as having and keeping structure for lectures, coming on time to the class, following classroom rules, activities start and end as planned, clear placement in the group, students raise their hand to get the word, and students and teachers are not interrupted when they talk.

    4.           Fellowship/ Companionship Helpfulness

    This category consists of teachers’ appraisals related to students' propensity to be helpful, open and inclusive towards each other for help. Such descriptions are for example that students take care of each other, take each other's needs into account, share materials and generous with each other. Other examples are when students help each other with knowledge or emotionally, encourage, pep and receive compliments from each other.

     5.           Responsibility

    This category entails teachers’ descriptions in which students take responsibility and influence their social environment. Such descriptions are when students are involved in taking decisions, get to choose between options of activities, or to influence the content and the way in which they work in the classroom. Students express their own views and suggestions, and teachers consider these views and suggestions. Students receive responsibility from the teacher.

    Implication of the study

    Relevance to Nordic educational research

    Positive social climate in the classroom is associated with psychological wellbeing (Tabrizi & Sheikholeslami, 2020), academic motivation (Thornberg et al., 2020), and higher academic performances (Hamre & Pianta, 2001). However, there are still questions regarding the conceptualization of a positive classroom social climate, the components that built it up, and the directions on how to create it (Ginner Hau et al., 2021; Wang et al., 2020). Including teachers’ perspectives in the development of theory and educational practice is a desirable goal (Wang et al., 2020). The results are valuable to enrich our understanding of the phenomenon, to construct instruments to assess it, and to develop interventions to improve the social climate in the classroom.

     

  • 13.
    Ringer, Noam
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Wilder, Jenny
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Gustavsson, Anders
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Managing children with challenging behaviours. Parents’ meaning-making processes in relation to their children’s ADHD diagnosis2020Ingår i: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 67, nr 4, s. 376-392Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 14.
    Westling Allodi, Mara
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Ringer, Noam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    A new observation protocol to assess the social emotional climate in elementary classrooms: Goal Attitudes and Values in School (GAVIS)2024Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The classroom is a context in which proximal processes occur. The classroom social emotional climate (CSEC) is associated to students’ wellbeing and learning and its quality can be target for tier-1 interventions. An observation protocol GAVIS has been developed, based on theories on learning environments and motivation. GAVIS contains 20 items in 5 dimensions (stimulation, improvement, structure, relationship, influence) covering distinct but related aspects of CSEC. Analyses of 53 observations in inclusive kindergarten and elementary classroom are examined: the protocol shows good scale reliability; the five-factor structure is confirmed. MAVIS scores show large correlation with class means of wellbeing scores. Rationale and purpose: The classroom social emotional climate (CSEC) is associated to students’ well-being and learning. The CSEC construct has potential to be relevant for research and practice since an accurate assessment of the quality of the social emotional climate may provide measures that can be used as outcomes of interventions, if they are reliable, prove to be valid and are sensitive to changes.  The aim of the study is to explore how the GAVIS observation protocol has worked in a first test and to examine its psychometric properties. GAVIS observation protocol is an innovation in the methodological field of classroom observations; its validation as instrument however would require further steps and more resources: a larger scale trial with examination of inter-rater reliability, test-retest-reliability; an examination of convergent, concurrent and predictive validity may be goals for future studies.Even if teachers, special educational needs professionals and managers experience and are aware of differences in quality of the social emotional climate in educational setting, it is often perceived challenging to change these situations in our context. The validated observation protocol could be employed in educational practice as an assessment tool where the teacher may receive constructive feedback by a coach, which may facilitate the planning of improvements in the classroom practice. The GAVIS instrument could be useful in research as an assessment of classroom quality before and after an intervention.  

  • 15.
    Westling Allodi, Mara
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Ringer, Noam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Students' well-being and perceptions of  social climate measured with GAVIS- a theory -based instrument2022Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Students’ wellbeing is considered a valuable outcomeof education, alongside academic success. The learn-ing milieu with its social climate is a construct thatdenotes activities and relations, regular proximal pro-cesses supporting learning and development. A modelto describe such a construct, compatible with varioustheories (theory of psychosocial environments, theo-ry of universal human values, self-determination the-ory) has been developed and validated with analysisof children’s experiences of learning environments(Allodi 2002, Lundqvist et al. 2016) and is applied insome instruments - teacher questionnaire, classroomobservation, and student questionnaire - which canbe used both in research and in practice, in order tomake evaluations and plan interventions.

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