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  • 1.
    Ahlberg, Kerstin
    et al.
    Dalarna University, School of Humanities and Media Studies, Art Education.
    Danielsson, Helena
    Dalarna University, School of Humanities and Media Studies, Art Education.
    Elevrespons på bloggen2013In: Meningsskapande fritidshem: Studio som arena för multimodalt lärande / [ed] Malin Rohlin, Lund: Studentlitteratur, 2013, 1, 81-113 p.Chapter in book (Other academic)
    Abstract [sv]

    De äldre barnen på fritidshemmet är i fokus i detta kapitel, som behandlar barns lärande vid inkludering av visuella uttryck i den pedagogiska verksamheten. Vi lät elever i tolvårsåldern inspireras att samtala om bilder och multimodala texter via en digital utställningsplats. Det övergripande syftet med vår studie var att stärka barnens förmåga att återkoppla och reflektera kring egna och andras arbeten och på så sätt öka deras förståelse både för bildskapande och för de kunskapsområden som varit föremål för deras studier. Olika temaarbeten har följts under en längre tid - projekt som äger rum i skolans sammanhang men i kapitlet diskuteras som idéer för möjligt samarbete mellan lärare på fritidshem och i skolmiljön. Konkreta exempel från barnens arbete och process varvas i kapitlet med teorier och begrepp in området visuell gestaltning och estetiska lärprocesser.

  • 2.
    Aida Niendorf, Mariya
    et al.
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Saito, Rieko
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Creating an effective environment for development of intercultural competence through online Japanese Language exchanges: How it is done and what it takes2013Conference paper (Other academic)
    Abstract [en]

    Developing intercultural competence has been an important focal point of university education especially in the area of foreign language instruction. In order to incorporate intercultural competence in our Japanese language instruction, we have brought together students studying Japanese from the U.S., Korea and China to join our students studying Japanese in Sweden for online exchanges. In order to create an ideal virtual classroom environment in an international setting, we have examined how students from different countries interact during the online exchanges in Japanese. In this presentation, we will discuss the process, strength, difficulties and potential of such exchanges.

  • 3.
    Alatalo, Tarja
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Dalarna University, School of Humanities and Media Studies, Swedish.
    Skriftspråksutvecklingen i övergången från förskoleklass till årskurs ett2017In: Barns övergångar: Förskola, fritidshem, grundsärskola och grundskola / [ed] Anne Lillvist & Jenny Wilder, Lund: Studentlitteratur AB, 2017, 1, 59-78 p.Chapter in book (Other academic)
  • 4.
    Andersson, Milli
    Dalarna University, School of Education, Health and Social Studies, Education.
    Högläsningens betydelse för elevers språkutveckling: En kvalitativ studie om lärares syn på högläsning samt högläsningens betydelse för elevers språkutveckling2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 5.
    Annerberg, Anna
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Gymnasielärares skrivpraktiker: Skrivande som professionell handling i en digitaliserad skola2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to contribute to deeper knowledge about the writing practices of teachers in upper secondary school. Schools are under constant pressure to respond to the needs and expectations of an ever-changing society and political intentions. A major factor in this change which is taking place in schools is digitalization. Another factor is the adoption of new governing principles for schools involving management by goals and results, which brings increased demands for written documentation of teachers' work.

    In order to describe and problematize this development the thesis is based on a combination of Critical Discourse Analysis and New Literacy (Clark and Ivanič, 1997). The theoretical framework rests upon an understanding of writing as social action and the idea that texts both affect and are affected by the social environment. The empirical study focuses on twelve teachers and their writing practices, analyzed during week-long field visits over three years. The teachers' talk about their writing is used together with analyses of texts and images to investigate parts of teachers' writing which, according to the teachers, are considered complex and problematic.

    The findings indicate significant differences between the writing practices of the individual teachers, where each teacher has his or her own system of texts fulfilling different purposes. Despite these differences it is still possible to identify recurrent themes in the discursive conditions for teachers' writing: efficiency, reuse, authority, audit, relationships to addressees, and room to maneuver. The study illustrates possible dilemmas for teachers' writing at the intersection of teachers' professional responsibility and demands for accountability.

  • 6.
    Arnqvist, Anders
    Karlstads universitet, Avdelningen för utbildningsvetenskap.
    Verksamhet med läsning och skrivning i förskoleklass2003In: Lagarbete och tidig läs- och skrivutveckling / [ed] Birgitta Lidholt, Stockholm: Skolverket , 2003Chapter in book (Other academic)
  • 7.
    Askliden, Elisabeth
    Dalarna University, School of Education and Humanities, Educational Work.
    Visualisering i svenskämnet, för elever med Aspergers syndrom: En jämförelse2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats/studie studerar hur pedagoger i dag arbetar med elever med funktionshindret Aspergers syndrom samt om det finns någon visualisering i undervisningen med dessa elever. Studien utgår från två högstadieskolor en stad i Mellansverige. Visualisering handlar om att se och höra (visualisera) det som sägs och det som visas, av en pedagog i klassrummet och om visualisering är en god hjälp för dessa elever med Aspergers syndrom. Metoden för denna studie är intervjuer, samtal samt litteraturstudier. Undersökningen ser om det finns och i vilken grad det används visualisering, i ämnet svenska.

    Det kom fram att visualisering är en metod som används frekvent i undervisningen på de olika skolorna som undersöks. Pedagogerna använder sig särskilt av denna metod, då man behöver vara tydlig. Individer med Asperger har olika grad av funktionshindret och det är viktigt för pedagogen att ge eleven hjälp utifrån denna grad.

  • 8.
    Ax, Annika
    Dalarna University, School of Education and Humanities, Educational Work.
    Gymnasieelevers uppfattningar om algebra och problemlösning: En undersökning med utgångspunkt i elevernas kön, slutbetyg i grundskolan och val av gymnasieprogram2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här uppsatsen är att undersöka elevers uppfattningar om algebra och problemlösning samt granska hur dessa uppfattningar påverkas beroende på elevernas val av gymnasieprogram, kön och slutbetyg i grundskolan. Syftet är vidare att ta reda på vilka eventuella hinder och svårigheter eleverna själva uppfattar då de använder algebra för att lösa matematiska problem. Som metod för att söka svar på syfte och frågeställningar har valts att genomföra en enkätundersökning med elever som går första året på gymnasiet och som läser antingen naturvetenskapsprogrammet eller bygg- och anläggningsprogrammet. Enkätundersökningen består av två delar, en del som undersöker elevers uppfattningar om matematik i allmänhet och algebra och problemlösning i synnerhet, samt en del som försöker reda ut vilka svårigheter eleverna uppfattar då de ska lösa matematiska problem med algebra. Svaren sammanställs genom en analys av vilka eventuella skillnader och likheter som finns beroende på elevernas val av gymnasieprogram, kön och betyg i grundskolan. Resultatet visar på att elever på naturvetenskapsprogrammet som hade MVG i betyg i grundskolan har en mer positiv inställning till algebra och problemlösning i jämförelse med elever från bygg- och anläggningsprogrammet som fått G i betyg. Vad gäller elevernas kön finns det inte några indikationer på att denna faktor har någon större påverkan på deras uppfattningar. Resultatet kan vara en indikation på att elevernas uppfattningar främst påverkas av deras förståelse för det algebraiska tankesättet. Det eleverna upplever som svårast när de ska lösa problem med hjälp av algebra är att översätta den skrivna texten till en algebraisk framställning. När eleverna löser matematiska problem indikerar även resultatet att de till stor del styrs av sina förväntningar och förutfattade föreställningar om uppgiften. Resultatet ger en indikation om att eleverna behöver arbeta mer med problemlösning i olika former för att genom det kunna träna upp sin resonemangsförmåga och sin förmåga att behärska alla de tre faserna, översättning, omskrivning och tolkning, i den algebraiska cykeln.

  • 9.
    Backman, Erik
    Gymnastik- och idrottshögskolan, GIH, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Friluftsliv in Swedish Physical Education – a Struggle of Values: Educational and Sociological Perspectives2010Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to examine some of the educational and sociological conditions underlying the production of teaching in friluftsliv within the Physical Education (PE) subject in Swedish compulsory school. Despite the value awarded to the Scandinavian outdoor practice friluftsliv, in both the national PE curriculum document and in Physical Education Teacher Education (PETE) in Sweden, it does not seem to be thoroughly implemented in compulsory school teaching. Through analyses of interviews with PE teachers and PE teacher educators, as well as of curriculum documents, using the perspectives of Basil Bernstein and Pierre Bourdieu, I explore conditions underlying the expressions of friluftsliv teaching in Swedish PE.

    The pedagogic discourse for friluftsliv in Swedish PE is described as a teaching that should take place in a natural setting remote from civilisation, involve risks, and require time, technical equipment, financial resources, and cooperation. This discourse for friluftsliv is shown to be similar to the values emphasised in friluftsliv education in PETE. Although proven to be difficult to implement in school, this discourse appear to form the conception of friluftsliv teaching for PE teachers in Sweden. Under the influence of the performance code, friluftsliv is transformed into outdoor activities with which the PE teachers are familiar, or is totally left out of PE teaching.

    A turn towards options that are seen as unthinkable in relation to the current pedagogic discourse may benefit the achievement of the aims set out in the national PE curriculum. Values such as environmental awareness, sustainable development and cultural perspectives on the landscape could strengthen the classification of friluftsliv and PE in compulsory school. Further, an increase of socially critical and constructivist perspectives during PETE could make unthinkable options in friluftsliv thinkable and contribute to a break with the reproduction of teaching practices in PE.

  • 10.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Allard, Karin
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    St John, Oliver
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Nordmark, Marie
    KKOM-DS.
    Understanding communication and identities in culturally diverse school settings in present day Sweden: empirical explorations from 3 different language profile schools in present day Sweden2008Conference paper (Refereed)
  • 11.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Messina Dahlberg, Giulia
    Dalarna University, School of Education, Health and Social Studies, Education. Örebro universitet.
    Learning on-the-go in institutional telecollaboration: Anthropological perspectives on the boundaries of digital spaces2015In: Researching Language Learner Interaction Online: From Social Media to MOOCs / [ed] Edward Dixon and Michael Thomas, CALICO , 2015Chapter in book (Refereed)
    Abstract [en]

    As Digitally Mediated Communication increasingly becomes a dimension of everyday life across the globe, a greater number of individuals have access to newer ways of engaging in learning practices on-the-go. Learning here, i.e. in institutionalized educational settings like the videoconferencing program Adobe Connect explicitly can be conceptualized in terms of participation in distributed networks of relationships across both physical geopolitical as well as virtual spaces.

    The study presented here is interested in (i) examining the nature of languaging ‘in situ’ in digital institutional learning settings like virtual classroom, including the types of practices that unfold at the boundaries of different glocal communities, and (ii) throwing light upon the relationship(s) between the openness and parallel closure of online glocal spaces. We draw upon ethnographic data from a project at the CCD[1] research group in Sweden. Our anthropologically framed study takes sociocultural and postcolonial perspectives as points of departure and focuses upon screen recordings of online sessions of an Italian for Beginners course (80 hours) offered by a Swedish university.

    Sociocultural and postcolonial perspectives on culture, language and identity allow us to empirically investigate how students in cyber communities negotiate and co-construct SpaceTime as a single dimension during the institutionally framed agenda of an online language course focused in this study. We argue that in order to understand and empirically study such encounters (or sites of engagement) it is fruitful to use the epistemological lenses of TimeSpace as well as the postcolonial concepts of Third Space and Hybridity. This allows us an analytical shift in focus, from what happens inside a space or a community, to what occurs at the boundaries, in-between (virtual) spaces.

    Our results highlight the need to focus the distributed-discursive and the discursive-technological constitution of participants’ worlds i.e. humans-in-concert-with-artifacts in the shared space(s) of the virtual classroom, where the boundaries of what is real-tangible and what is curtailed-obscure become both fluid-diffuse and concrete-tangible. Dismantling notions of one nation-one language, facilitated by emerging media practices, it is suggested, also challenges dominant language ideologies based on monolingual-monomodal communication.

    [1]www.oru.se/humus/ccd/

  • 12.
    Bernsköld Segoete, Linn
    Dalarna University, School of Education, Health and Social Studies, Education.
    SO- ämnenas breda undervisningsmöjligheter: - En text om hur lärares didaktiska val inom SO kan främja elevens utveckling mot den handlingskunskap och tolerans som läroplanen kräver.2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Undersökningen bygger på tre kvalitativa intervjuer med SO-lärare och ämnar belysa genom vilka metoder lärarens uppdrag att fostra och fokusera mot värdegrundsmål tillika kunskapsmålen i SO- ämnena kan genomföras. Läroplanens olika målsättningar är stundtals motsägelsefulla och komplexa och det är upp till varje lärare att själv reda ut hur de ska förhålla sig till läroplanens innehåll. Den individuella tolkningen av uppdraget lägger en slöja av subjektivitet över lärarens uppdrag, hur läraren tolkar uppdraget är av stor vikt för hur det sedermera kommer att genomfö-ras. Värdegrunden belyser förmågor och flertalet av de begrepp som lyfts fram som centrala i värdegrunden återkommer i det centrala innehållet i de olika SO- ämnena. Men kunskapskraven i SO fokuserar inte mot de förmågor som återfinns i värdegrundsmålen, varför det inte per auto-matik leder till måluppfyllelse bara genom att behandla begreppen i undervisningen. Värdegrun-den syftar till en framtidsfostran av eleverna och att stärka elever möjligheter att agera i samhället, ta ansvar för och kunna stå upp för demokratiska värden, ytterst en fråga om handlingskunskap, medan kunskapskraven i SO –ämnena fokuserar på vetenskapen om exempelvis de demokratiska värdena. Undersökningen ämnar således belysa de didaktiska val en lärare kan göra för att skapa den typ av handlingskunskap värdegrunden förordar inom ramen för SO-undervisningen. Resul-tatet visar att det går att kombinera dessa uppdrag genom att exempelvis ha öppna diskussioner, där läraren ställer provocerande frågor, att ha höga förväntningar på eleverna, skapa simulerande aktiviteter, arbeta i projektorienterade undervisningsformer och försöka få in verkligheten i klass-rummet.

  • 13.
    Billman, Sabina
    Dalarna University, School of Education, Health and Social Studies, Education.
    Språket i matematikens textuppgifter: En litteraturstudie om svårigheter i textuppgifter ochundervisningsstrategier som kan underlätta förståelsen förelever i årskurs 1-32014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 14.
    Brunnert Walfridsson, Erik
    Dalarna University.
    NGL2014 Next Generation Learning Conference: Conference summary2014Conference proceedings (editor) (Other academic)
  • 15.
    Cameron, David Lansing
    et al.
    University of Agder, Norway.
    Lindqvist, Gunilla
    Dalarna University, School of Education, Health and Social Studies, Education. Uppsala universitet.
    School district administrators’ perspectives on the professional activities and influence of special educators in Norway and Sweden2014In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 18, no 7, 669-685 p.Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to investigate school district administrators’ perspectives concerning the professional activities and influence of special educators in Norway (n=266) and Sweden (n=290). We examine three themes drawn from a survey of practices and policies in each country: (a) the organisational arrangements in which special educators work, (b) perceived changes in special educators’ activities, and (c) ratings of special educators’ influence on the content of instruction and the availability of resources for children with special needs. Findings suggest that special educators frequently work in teams, function largely as advisors, and spend less time working with individual students than in previous years. There appears to be a more pronounced increase in special educators’ time devoted to advising and documentation in Sweden than in Norway. Swedish special educators were also more frequently described as working in multidisciplinary teams. Participants in both countries rated the influence of special educators significantly higher than that of parents and teachers on the availability and distribution of resources; and significantly higher than politicians, public officials, teachers, and parents with regard to influence over the content of instruction. We discuss these findings in relation to the goals and development of inclusive education in Scandinavia.

  • 16. Carlén, Urban
    et al.
    Olson, MariaStockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum).
    Perspektiv på gymnasial yrkesutbildning2013Collection (editor) (Refereed)
    Abstract [sv]

    Avsikten med detta temanummer är att synliggöra och problematisera den gymnasiala yrkesutbildningens spänningsfält.I temanumret återfinns bidrag som på olika sätt studerar, belyser och diskuterar hur dessa spänningsfält ger avtryck och sätter möjliga spår av betydelse för både elever, lärare, skola, arbetsplatser och samhälle.

  • 17.
    Charrière, Lionel
    Dalarna University, School of Education and Humanities, Educational Work.
    Individualisering i moderna språk: En kvalitativ studie om hur sex lärare i moderna språk förhåller sig till individualisering i undervisningen2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur sex lärare i moderna språk förhåller sig till individualisering i undervisningen. Metoden som använts är kvalitativa forskningsintervjuer med språklärare verksamma inom såväl grundskolan som gymnasiet. Undersökningens resultat åskådliggör en mångfald av tolkningar kring individualiseringsuppdraget hos lärare i moderna språk. Utifrån informanternas svar identifieras tre skilda individualiseringsmodeller. I den första modellen framstår individualiseringen framförallt som en metod baserad på nivåindelning och användande av särskilt material. Individualisering beskrivs i den andra modellen som ett förhållningssätt, att beakta elevernas olikhet, och utformas under en rad olika inslag, från planering till utvärdering. I den tredje modellen nås individualisering i helklassundervisning genom varierande arbetsformer samt lärarens kontakt med eleverna under lektionen. Att läraren snarare ansluter sig till en av dessa tre modeller tycks hänga samman med vilka behov och risker denne förknippar med individualisering.

  • 18.
    Cox Eriksson, Christine
    Dalarna University, School of Humanities and Media Studies, English. Stockholms universitet, Specialpedagogiska institutionen.
    Children's Vocabulary Development: The role of parental input, vocabulary composition and early communicative skills2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to examine the early vocabulary development of a sample of Swedish children in relation to parental input and early communicative skills. Three studies are situated in an overall description of early language development in children. The data analyzed in the thesis was collected within a larger project at Stockholm University (SPRINT- “Effects of enhanced parental input on young children’s vocabulary development and subsequent literacy development” [VR 2008-5094]).

    Data analysis was based on parental report via SECDI, the Swedish version of the MacArthur-Bates Communicative Development Inventories, and audio recordings. One study examined parental verbal interaction characteristics in three groups of children with varying vocabulary size at 18 months. The stability of vocabulary development at 18 and 24 months was investigated in a larger study, with focus on children’s vocabulary composition and grammatical abilities. The third study examined interrelations among early gestures, receptive and productive vocabulary, and grammar measured with M3L, i.e. three longest utterances, from 12 to 30 months.

    Overall results of the thesis highlight the importance of early language development. Variability in different characteristics in parental input is associated with variability in child vocabulary size. Children with large early vocabularies exhibit the most stability in vocabulary composition and the earliest grammatical development. Children’s vocabulary composition may reflect individual stylistic variation. Use of early gestures is associated differentially with receptive and productive vocabulary.

    Results of the thesis have implications for parents, child- and healthcare personnel, as well as researchers and educational practitioners. The results underscore the importance of high quality in adult-child interaction, with rich input fine-tuned to children’s developmental levels and age, together with high awareness of early language development.

  • 19.
    Danielsson, Helena
    et al.
    Dalarna University, School of Humanities and Media Studies, Art Education.
    Taflin, Eva
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Rapport från projektet Multimodala uppgifter och bedömning i matematik: Video och kollaborativa samtal som metod vid lärares bedömning av elevers matematiska kunskaper2015Report (Other academic)
    Abstract [en]

    This research will discuss some experiences from a four year school research study. It was conducted in cooperation with teachers from four municipalities in Dalarna. The aim of the research was to examine teachers´ professional development when they participated in collaborative discussions based on video recordings and video edited material from specific lessons in their own practice. The study had two foci one was to investigate methods and tools that teachers can use to develop their ability to assess their students while working on multimodal tasks. The other was to examine how video can be used by teachers wanting to obtain knowledge about assessing students. The study is based on several theories about when teachers collaborate to create new knowledge. The first is the design theoretical approach – where visual ethnography and a semiotic approach contribute to problematize the use and mixture of different modes. A basic assumption of the framework here is that meanings are made and communicated in mathematics through a wide range of semiotic modes. By using video as an essential tool in the research the framework theories concerning visual ethnography, video documentation and individuals as reflective practitioners were also needed. The findings can be divided into the following themes: the use of tasks for assessment, collaborative discussion, equipment, ethical dilemmas. Collaborative discussions were evaluated as a meaningful way of sharing knowledge. The use of video recordings in association with these discussions raised important ethical issues. Working with the assessment framework was of great interest to the teachers but it took a lot of time from their ordinary work. In this way the project highlighted more general aspects of school development. The research also concerns teachers´ use of collaborative discussions in assessment work, multimodal tasks in mathematics and video as a research tool in general.

  • 20.
    Dömstedt, Daniel
    Dalarna University, School of Education and Humanities, Educational Work.
    Sons of Northern Darkness: En fråga om stil och identitet i Black Metal-kulturen2007Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Min uppsats har visat på black metal-stilens betydelse för fyra ungdomars identitetsskapande. Jag har med koppling till teoretiska infallsvinkar och begrepp rörande stilars och kulturers betydelse diskuterat black metal-kulturen med fokus på dess stilmässiga uttryck, dess symbolanvändande och dess innebörd för ungdomarnas självbild.I min studie har jag diskuterat och redogjort för hur black metal-kulturen kan te sig genom att förklara hur musiken låter och hur stilens uttryck i form av kläder och frisyrer kan se ut. Uppsatsen har visat på hur symboler och kodsystem används av ungdomarna inom ramen för kulturen för att markera och positionera sin identitet. Jag har i min studie även visat hur black metal-stilen kan vara ett existentiellt ställningstagande mot kommersialism och mainstreamkultur.

  • 21.
    Eldh, Ann Catrine
    et al.
    Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
    Jönsson, Birgitta
    Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
    Nordin, Susanna
    Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
    Att ha eller riskera funktionsnedsättning och genomgå utbildning till sjuksköterska2015Student paper otherStudent thesis
  • 22.
    Elf, Marie
    et al.
    Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
    Ossiannilsson, Ebba
    Lunds Universitet.
    Neljesjö, Maria
    Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
    Jansson, Monika
    Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
    Implementation of open educational resources in a nursing programme: experiences and reflections2015In: Open learning, ISSN 0268-0513, E-ISSN 1469-9958, Vol. 30, no 3, 252-266 p.Article in journal (Refereed)
    Abstract [en]

    The IMPOER project (implementation of open educational resources, OER) aimed to implement OER in a nursing programme at Dalarna University, Sweden. The university and its nursing programme have long engaged in e-learning, and the nursing programme has recently been awarded the European Association of Distance Teaching Universities E-xcellence Associates Quality Label. The quality award was based on the creation of a roadmap for the continuous development of e-learning and the implementation of OER. The results of the study illustrated that overall, the students and the educators were positive about using OER. They considered that this approach was a new way of learning, and they appreciated the fact that OER were free and easy to access. However, they felt overwhelmed by the amount of material that was available and they were concerned about quality. If the use of OER is to be sustainable, a change in attitudes and practices among students and teachers is likely needed regarding the use of resources on the web.

  • 23.
    Engström, Arvid
    et al.
    Göteborgs Universitet.
    Säljö, Roger
    Göteborgs Universitet.
    Weilenmann, Alexandra
    Göteborgs Universitet.
    Mobile video literacy: Negotiating the use of a new visual technology.2014In: Personal and Ubiquitous Computing, ISSN 1617-4909, E-ISSN 1617-4917, Vol. 18, no 3, 737-752 p.Article in journal (Refereed)
  • 24.
    Eriksson, Anders
    Dalarna University, School of Education, Health and Social Studies, Education.
    Egenskaper adepter värdesätter hos en tränare2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund

    Tränare finns på många olika nivåer, från barn- och ungdomstränare till elittränare. Ishockey och fotboll är två av Sveriges största idrotter vilket gör att det är många ledare som är verksamma inom dessa idrotter.

    Syfte

    Syftet med denna studie är att undersöka vilka egenskaper adepter värdesätter hos en tränare samt vad adepter anser om feedback från tränaren.

    Metod

    För att ta reda på det har jag gjort enkätundersökningar i sex olika elitlag. Undersökningen baseras på killar i åldrarna 16-20 år. Sammanlagt är det 100 killar som har deltagit i min undersökning, tre hockeylag respektive tre fotbollslag.

    Resultat

    Undersökningen visade att det var samma egenskaper som var utmärkande hos både hockey- och fotbollslagen. Några av dessa egenskaper är: kunnig i sin idrott, tävlingsinriktad, ambitiös och inspirerande. Att tränarna ska vara kunnig i sin idrott visade sig vara den viktigaste egenskapen enligt spelarna som deltog i enkäten.

    Diskussion

    Spelarna föredrar helst att tränaren är kunnig i sin idrott. Då spelarna i undersökningen tillhör elitlag kräver det troligtvis bättre kvalité på tränarna vad gäller kunskap för att kunna matcha spelarnas målbild & kvalité.

  • 25.
    Eriksson, Per
    Dalarna University, School of Education, Health and Social Studies, Education.
    Hör idrott och hälsa ihop?: En intervjustudie av elever i gymnasial lärlingsutbildning2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    SyfteSyftet med denna studie är att bidra till en förståelse för hur elever i gymnasial lärlingsutbildninguppfattar skolämnet idrott och hälsa i relation till framtida yrkesliv.MetodMetoden som användes var kvalitativa intervjuer där intervjun utgick ifrån en intervjuguide ochljudupptagning gjordes. Urvalet bestod av åtta st elever som läser olika program på en gymnasieallärlingsutbildning. Dessa åtta valdes ut genom lottning, bland de som givet sitt godkännande.Intervjuerna transkriberades för att sedan sammanfattas till ett resultat.ResultatResultatet visade på att eleverna ser idrott som något som hör till skolämnet Idrott och hälsa ochinnefattar väldigt mycket, men kan delas upp i att det är något praktiskt, med teoretiska inslag.Där hälsa är något som främjas genom främst träning och kost. Några av eleverna anser dock attens egna tankar även är något som påverkar hälsan. Utifrån detta har eleverna mestadels ettsynsätt på hälsa ur ett patogent perspektiv, med inslag av det salutogena.Syftet med skolämnet är enligt eleverna först och främst den fysiska aktiviteten, men den skaäven ge kunskaper om och varför man genomför viss fysisk aktivitet. Detta tillsammans medkunskaper inom ergonomi, är av stor vikt då alla elever anser att det är viktigt att träna vid sidanav arbetet för att behålla en god hälsa. Samtidigt menar flera att detta ansvar är individuellt ochdet är därmed ingen annan som kan se till att du bibehåller en god hälsa. Syftet med skolämnet äratt du ska erhålla all denna kunskap, men samtidigt finns det negativa bitar inom ämnet som urett salutogent perspektiv kan betraktas som hämmande för hälsan. Ur elevernas perspektiv anserde att det är det ”tvång” att medverka i aktiviteter man inte gillar, samt de situationer där mankänner sig dålig som kan orsaka detta.

  • 26.
    Erixon, Eva-Lena
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education. Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Matematiklärares kompetensutveckling online: policy, diskurs och meningsskapande2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Different forms of professional development online are becoming increasingly common for teachers and the aim of the thesis is to contribute knowledge about online professional development for mathematics teachers and the relationship between professional development, educational policy, and mathematics teaching practice. In the thesis, professional development refers to organized professional development in terms of university courses.

    The thesis consists of four studies, each of which has been presented in the form of an article. The four studies together explore transnational and national policy discourses, meaning-making activities that can be distinguished in online professional development, discourses pertaining to mathematics teaching in the classroom and in the subsequent seminar discussions in the course, and teachers’ experience of professional development online. The different arenas have been explored using the concept of discourse with reference to Fairclough, Gee, and Sfard. The term ”discourse” refers primarily to communication and language in use.

    The result of the studies indicates that the participants have not been offered enough opportunities to reflect on how or whether the use of several concepts and everyday life connections really deepened the students’ understanding of the mathematical content. Moreover, the analysis of the interviews with the participants shows that it was difficult for them to deepen their reflections in the synchronous communication online. There is a lack of reciprocal participation and reflection in the conversation and it is hard for the participants to get an idea of how the others respond to their messages. When a participant has completed his or her message the next speaker continues with a new message and as a result, the communication often takes a new direction instead of allowing in-depth reflection.

  • 27.
    Erixon, Eva-Lena
    et al.
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Wahlström, Ninni
    Linnéuniversitetet.
    In-service training programmes for mathematics teachers nested in transnational policy discourses2015In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 39, no 1, 94-109 p.Article in journal (Refereed)
    Abstract [en]

    Results in mathematics on international knowledge surveys like Programme for International Student Assessment (PISA )and Trends in International Mathematics and Science Study (TIMSS) have become one of the most important factors for the perceived success or failure of schools and even entire education systems in the policy arena. In this article we explore the complex recontextualising processes that occur when translating educational policy into actual programmes for teachers’ education. First, the transnational education policy discourse(s) of teachers´ in-service training with a focus on mathematics will be explored. Second, we examine how this transnational discourse is recontextualised in a national policy discourse resulting in a national reform programme for in-service training of mathematics teachers in Sweden. In a third step, concrete teacher training courses in mathematics are examined. The result shows a convergence between the official policy discourse and the pedagogic recontextualising field in terms of a broad teaching repertoire and peer discussions about reflections on certain common objects of learning.

  • 28.
    Fejes, Andreas
    et al.
    Linköpings universitet, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo).
    Nicoll, Katherine
    University of Stirling.
    Olson, Maria
    Stockholms Universitet.
    Dahlstedt, Magnus
    Linköpings universitet, REMESO - Institutet för forskning om Migration, Etnicitet och Samhälle.
    Citizen Formation: Becoming a citizen inside and outside of school2011Conference paper (Refereed)
  • 29.
    Fjordevik, Anneli
    et al.
    Dalarna University, School of Humanities and Media Studies, German.
    Inose, Hiroko
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Edfeldt, Chatarina
    Dalarna University, School of Humanities and Media Studies, Portuguese.
    What do they learn, why do they learn? A study on university students' participation in fan activities2015Conference paper (Other academic)
    Abstract [en]

    At the Dalarna University (Sweden), which is specialized in online education, there has been a three-year research project called “Informal Learning Environment”, which explored the educational aspects of fan activities and possible ways to apply them in foreign language and literature courses. One part of the project was a study, conducted in two stages. First, an online questionnaire survey on the language student’s awareness about online fan activities, as well as their participation in those, was carried out. In the second stage, seven students that were actively participating in various fan activities were interviewed. The interviews examined the qualitative aspects of the participants’ involvement in fan communities with four different question areas: In what kind of fan activities do they participate?; Why do they participate, and what makes participation attractive to them?; What kind of knowledge and skills (such as language or cultural or other skills) do they think they have developed through participation?; and do they think it is possible to apply this mechanism of informal learning to the university courses? We also asked whether they see any connection between informal learning in the fan communities and their learning at university / college.During the project (which includes the actual application of some fan activities to the courses), various educational elements of fan activities have become clear. In this proposed paper we do the final analysis of the aforementioned study with a focus on the curiosity and playfulness that we could see in this informal learning. Based on the interviews, we will analyze the motivation / mechanism for the intensive learning processes that seem to take place outside the classroom.

  • 30.
    Frisk, Katharina
    et al.
    Dalarna University, School of Education and Humanities, Educational Work.
    Martinpelto Börnfelt, Jenny
    Dalarna University, School of Education and Humanities, Educational Work.
    Reflekterande samtal - verktyg för förändring?: Två elevgruppers samtal kring arbetsplatsförlagt lärande2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Skolinspektionens rapport 2011:2 visar på betydande brister i samverkan mellan skola och arbetsliv. Endast en femtedel av de tillfrågade skolorna klarar av att ge APU, arbetsplatsförlagd utbildning (APL – arbetsplatsförlagt lärande fr.o.m. Gy 11), med den kvalitet som krävs. Vårt arbete har som övergripande syfte att skapa ett lokalt diskussionsunderlag för våra respektive arbetsplatser gällande faktorer att ta hänsyn till i ett förändringsarbete kopplat till APL. Vi vill också ur ett elevperspektiv undersöka förväntningar på och upplevelser av APL.

    Vi använde reflekterande samtal som metod för att samla in material till vårt arbete. Vi träffade två elevgrupper före och efter deras praktikperiod under hösten 2012.

    I resultatet vävs våra tre frågeställningar samman. Elevernas förväntningar på och upplevelser av sin APL-period påverkar diskussionsunderlaget för ett förändringsarbete. Vi uppmärksammar fyra områden. Elevernas förväntningar på handledarna är stora vilket lyfter fram tankar på hur handledaruppdraget kan förtydligas. Förberedelserna för eleverna ser olika ut. Det kan innebära övning i att ta kontakter och att presentera sig själv eller att reflektera över hur man tillvaratar praktiktiden på bästa sätt. Gällande upplevelser och erfarenheter så framstår behovet av att bli lyssnad på som centralt. Vi belyser till sist elevernas upplevelser av att delta i reflekterande samtal och överväger om denna metod kan användas i samband med det arbetsplatsförlagda lärandet.

    Nyckelord: APL – arbetsplatsförlagt lärande, entreprenöriellt förhållningssätt, reflekterande samtal, reflektion.

  • 31.
    From, Ingrid
    et al.
    Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
    Forsner, Maria
    Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
    Portfolio in Nursing Education2014Conference paper (Refereed)
  • 32.
    From, Ingrid
    et al.
    Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
    Marusarz, Marika
    Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
    Specialistutbildning av sjuksköterskor i vård av äldre.2007Conference paper (Refereed)
  • 33.
    Gao, Man
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Digital Technology and Chinese as a Foreign Language: Tools for teachers and learners2016Conference paper (Other academic)
    Abstract [en]

    Technology is playing an increasingly important role in language education, and today most teachers of Chinese as a Foreign Language (CFL) probably embrace at least a few digital tools to enhance their work. In this workshop, an overview will first be presented of a range of digital tools currently used in CFL teaching and learning, such as Adobe Connect, Adobe Presenter, online language learning sites and apps on smart phones. The workshop then proceeds to a structured discussion on these tools; common practices, further possibilities, and potential problems will be considered, drawing partly on the participants’ own experiences.

  • 34.
    Gao, Man
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Perception of Lexical Tones by Swedish Learners of Mandarin2016In: Proceedings of the joint workshop on NLP for Computer Assisted Language Learning and NLP for Language Acquisition at SLTC, Linköping: Linköping University Electronic Press , 2016, Vol. 130, 33-40 p.33-40 p.Conference paper (Refereed)
    Abstract [en]

    Models of cross-language perception suggest that listeners’ native language plays a significant role in perceiving another language, and propose that listeners assimilate non-native speech sounds to similar sounds in their native language. In this study, the effect of native language on the perception of Mandarin tones by Swedish learners is examined. Swedish learners participated in an identification task, and their performance was analyzed in terms of accuracy percentages and error patterns. The ranking of difficulty level among the four lexical tones by Swedish listeners differs from that found among English native listeners in previous studies. The error patterns also reveal that Swedish listeners confuse Tone 1 and 2, Tone 3 and 4, and Tone 2 and 4, the first two pairs rarely being confused by English listeners. These findings may be explained with the assimilation account: Swedish learners assimilate Tone 3 and 4 to Swedish pitch accents, thus they exhibit a unique pattern when perceiving the tones in Mandarin.

  • 35.
    Gleisner Villasmil, Lena
    Dalarna University, School of Education and Humanities, Education.
    Appar som nappar: Presentation från TeachmeedMitt2 i Falun 28 november 20122012Other (Other (popular science, discussion, etc.))
  • 36.
    Gray, David
    Dalarna University, School of Humanities and Media Studies, English.
    Ecocriticism and Sustainability Education: A Reflection on Teaching English Literature to Teacher Students in Sweden2016Conference paper (Other academic)
    Abstract [en]

    Ecocriticism, “the study of the relationship between literature and the physical environment”, and sustainable pedagogy (or sustainable education) approach complex cultural and ecological issues from literary and cultural studies, and education respectively (Glotfelty. 1996, p. xviii). Current research in both areas is now relatively thriving, and primary, secondary and postsecondary educational institutions around the world are increasingly focused on the promotion of sustainability, particularly since the UN Decade of Education for Sustainability Education 2005-2014. However, despite the growing connections being made between sustainability and transformative learning, there are still new possibilities for ecologically-minded, creative, relational and place-based approaches to education.

    Teacher education in Sweden now provides a unique opportunity to foster synergy in the relationships between subject knowledge, pedagogical practice; higher-, secondary-, and primary- educational milieus; which can positively affect society and the environment. This idea has lead me to dwell on my own experience of teaching English literature in teacher programs from pre-school to upper secondary - specifically English for Primary School Teachers 1B, 4-6 - and the potential to connect ecocritical approaches to literature and the promotion of sustainability education.

    The Swedish rules and guidelines for sustainable development and sustainable pedagogy, and their bearing on the literature component in the subject of English seem clear, from the national and local framework documents such as högskoleförordningen (1993:100), Dalarna University’s utbildningsplan grundlärarprogrammet grundskolans årskurs 4-6 and the English for Primary School Teachers 1B, 4-6 syllabus; as well as the Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. The latter provides a clear mission statement on the role of education in fostering citizenship with an environmental awareness towards sustainable development: 

    Skolan ska i samarbete med hemmen främja elevers allsidiga personliga utveckling till aktiva, kreativa, kompetenta och ansvarskännande individer och medborgare […] Genom ett miljöperspektiv får de möjligheter både att ta ansvar för den miljö de själva direkt kan påverka och att skaffa sig ett personligt förhållningssätt till övergripande och globala miljöfrågor. Undervisningen ska belysa hur samhällets funktioner och vårt sätt att leva och arbeta kan anpassas för att skapa hållbar utveckling. (Skolverket, 2011).

    Arguably this places responsibility on the school and school teacher, as well as the whole apparatus for teacher education in higher education.

    And yet, there is a lack of ecocritical approaches to the study of literature in nearly all of the English literature courses, offered to teacher students at Dalarna University. In regard to the example course (English for Primary School Teachers 1B, 4-6), the following learning outcomes are given:

    •visa kunskap om ett urval skönlitterära texter från den engelsktalande världen

    •i tal och skrift kommunicera och argumentera för sina egna tolkningar av texterna med hjälp av ett antal litteraturvetenskapliga begrepp och teorier

    •i tal och skrift diskutera och problematisera begreppet barndom i studiet av barn- och ungdomslitteratur

    •argumentera för och reflektera över hur skönlitteratur och andra typer av kulturella texter kan användas i språkundervisning för yngre elever för att utveckla såväl språkfärdigheten som förståelsen för andra kulturer och samhällen

    •i anslutning till litteraturstudierna redogöra för och reflektera över kultur- och samhällsyttringar inom den engelskspråkiga världen samt relatera dessa till egna kulturella erfarenheter

    •visa kunskaper om kursplanen i engelska för åk 4-6 med fokus på litteratur- och kulturaspekter samt hur dessa kan omsättas i klassrummet.

    The focus on literature and its capacity to promote understanding of a wider socio-cultural perspective is evident. However, in this perspective on human culture is rarely linked to the cultural attitudes and values that have the most significant impact on the natural environment. The result of this kind of anthropocentric or human-centred thinking, can be represented in Glen A. Love’s critical question: “Why are the activities aboard the Titanic so fascinating to us that we give no heed to the waters through which we pass, or to that iceberg on the horizon?” (p. 229).

    Ultimately, it is my intention to pursue further research to look at the current dearth of ecocritical approaches to literature and sustainable education (both within higher education as a consequence, within the English primary classroom in Sweden), and the potential for interconnected thinking on sustainability: literary analysis, the educational milieu, and social and ecological issues. Finally this paper will offer some opportunities for “course design that is rooted in ecological principles”, citing a current pedagogical model such as the Burns Model of Sustainability Pedagogy, and examples from teaching ecocriticism and green cultural studies, which recognizes the “the study of the relationship between literature, education and the physical environment” (Burns, 2015, p. 265). 

  • 37.
    Gray, David
    Dalarna University, School of Humanities and Media Studies, English. Ulster University.
    Postgraduate Experience: The Use of Digital/Online Resources in the Creation of Teaching Materials2014In: Ulster Poetry in the Digital Age: Creativity, Innovation and Professional Practice, 2014Conference paper (Other academic)
  • 38.
    Gustavsson, Hans-Olof
    et al.
    Mälardalens högskola.
    Lundgren, Mats
    Dalarna University, School of Education, Health and Social Studies, Education.
    Lahdenperä, Pirjo
    Mälardalens högskola.
    Du är inte ensam!: Interkulturell kompetensutveckling genom kollegialt lärande2016In: Skolans möte med nyanlända / [ed] Lahdenperä, P & Sundgren, E., Lund: Liber, 2016, 1, 207-225 p.Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel handlar om kollegialt lärande och den roll rektorer spelar för att leda verksamheten för nyanlända elever. Här beskrivs erfarenheter från ett kombinerat forsknings- och utvecklingsprojekt i samarbete mellan forskare och praktiker i form av interaktiv aktionsforskning där metoder som forskningscirklar och tankesmedja används med målet att utveckla kollegial samverkan och kollegialt lärande, nya pedagogiska arbetsformer, verksamhetsutveckling och interkulturell kompetens kring nyanlända elevers skolsituation.

  • 39.
    Hagström, Eva
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Lindberg, Owe
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Three theses on teaching and learning in higher education2013In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 18, no 2, 119-128 p.Article in journal (Refereed)
    Abstract [en]

    In our article, we explore the possibility of formulating theses about teaching as one way to use research as a basis for educational action. The theses are formulated from current educational research on teaching and learning in higher education. We also explore the potential for action and the consequences derived from the theses. With our theses, we criticise less complex ways of using research for educational purposes. Through theses we can suggest directions for action without prescribing certain methods or procedures and provide answers without reducing the teachers' possibilities for choice or diminishing their responsibility for their actions. Our exploration is an invitation to a collaborative exploration of theses on teaching and learning in order to broaden and deepen our shared basis for educational action.

  • 40.
    Haltorp, Jessica
    Dalarna University, School of Education and Humanities, Comparative Literature.
    Bortbytingen i klassrummet: En undersökning av de pedagogiska möjligheterna i arbete med Selma Lagerlöfs novell Bortbytingen2012Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med uppsatsen är att på vetenskaplig grund problematisera hur en lärare skulle kunna arbeta med Selma Lagerlöfs novell Bortbytingen i en gymnasieklass i vår tid. Studien är en kvalitativ undersökning där en analys av Lagerlöfs novell ligger till grund för urvalet av didaktiska metoder. Valet av forskningsbaserad litteratur har grundats på valet av gymnasieelever som målgrupp. Genom att ta del av läroplanen i svenska för gymnasieskolan 2011 sammanfogar jag i uppsatsen styrdokumenten, den forskningsbaserade litteraturen och Lagerlöfs novell. Vidare jag genomför en analys där jag plockar fram teman och olika beröringspunkter som jag funnit i texten. Förhoppningen är att min uppsats ska vara till hjälp för olika lärare och elevgrupper. De slutsatser jag drar är att ingen tolkning kan vara fel och att det måste tillåtas att finnas lika många tolkningar som det finns elever. Elevernas egna erfarenheter och intressen måste få spela in för att kunna göra novellen relevant.

  • 41.
    Haltorp, Jessica
    Dalarna University, School of Education and Humanities, History.
    Från kvinnans problem till problemfri kvinna: En undersökning av audiovisuell reklam för sanitetsprodukter till menstruerande kvinnor mellan åren 1970 och 20002014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis tries trough qualitative analyzes to illuminate advertising and its didactic aspects, how menstruation and menstruating women are portrayed over time. The method underlying the survey is didactic, diachronic comparative and hermeneutic. There will also be a feminist point of view on the material. The issue is about how the advertisement presents sanitary products and menstruation and how a menstruating woman is portrayed.The conclusion is that the image of a menstruating woman changes slightly while consolidating the ethos that menstruation should not be visible. The menstruating woman is in constant motion, always fresh and fragrant.

  • 42.
    Hed, Josefin
    Dalarna University, School of Education and Humanities, Educational Work.
    Barn dokumenterar med surfplatta2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Undersökningens syfte är att utveckla kunskap om hur förskolebarn kan göras delaktiga i den pedagogiska dokumentationen av en bildskapande aktivitet med hjälp av en surfplatta, i detta fall en iPad. I första hand undersöks barns perspektiv på vad som sker när de dokumenterar varandras bildskapande i aktiviteten, men även pedagogers perspektiv undersöks.Empirin är insamlad på en förskola, där urvalet av informanter gällt två barn i 3-årsåldern och två barn i 5-årsåldern samt två förskollärare.Arbetet har som utgångspunkt Reggio Emilias syn på barns delaktighet i estetisk lärprocess. Den teoretiska aspekten utgörs av bland annat en sociokulturell syn på hur barn kan lära av varandra och utvecklas genom skapande med bland annat stöd av medieredskap i sin omgivning.Arbetet är en kvalitativ studie, inspirerad av aktionsforskning. Undersökningens genomförande och resultat är uppdelad i tre steg. Steg 1, där barnen får dokumentera varandra under en bildskapande aktivitet med hjälp av en iPad. Steg 2, där barnen väljer ut fem till sex fotografier var av de fotografier det tog i steg 1. Slutligen ett steg 3, där två förskollärare blir intervjuade tillsammans.Resultatet i steg 1 visar att arbetet med pedagogisk dokumentation genom att använda iPad-fotografering skilde sig mellan 3-åringarna och 5-åringarna. Analysen visar att 5-åringarna var mer vana att använda iPad och den åldersgruppen tog ett varierat urval av fotografier. 3-åringarna var till en början försiktiga när det gällde användningen av iPad och urvalet blev många fotografier men inte varierat. Resultatet i steg 2 visar på att barnen valde ut sina fem fotografier med stor variation och på hela bildskapandeprocessen. Barnen valde fotografier på sin egen bildskapandeprocess. Resultatet i steg 3 visar att förskollärarna kan använda barnens fotografier i förskolans verksamhet som ett led i deras kommunicerande. Förskollärarna menar även att fotografierna kan användas i det pedagogiska dokumentationsarbetet. Barnen tog fotografier som förskolan eftersträvar.

  • 43.
    Hennius, Samira
    Mälardalens högskola, Utbildningsvetenskap och Matematik.
    "Vi kan skriva förargument och sedan motargument" ­­: Om deliberativa samtal i undervisning i svenska som andraspråk på högskolenivå2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In the light of the twofold mission of Swedish schools, that is to say enabling pupils to develop both subject knowledge and a democratic attitude, the purpose of this thesis is to investigate to what extent adult higher education students from different language and social backgrounds, studying Swedish as a second language, are able to carry out joint writing assignments with the aid of deliberative discourse, and to what extent they thereby also develop a deliberative attitude. The twofold mission of education applies to them too. While there already exists a certain amount of research into deliberative discourse relating to education in schools, the perspective of higher education didactics in this research is still lacking. The present study is to be viewed as a first contribution to this research.

    The theoretical starting point of this study includes previous research into deliberative discourse by further developing an existing model regarding criteria for deliberative discourse, for example that there is a striving towards agreement, although the consensus may be temporary, that diverging opinions can be set against each other, that tolerance and respect for views other than one’s own are shown, and that traditional outlooks can be questioned. This model is supplemented by designations for a number of disruptive behaviours, such as ridiculing, ignoring, interrupting people and engaging in private conversations. The thus further developed model will thereafter act as a lens in the analysis of students’ discussions when writing joint texts. Another theoretical starting point is the view of education as communication, and of the possibility of communication creating a third place, thereby developing democracy in the here and now-situation.

    For this study, comprising 18 hours of observation of nine students, that is to say the discussions of three groups in connection with writing texts on different occasions, various ethnographic data collection methods have been employed, for example video recordings, participant observations, field notes and interviews in conjunction with the discussions.

    The analysis clarifies that the three groups developed their deliberation as the discussions about the joint assignment proceeded, and that most of the nine students furthermore expressed at least an openness towards a deliberative attitude for further discussions in the future. The disruptive behaviours mentioned in connection with the analytical model that could be identified in the discussions, for example interruptions and private conversations, proved not to constitute real disturbances; on the contrary they actually contributed towards the discussions developing, enabling them to continue. On the other hand, other and not previously identified disturbances occurred, for example a focus on grades, the lack of time and lacking language ability, which all in different ways affected the students’ attitudes towards their work. For any future didactical work on deliberative discourse in Swedish as a second language within higher education, these disturbances would need to be highlighted and made aware of for both teachers and students.

    Keywords: higher education didactics, communication, deliberative discourse, deliberative attitude, John Dewey, Tomas Englund, heterogeneity, ethnographic data collection methods.

  • 44.
    Holgersson, Per-Henrik
    et al.
    Kungl. musikhögskolan.
    Gullö, Jan-Olof
    Södertörns högskola, Journalistik.
    Johansson, Sören
    Dalarna University, School of Humanities and Media Studies, Sound and Music Production.
    På konstnärlig eller vetenskaplig grund: Olika förutsättningar för studenters lärande2012In: NU2012 Gränstlöst lärande: Göteborg 17-19 oktober 2012 : konferenskatalog, Göteborg, 2012, 105-106 p.Conference paper (Refereed)
  • 45.
    Holmgren, Emma
    Dalarna University, School of Education, Health and Social Studies, Education.
    Laborativt arbete i grundskolan: En systematisk litteraturstudie om möjligheter och utmaningar med ett laborativt arbete i grundskolan2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka vad tidigare forskning säger om ett laborativt arbetssätt

    och hur ett sådant arbetssätt kan användas i den naturvetenskapliga undervisningen. Detta syfte

    uppfylldes genom att besvara två frågeställningar. Den första berörde lärares syfte och mål med

    ett laborativt arbetssätt. Den andra frågeställningen undersökte vilka möjligheter och utmaningar

    som följer med ett laborativt arbetssätt ur ett elevperspektiv.

    Studiens design är en systematisk litteraturstudie, en sådan studie syftar till att finna all relevant

    litteratur inom ett visst område, för att sedan värdera och läggas samman den. Litteraturen har

    valts ut genom sökning i databaserna Summon, NorDiNa, DiVa, Eric (Ebsco), Google Scholar samt

    avhandlingar.se.

    Resultatet av denna studie visar att lärare har generella och specifika mål med sina laborationer,

    dessa mål görs i olika grad synliga för eleverna och där några mål förblir helt explicita. Med ett

    laborativt arbetssätt kan eleverna med rätt förutsättningar utveckla kunskaper om hur de kan

    reflektera, kritiskt granska samt formulera hypoteser och slutsatser. Dessa kunskaper och

    förmågor överensstämmer med de systematiska undersökningar som präglar de

    naturorienterande ämnenas kursplaner.

  • 46.
    Hultin, Eva
    Dalarna University, School of Education, Health and Social Studies, Education.
    Children's Democratic Experiences in a Collective Writing Process: Analysing Classroom Interaction in Terms of Deliberation2017In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 3, no 1Article in journal (Refereed)
    Abstract [en]

    The aim of this study is twofold: firstly, it aims to explore the interactional conditions in terms of democratic qualities constituted in collective writing in a primary school classroom; and secondly, it aims to examine whether a set of deliberative criteria is fruitful as an analytical tool when studying classroom interaction. Theoretically, I turn to New Literacy Studies for understanding the writing classroom as a literacy practice and the actual (collective) writing as literacy events. The study has an ethnographic approach in which classroom observations were conducted during a collective writing process involving six nine-year-old children and their teacher. The observations included, two lessons, divided into 3 hours, which were observed, videotaped, and transcribed. The teacher had planned for a strict interactional or didactical order during the collective writing in which the children were to respond individually. However, the children responded in a different manner by starting a vivid dialogue in which they negotiated both the form and the content of the story. The analysis shows some deliberative qualities in this classroom interaction, while some other qualities were not evident. Furthermore, the analysis showed that the set of deliberative criteria was useful in visualizing both existing deliberative qualities in the interaction and the potential for developing such qualities.

  • 47.
    Hultin, Eva
    Örebro universitet.
    Classroom Talks and Students' Resistance2009Conference paper (Refereed)
    Abstract [en]

    The research topic of this paper is exploring different ways of students’ resistance against participating in classrooms talk in upper secondary school. The theoretical framework of this research project is built up by using two different theoretical traditions in order to establish different perspectives on how conditions of participating in classroom talks are constituted: From curriculum theories, including researchers as Lundgren and Englund, a perspective stressing the institutional setting as constituting conditions for classroom talks and students’ participation is gained. From classroom studies, by researchers as Mehan, Cazden, Nystrand and Dysthe as well as the cultural and linguistic theorist Bakhtin, an interactional perspective focusing how different patterns of interaction in the classroom creates different conditions for students’ participation in classroom communication is picked up. Furthermore a focaudian perspective on power and resistance in classrooms is used.

    A combination of ethnographical and curriculum studies approaches is used methodologically in the project. The ethnographic part of the study comprises of videotaped observations of classroom talks in order to study different expressions, strategies and functions of students’ resistance against participating in the classroom talks studied. Furthermore, qualitative interviews with students and teachers were also conducted to get their perspectives of classroom talks and participation. The curriculum part of the study comprised of analyses of curriculum and syllabuses in order to understand how these institutional frames constituted conditions for participation in the classroom talks studied.

    The findings concerning students’ resistance against participating in classroom talks show that we can understand different students’ strategies in the classroom as resistance: 1) Being silent as resistance, 2) Making jokes as resistance, 3) Withholding life-world experiences as resistance. Furthermore, it is possible to discern different origins of the resistance: 1) Resistance origins in the institutional conditions of the talks, e.g. prescribed patterns of interaction, view of knowledge etc., and 2) Resistance origins in students’ life worlds, e.g. norms, habits, preferences, etc.

    The question of students’ resistance against participating in class room communications and talks has a clear relevance for Nordic educational research as the ideals and traditions of organising teaching as talks and communication in different ways are deeply rooted in all Nordic countries, as well in other European countries and the United   States. The institutional settings of educational communicative practices are also similar which makes the question of students’ resistance against participating relevant in all Nordic countries.

     

     

     

  • 48.
    Hultin, Eva
    Örebro universitet.
    Combining ethnographical and curriculum approaches for subject historical perspectives on classroom interaction2007In: Nordic Perspectives of Lifelong Learning in the New Europe: NERA’s 35th Congress Abstracts, 2007Conference paper (Other academic)
    Abstract [en]

    In this paper I discuss the necessity of combining ethnographical and curriculum studies approaches to grasp an understanding of the classroom interaction as being historically situated or related to different school subject traditions. In this discussion I give examples from my earlier research on teaching as conversational genres in the teaching of literature, within the two subjects of Swedish in UpperSecondary School in Sweden. Special attention is paid to how the four analytically discerned conversational genres – The Teaching Examination, The Informal Book Talk, The Text Oriented Talk, and The Culturally Oriented Talk – differ in purpose, structure, patterns of interaction and view of literature. Finally I discuss how these conversational genres can be understood as related to the three dominating selective traditions of the school subject Swedish: Swedish as a Profiency Subject, Swedish as a Higher Subject of Bildung and Swedish as an Experienced-based Subject.

     

     

  • 49.
    Hultin, Eva
    Örebro universitet.
    Conversational genres in the teaching of literature2007Conference paper (Other academic)
  • 50.
    Hultin, Eva
    Dalarna University, School of Education and Humanities, Education.
    Democratic education in the age of therapeutic culture: teenagers’ and teachers’ experiences of social-emotional learning in a nine grade class2013In: The 41st Annual Congress of the Nordic Educational Research AssociationDisruptions and eruptions as opportunities for transforming education: Abstract book, 2013, 93- p.Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to discuss the implications for the possibilities of doing democratic experiences when using socio-emotional programs as value-based education. Since the wake of the Second World War, school as an institution has been given a specific responsibility for securing democracy through educating future citizens equipped with democratic values and skills. Earlier studies have shown that even though there has been a societal consensus that school should have this democratic assignment, there have been several interpretations of its meaning and its didactical design.  During the first decade of the millennium, it has become common to use manual-based programs for social emotional learning (SEL) as a way of realizing school’s democratic assignment. The increase of using socio-emotional programs within schools is understood from the sociological perspective as a part of a wider therapeutic culture where a focus on emotions and how to handle emotions is regarded as enlightened and good (Furedi 2003).

    In this paper, the results of a case study of the implementation of a social-emotional program as value-based education in a nine grade class are presented and discussed. The study is conducted through classrooms observations when SEL activities are organized, interviews with the school’s headmaster, teachers, and pupils on their experiences and views on SEL in education. The school is situated in a Swedish municipality where all pupils in compulsory school had to participate weekly in social-emotional programs, as a consequence of local political decision. The main results of the study point at that the implementation of the SEL program in the studied class can be understood as contra productive concerning creating a democratic school culture for teachers and pupils. Neither teachers’ nor pupils´ critique of the SEL program were heard or taken seriously. There were no forum for critical discussions on the premises of the program – critique was silenced and resistances were ignored. The pupils expressed less belief in democratic processes after (being compelled to) participating in the SEL program than before.

     

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