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  • 1.
    Olsson, Maria
    Dalarna University, School of Education and Humanities, Education. Specialpedagogiska institutionen, Stockholms universitet.
    Eget arbete - en praktikers reflektioner2005In: Eget arbete - en kameleont i klassrummet: Perspektiv på ett arbetssätt från förskola till gymnasium / [ed] Eva Österlind, Lund: Studentlitteratur AB, 2005, p. 39-59Chapter in book (Other academic)
  • 2.
    Olsson, Maria
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Lärares ledarskap som möjliggörande och begränsande i mötet med 'alla' barn2017Conference paper (Refereed)
    Abstract [sv]

    Syfte

    Syftet är att utifrån en forskningscirkel och deltagande lärares erfarenheter beskriva och analysera innebörder av lärares ledarskap i allmänhet, och i mötet med barn i behov av särskilt stöd i synnerhet.

     

    Metod

    En forskningscirkel har genomförts med nio lärare och en forskare som deltagare. Under ett år (2011-2012) har tio samtal genomförts och därefter (2012-2014) har cirkelgruppen träffats för att analysera tidigare samtal. Lärarna arbetade i skolformerna förskola, förskoleklass, grundskola och grundsärskola.

     

    Teoretisk inramning

    Lärares ledarskap förstås som en social påverkansprocess, där lärares och barns handlingar influerar varandra (jfr Alvesson, 2013). Samtidigt är lärare formella ledare i en utbildningsinstitution och har till uppgift och ansvar för att utöva inflytande över barns lärande. Lärande ses som komplext, eftersom lärare inte på förhand säkert kan veta vad barn lär sig och hur de kommer att agera i en viss situation (Biesta, 2010). Emellertid kan lärare göra vissa antaganden eftersom barn förväntas att agera i enlighet med vanor och rutiner (jfr Berger & Luckmann,1966).

     

    Förväntade slutsatser

    Några av studiens slutsatser är att innebörderna av lärares ledarskap är att möjliggöra lärande och disciplinering. Lärarna har att hantera komplexa situationer, och ledarskapet utpekas som såväl möjliggörande som begränsande, där rätten till utbildning för barn i behov av särskilt stöd förefaller främjas men även riskeras i ljuset av ökad kontroll och ökat ansvarsutkrävande av lärare för goda resultat.

     

    Relevans för pedagogiskt arbete

    Studien tar sin grund i lärares frågor utifrån deras erfarenheter i vardagliga pedagogiska praktiker, och har således relevans för pedagogiskt arbete.

     

  • 3.
    Olsson, Maria
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Stockholms universitet, Specialpedagogiska institutionen.
    Lärares ledarskap som möjliggörande och begränsande i mötet med ’alla’ barn: En deltagarorienterad studie2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to, based on teachers’ experiences, describe and analyse meanings of teachers’ leadership in general, and in relation to children in need of special support in particular. The study was carried out within the tradition of participatory-oriented research, a research circle. The dialogues in the circle were based on the participants’ questions, experiences, interests, and knowledge. The circle included a researcher and nine teachers from the following types of schools: preschool, preschool class, compulsory school, and compulsory school for pupils with learning disabilities.

    The study is based on an understanding of leadership as a relational practice. Leadership is practised in the interaction between teacher and child. Both parties exert influence over the practice of leadership. A central assumption in the study is that knowledge can develop through and in interactions between people, that knowledge and power are connected, and that knowledge and actions are intertwined. Another central assumption is that learning is a complex phenomenon.

    In the analysis of the research circle’s dialogues, the following meanings of teachers’ leadership emerge: to facilitate learning and discipline, and to promote different interests. The practice of leadership involves teachers handling complex situations in their interactions with ‘all’ children, i.e. children in need of special support and children without such needs. Leadership is practised between teachers and children, and the teachers have to consider the group of children as a collective in relation to the individual children. At the same time, the teachers have to consider their intentions versus what happens during the interactions. In addition, the teachers have to pay heed to the fact that their own actions and the children’s actions influence one another. Finally, the teachers have to consider the individual child’s ‘best interest’ in relation to the requirements of the policy documents. Furthermore, the results indicate that the practice of leadership is perceived as both unpredictable and, to some extent, predictable at the same time, which adds to the complexity of leadership. The teachers cannot know for sure what the children understand or if the children’s actions facilitate learning. However, the teachers can make certain assumptions about how to practice leadership in order to facilitate learning and discipline in children with different needs. The meanings of leadership were expressed in different ways in the circle’s dialogues; both as enabling and limiting in interactions with children in need of special support. One of the study’s conclusions is that leadership seems to be particularly complex in interactions with children in need of special support.

    The research circle’s dialogues served to promote a democratic knowledge process. The dialogues were characterised by respect for the participants’ different opinions; however, this does not mean that they were free from power structures.

  • 4.
    Olsson, Maria
    Dalarna University, School of Education and Humanities, Education. Specialpedagogiska institutionen, Stockholms universitet.
    Möjligheter och hinder för en lärandeprocess i en forskningscirkel2013Conference paper (Other academic)
  • 5.
    Olsson, Maria
    Dalarna University, School of Education, Health and Social Studies, Education. Specialpedagogiska institutionen, Stockholms universitet.
    Teachers’ Leadership in Relation to Children’s Differences2014Conference paper (Refereed)
  • 6.
    Olsson, Maria
    Dalarna University, School of Education, Health and Social Studies, Education. Stockholms universitet.
    Vad var det som gjorde att vi fokuserade och utvecklade just det vi gjorde?: Processen i en forskningscirkel2015In: Ett dussin russin!: Tolv texter om deltagarbaserade verksamheter i utbildning och forskning / [ed] Författarkollektivet Smillla Parc, Stockholm: Runö utbildnings- & utvecklingscentrum , 2015, 1, p. 143-153Chapter in book (Other academic)
  • 7.
    Olsson, Maria
    et al.
    Dalarna University, School of Education and Humanities, Education. Specialpedagogiska institutionen, Stockholms universitet.
    Wetso, Gun-Marie
    Dalarna University, School of Education and Humanities, Education.
    Challenges of Creating a Collaborative Learning Process within a Participatory-Oriented Research Project2013In: Disruptions and eruptions as opportunities for transforming education: Abstract book, NFPF/NERA , 2013, p. 1-2Conference paper (Refereed)
  • 8.
    Olsson, Maria
    et al.
    Dalarna University, School of Education and Humanities, Education. Specialpedagogiska institutionen, Stockholms universitet.
    Wetso, Gun-Marie
    Dalarna University, School of Education and Humanities, Education.
    Teachers' Leadership in the Heterogeneous Pedagogical Environments2012Conference paper (Refereed)
  • 9.
    von Ahlefeld Nisser, Désirée
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Lundgren, Mats
    Dalarna University, School of Education, Health and Social Studies, Education.
    Olsson, Maria
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Lindqvist, Gunilla
    Dalarna University, School of Education, Health and Social Studies, Education.
    Challenges faced by national educational authorities when implementing school development: A qualitative case study about an attempt to create accessible teaching environments in a Swedish municipality’s pre-schools and schools2018Conference paper (Refereed)
    Abstract [en]

    Challenges faced by national educational authorities when implementing school development: A qualitative case study about an attempt to create accessible teaching environments in a Swedish municipality’s pre-schools and schools.

    1. Research topic/aim

    National school authorities regularly introduce new concepts for school development to be implemented “at a grassroots level”. This paper addresses one such school development concept implemented in a Swedish municipality. Its goal was to increase children’s’ and students’ access to learning environments in schools and pre-schools. Implementation of this pedagogical concept was to proceed over a longer period of time and be linked to systematic quality work carried out in the municipality. The purpose of this paper is to describe and discuss how the implementation process was perceived by the school administration, teachers and other personal during the time the concept was introduced and thereafter.

    2. Theoretical framework

    The point of departure for this study is how the implementation process is related to what in Sweden is referred to as chain of governance. The chain of governance is the main principal for the organizational framework that creates structure for top-down management and as such is central to describing and understanding the implementation process within this framework. Implementing educational concepts is often considered relatively unproblematic by school authorities, however there are indications that there are a number of difficulties to overcome.

    3. Methodological design

    The study is based on a qualitative case study that is limited to one preschool, one school and the project's steering group. The research design can be characterized as an ongoing evaluation project, a term that has been used more and more in recent years related to different types of development projects in order to achieve a number of advantages pertaining to evaluation, research and organizational development. A central idea of ongoing evaluation research is to increase the effectiveness of development work by providing ongoing feedback to project management, but also by contributing to systematic learning, generating new research-based knowledge as well as demonstrating alternative ways of solving problems.

    Collecting data from several sources allowed for data triangulation. The compilation and analysis of data is based on a hermeneutic interpretation related to the theoretical basis of the study. The results are based on both the managements’ and the staffs’ perspectives both of which are compared and contrasted to each other. Interest is directed at the processes that were initiated and what took place in those processes.

    4. Expected conclusions/findings

    The study is expected to show how the project's steering group acted to implement the evaluation tool, how they tried to transform the project concept into practical activities, how they informed and communicated with the staff concerned, how they organized the work and how they addressed the problems that arose along the way. This description is contrasted with how school management and staff describe what happened when the concept was applied in their organizations.

    5. Relevance to Nordic educational research

    There is a general interest in showing how centrally formulated concepts are implemented at the local level, because in many countries similar initiatives are being carried out, albeit in other areas. An increased understanding of this can contribute to increased general knowledge of implementation processes, but also in this specific case to problematize the concept of accessibility.

  • 10.
    von Ahlefeld Nisser, Désirée
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Olsson, Maria
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Förändringsprocesser i förskola och skola belyst genom ett implementeringsperspektiv2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 2, p. 77-94Article in journal (Refereed)
    Abstract [en]

    This article presents a study carried out on two levels in a school organization – the decision-making level and the realization level – within a municipality. The purpose was to study the implementation of an educational self-assessment tool for accessible education. This article contributes to an increase in general knowledge about implementation processes, while also providing a basis for in-depth dialogues that critically review such processes. A qualitative research strategy has been used, and data was collected by way of observations, interviews and focus-group discussions. The analysis followed the procedure for a qualitative analysis process. The results show that the implementation of a new concept, aimed at achieving change in education, is a complex, unpredictable process. In this case, the implementation process appears to have been hindered as a result of the discord in the process in which the two levels found themselves. The levels involved in an implementation process need to be understood as being interconnected where events at different levels affect each other. Creating dialogues between and within the levels, in terms of both ahead of the implementation and during the time it is in progress, appears, therefore, to be essential for sustainable change.

  • 11.
    von Ahlefeld Nisser, Désirée
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Olsson, Maria
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Lindqvist, Gunilla
    Dalarna University, School of Education, Health and Social Studies, Education.
    Lundgren, Mats
    Dalarna University, School of Education, Health and Social Studies, Education.
    Värderingsverktyg för ökad tillgänglighet i förskola och skola – möjligheter och fallgropar i praktiken.2018Report (Refereed)
1 - 11 of 11
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  • en-GB
  • en-US
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  • nn-NO
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