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  • 101.
    Lundgren, Mats
    et al.
    Dalarna University, School of Education and Humanities, Educational Work.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education and Humanities, Education.
    Uppfattningar om en organisationsförändring: En fallstudie av en förändrad ledningsorganisation avseende Barn- och ungdomsförvaltningen i Rättviks kommun2009Report (Other academic)
    Abstract [sv]

    Studien syftar till att undersöka effekter av en genomförd förändring av ledningsorganisationen inom Rättviks kommuns Barn- och ungdomsförvaltning. Mot denna bakgrund formuleras följande frågeställningar: - Hur har de önskade effekterna av den genomförda organisationsförändringen fått genomslag med avseende på hur verksamheten styrs och koordineras i praktiken? - Hur uppfattar de involverade aktörerna den nuvarande organisationsformens funktionalitet? - I vad mån har den nya organisationen löst de problem som var orsak till att omorganisationen genomfördes? Studien är en kvalitativ fallstudie. Bolman och Deal (2005) anlägger fyra olika perspektiv på organisationer, nämligen strukturellt, Human Relation (HR), politiskt och symboliskt, d.v.s. ett tvärvetenskapligt angreppssätt, på hur organisationer och deras verksamhet kan beskrivas, tolkas och förstås. Det är också dessa perspektiv som utgör grundstommen i den analys som görs av resultatet av studien. Har då Barn- och ungdomsförvaltningen blivit mera välfungerande och i så fall på vilka sätt? Den nya organisationsstrukturen uppfattas som ändamålsenlig och i huvudsak välfungerande, d.v.s. den skapar många av de förutsättningar som behövs för att det ska vara möjligt att hantera problem, optimera resurser och koordinera verksamheten trots att det i intervjuerna framkommer kritiska synpunkter, samtidigt som enkätsvaren i övervägande grad är positiva. Bilden skulle kunna uppfattas som motsägelsefull, men som vi argumenterar för så behöver det inte vara fallet. De problem som finns beror inte i de flesta fall på brister i den organisatoriska strukturen, utan snarare på andra faktorer, t.ex. att verksamheten har ett komplext innehåll samt på hur aktörerna spelar sina roller. Den huvudsakliga förbättringspotentialen verkar inte finnas i att den organisatoriska strukturen förändras, men ändå kan ändå en del aspekter av den nuvarande organisationsstrukturen diskuteras i fråga om tänkbara alternativa lösningar.

  • 102.
    Lundgren, Mats
    et al.
    Dalarna University, School of Education and Humanities, Education.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education and Humanities, Education.
    W7 Dalarna: Ett projekt om entreprenörskap, likabehandling, jämställdhet och integration2012Report (Other academic)
    Abstract [sv]

    Rapporten är resultatet av ett följeforskningsuppdrag av projektet W7 Dalarna – entreprenörskap, likabehandling, jämställdhet och integration och syftar till att beskriva och tolka erfarenheter och resultat i relation till uppsatta mål och hur detta arbete förlöpte samt vad det resulterade i. Projektet har bundit samman affärsrådgivare i sju kommuner med uppgift att stödja kvinnor och invandrare och på så sätt har ett redan etablerat nätverk utvecklats och stärkts. Kommuner har generellt begränsade resurser och arbetet med näringslivsutveckling. Små kommuner i glesbygd är ändå kanske extra utsatta i det avseendet och på så sätt framstår nätverkssamverkan som ett värdefullt sätt att arbeta på.  Resultatet visar att det krävs tämligen stora insatser i form av rådgivning för att en företagsetablering verkligen ska komma till stånd. En annan erfarenhet är att en företagarskola kan attrahera nya grupper av potentiella företagare som ges en möjlighet att prova om deras idéer kan ha kommersiell bärighet. Däremot visade det sig att det är svårt att få gehör för jämställdhetsfrågor i små företag, liksom att det för utlandsfödda individer finns många hinder att passera om man inte behärskar det svenska språket tillräckligt väl och känner till hur det svenska samhället fungerar.

  • 103.
    Lundgren, Mats
    et al.
    Dalarna University, School of Education and Humanities, Education.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education and Humanities, Education.
    What is going on in the world of schools?: Reflections on the role of the participant observer in school development projects2005Conference paper (Other academic)
    Abstract [en]

    International studies that compare school-systems in different countries often try to measure the pupils’ “knowledge-level”. The same thing also happens in national investigations, sometimes with focus on how marks in different subject develop during time. However, what does this tell us about the situation on the local level, in the single school and in the single classroom? Would, for example, participant observation be a better way to understand what happens in the school-system compared to traditional quantitative methods?

     

    This paper takes its departure from a reflection on field experiences in a three-year school development project in a Swedish upper secondary school. Participant observation has; however, to face problems similar to what insiders meet. The insider has an interest to do research in a, more or less, familiar environment. There is an obvious risk to be “prisoner” in your own conceptions. At the same time, this gives a possibility to create a deep understanding of the studied phenomena, an understanding of the study object that may be hard to create for a person who is unfamiliar with the environment. Our reflection is also build up on some theoretical assumptions about how to use participations observations to understand pedagogical processes that take place in schools. From these points of view, we will discuss some aspects of the following question:

    -  What possibilities and limitations do participant observation has in order to describe, interpret and understand complex processes in school development?

     

  • 104.
    Lundgren, Mats
    et al.
    Dalarna University, School of Education and Humanities, Educational Work.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education and Humanities, Education.
    Ahnberg, Elisabeth
    Dalarnas forskningsråd.
    Messing, Jan
    Dalarnas forskningsråd.
    Driv eget / livskraftigt företagande: En följeforskningsstudie av ett projekt för att stödja nyföretagande, utveckling av etablerade företag och ägarväxlingar : Delrapport september 20102010Report (Other academic)
  • 105.
    Lundgren, Mats
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education, Health and Social Studies, Education.
    Ahnberg, Elisabeth
    Messing, Jan
    Driv eget / livskraftigt företagande: En följeforskningsstudie av ett projekt för att stödja nyföretagande, utveckling av etablerade företag och ägarväxlingar : Delrapport september 20102010Report (Other academic)
  • 106.
    Lundgren, Mats
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education, Health and Social Studies, Education.
    Ahnberg, Elisabeth
    Messing, Jan
    Vad kan följeforskning bidra med?2009In: Høgskole og Samfunn i Samhandling – HSS 09, Hamar, 2009Conference paper (Other academic)
    Abstract [sv]

    Följeforskning uppfattas från en del håll att kunna ge nya möjligheter att bidra till att utveckla både teorier om utvecklingsprojekt, såväl som att bidra till en förbättrad praktik. Samtidigt hörs kritiska röster som framhåller följeforskningens kontrollerande funktion och risker för att det begränsar ett innovativt tänkande. Syftet med detta paper är att redovisa erfarenheter från fyra följeforskningsprojekt som används som exempel för att fokusera följande frågeställningar: Hur kan följeforskare: a) skapa och spela sina roller i relation till de förväntningar som finns? b) ge återkoppling för att öka projektens chanser att kunna nå uppsatta mål? c) bidra till en kunskapsutveckling om förändringsprocesser?

  • 107.
    Lundgren, Mats
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education, Health and Social Studies, Education.
    Andersson, Catharina
    Distance teacher education: Experiences from Dalarna University, Sweden2009In: 34rd Annual ATEE Conference, Palma de Mallorca, 2009Conference paper (Other academic)
    Abstract [en]

    In 2003 the first distance teacher education started at Dalarna University in a small scale compared with today when a large part of the teacher education is distributed as distance education. From this point of view it seems important to ask the question: How can you become a successful distance student? This paper is based on a case study. Data were collected from earlier research reports, study registers and a group interview. The most important parameters appeared to be motivation, situation in life, discipline and experiences from earlier studies and/or work experience and good relations to other students and the university teachers.

  • 108.
    Lundgren, Mats
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education, Health and Social Studies, Education.
    Kihlstrand, Anne-Maj
    Katrineholms kommun.
    LEARNING STUDY: ROZVOJ ŠKOLY SKRZE KOLEGIÁLNÍ UČENÍ UČITELŮ: Learning study: school development through collegial learning of teachers2015In: Studia Paedagogica, ISSN 1803-7437, E-ISSN 2336-4521, Vol. 20, no 2, p. 59-79Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to describe how the Learning Study method (LS) was implemented in a Swedish upper secondary school, as well as how the principals and the teachers involved perceived this to affect teaching at, and the development of, the school. It is an empirical study that was conducted as an action research project over a period of three years. The project to implement the LS method was based on the assumption that proper training is the result of collegial activity that occurs when teachers learn from each other. The teachers in this study were, in general, positive about using the LS method. It created opportunities to meet and talk about teaching skills, developed better professional relationships between colleagues, and offered a systematic method for planning, implementing and monitoring teaching. However, working together requires that time be set aside to allow for implementation of the LS method. This is crucial, as the LS method is a rather expensive way to make school development work. This places heavy demands on principals to create the necessary conditions for the implementation of the LS method.

  • 109.
    Lundgren, Mats
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education, Health and Social Studies, Education.
    Kihlstrand, Anne-Maj
    School leaders as agents of change: a case study on how two head teachers are trying to implement the learning study method in their school2013In: Educational leaders as change agents: meeting an uncertain future / [ed] Aksu, M., Sabanci, A., & Aksu, T, Ankara: Akdeniz university, Faculty of education , 2013, p. 15-30Conference paper (Refereed)
    Abstract [en]

    This paper seeks to describe and discuss the impact of inspections of schools in Sweden. It outlines the political context, based on New Public Management (NPM) theory, according to what role the Schools Inspectorate is supposed to play in order to govern and control. Attention is also devoted, referring an on-going case study, to how inspections influence head teachers and their leadership in their everyday work.

     

    Reports from the Schools inspectorate are public. This forces both politicians and head teachers to take measures. In this case, the head teachers perceived that the inspection reports confirmed what they already knew, but it also gave them an alibi and a tool to push their teachers to take part in everyday school development work. During the first year after the inspection the head teachers mainly strived to adjust formal deficiencies in local steering documents. However, some of the deviations reported from the Schools inspectorate are regarding pedagogical problems that are complicated and difficult to handle. As interventions in many cases will show up much later the results are, for example as increased goal fulfilment, in this case, still an open question. Nevertheless, it seems obvious that the Schools Inspectorate must be seen as a result of the governing philosophy that denotes New Public Management NPM).

  • 110.
    Lundgren, Mats
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education, Health and Social Studies, Education.
    Lahdenperä, Pirjo
    Mälardalens högskola.
    Gustavsson, Hans-Olof
    Mälardalens högskola.
    Newly Arrived Immigrant Pupils in Swedish Schools: Experiences of Collegial Learning in an Interactive Action Research Project2015Conference paper (Refereed)
    Abstract [en]

    Newly immigrated children and young people beginning school in Sweden raise certain challenges. These may result not only from their (and their parents’) weak Swedish-language skills, but also from a schooling background that differs from pedagogical frameworks in Swedish schools. This places demands on school heads to organize and lead the school’s work in such a way as to meet these pupils’ needs, while teachers need to develop relevant competence. This situation was behind the initiation of the project “New Immigrants and Learning – Competence Development for Teachers and School Principals”. The project ran in schools in four Swedish municipalities, its aim being to develop the participating schools’ organization, and a pedagogy that would facilitate the schooling and integration of newly immigrated pupils. This report aims to describe the project, and with particular focus on collegial learning highlight principals’ participation in the project, and their role in leading processes that were initiated in the project. The project was based on the use of research circles, a think tank and lectures. The report will also examine and discuss in what degree these promoted collegial learning and collaboration, the development of pedagogical methods and competence related to the schooling of newly arrived immigrant pupils.

    A central conclusion is that the principal has an important function and responsibility to create an intercultural learning environment where opportunity is given for school professionals to meat, learn from one another, in collaboration plan for action, and reflect on the implementation and results. This highlights the importance of the principal setting aside time for work with pedagogical leadership in the school’s every day activities. 

  • 111.
    Lundgren, Mats
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education, Health and Social Studies, Education.
    Messing, Jan
    Ahnberg, Elisabet
    Reflektioner runt följeforskarrollen i utvecklingsprojekt2009In: HSS09 – Nordisk FoU-konferens om Högskolor och Samhälle i Samverkan, Luleå, 2009Conference paper (Refereed)
    Abstract [sv]

    Följeforskare kan stödja utvecklingsprojekt att nå uppsatta mål, men även bygga kunskap kring komplexa förändringsprocesser! Den slutsatsen drar vi utifrån våra erfarenheter från vår medverkan som följeforskare i olika utvecklingsprojekt. Följeforskningen presenteras i relation till de olika utvecklingsprojekten, vilka teorier vi använt, problem vi stött på samt hur arbetsmetoder och förhållningssätt fungerat. De utvecklingsprojekt vi valt är exempel med skilda karaktärer. Dessa benämns som: Bruket, Industrisamverkan, Kvinnors entreprenörskap samt Jämställdhet i arbetslivet.

  • 112.
    Lundgren, Mats
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education, Health and Social Studies, Education.
    Nytell, Ulf
    Dalarna University, School of Education, Health and Social Studies.
    Do inspections of schools influence head teachers’ leadership?2013In: Educational leaders as change agents: Meeting an uncertain future / [ed] Aksu, M., Sabanci, A., & Aksu, T, Ankara: Akdeniz university, Faculty of education , 2013, p. 99-110Conference paper (Refereed)
    Abstract [en]

    This paper seeks to describe and discuss the impact of inspections of schools in Sweden. It outlines the political context, based on New Public Management (NPM) theory, according to what role the Schools Inspectorate is supposed to play in order to govern and control. Attention is also devoted, referring an on-going case study, to how inspections influence head teachers and their leadership in their everyday work.

     

    Reports from the Schools inspectorate are public. This forces both politicians and head teachers to take measures. In this case, the head teachers perceived that the inspection reports confirmed what they already knew, but it also gave them an alibi and a tool to push their teachers to take part in everyday school development work. During the first year after the inspection the head teachers mainly strived to adjust formal deficiencies in local steering documents. However, some of the deviations reported from the Schools inspectorate are regarding pedagogical problems that are complicated and difficult to handle. As interventions in many cases will show up much later the results are, for example as increased goal fulfilment, in this case, still an open question. Nevertheless, it seems obvious that the Schools Inspectorate must be seen as a result of the governing philosophy that denotes New Public Management NPM).

  • 113. Lundgren, Mats
    et al.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education and Humanities, Education.
    Nytell, Ulf
    Dalarna University, School of Education and Humanities, Education.
    How does inspections of schools influence head teachers' leadership?2012Conference paper (Refereed)
    Abstract [en]

    This paper seeks to describe and discuss the impact of inspections of schools in Sweden. It outlines the political context, based on New Public Management, and what role Schools Inspectorate is supposed to play in order to govern and control. Special attention is devoted, referring to an on-going case study, to how inspections influence head teachers and their leadership.

    As the reports from the Schools inspectorate are made public, the politicians will be forced to act. They then try to pressure the head teachers to take measures. The head teachers perceived, however, from their point of view, that the report gave them a confirmation of what they already knew, but also as a tool to push on the development of their school. During the first year after the inspection, the head teachers mainly strived to adjusting deficiencies in formal documents and later on started various types of development works. The result of this, for example in terms of increased goal fulfilment, is still an open question, despite there are research that in most cases show small improvement in this aspect.

  • 114.
    Lundgren, Mats
    et al.
    Dalarna University, School of Education and Humanities, Education.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education and Humanities, Education.
    Nytell, Ulf
    Dalarna University, School of Education and Humanities, Education.
    Svärdhagen, Jan
    Dalarna University, School of Education and Humanities, Education.
    Learning study och forskningscirkeln som metoder för pedagogiskt ledarskap i digitala lärandemiljöer2013In: Att leda mot skolans mål / [ed] Johansson, Olof & Svedberg, Lars, Malmö: Gleerups Utbildning AB, 2013, p. 239-250Chapter in book (Other academic)
    Abstract [sv]

    Boken beskriver hur förskolechefer och rektorer kan utöva sitt pedagogiska ledarskap genom att använda metoder som Learning study och forskningscirklar för att utveckla fungerande digitala lärandemiljöer.

  • 115.
    Lundgren, Mats
    et al.
    Dalarna University, School of Education and Humanities, Educational Work.
    Wetso, Gun-Marie
    Dalarna University, School of Education and Humanities, Education.
    Arvidson, Markus
    Dialogue as a strategy for collective learning - Some reflections on a Dialogue Course for Local authority staff2001In: Högskola och Samhälle i Samverkan (HSS), Halmstad, 2001Conference paper (Other academic)
  • 116.
    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.

  • 117.
    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)
  • 118.
    von Schantz Lundgren, Ina
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Lundgren, Mats
    Dalarna University, School of Education, Health and Social Studies, Education.
    Projekt som ett social- och arbetsmarknadspolitiskt verktyg för att omorientera unga långtidsarbetslösas liv2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 42-61Article in journal (Refereed)
    Abstract [en]

    This article aims, on the basis of a project for long-term unemployed young people, to discuss whether or not projects, as a labour and social policy measure, can support and help unemployed people involved in a project to find new ways forward in their lives. The results are based on a case study that was carried out as part of an on-going evaluation. The results reveal obstacles that individuals meet when seeking work; they further reveal how projects can help them to break their isolation and to reorient their lives. In most cases, however, this must be seen as a mere first step in a longer process. It is not given that everyone wants to, or can, change their situation because they do not see an alternative or do not know how to pursue it. This article also discusses possible reasons why experiences generated in a project do not seem to be utilized in the organizations that run projects.

  • 119.
    von Schantz Lundgren, Ina
    et al.
    Dalarna University, School of Education and Humanities, Education.
    Lundgren, Mats
    Dalarna University, School of Education and Humanities, Education.
    Synliggörande av tyst kunskap i gymnasial yrkesutbildning2012In: NORDYRK - Nordic Journal of Vocational Education and Training, ISSN 2242-458X, Vol. 2, no 1, p. 1-12Article in journal (Refereed)
    Abstract [sv]

    Yrkesutbildning skiljer sig från andra former av gymnasieutbildning genom att den innehåller praktisk kunskap som kan vara svårfångad, ofta benämnd som tyst kunskap. Tyst kunskap utgör en förutsättning för att yrkeselever ska kunna tillägna sig ett yrkes kultur, praxis och kunskapstradition. Med utgångspunkt i yrkeslärares berättelser beskrivs i artikeln med stöd av tre definierade kompetensområden, 1) yrkesfältet, 2) handlag i yrket samt 3) interaktion och social kompetens, hur yrkeslärare arbetar för att möjliggöra att ett yrkes tysta kunskaper kan läras i en skolmiljö. Resultatet visar betydelsen av att yrkeslärares tysta kunskaper blottläggs för eleverna genom att de i sin undervisning, berättar, visar och ställer frågor. Det är i dessa möten som den tysta kunskapens betydelse i yrkesutövning kan bli synlig för eleverna.

  • 120.
    von Schantz Lundgren, Ina
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Lundgren, Mats
    Dalarna University, School of Education, Health and Social Studies, Education.
    Unga elever med egen dator - några lärares tankar om hur deras undervisning påverkas2011In: Utbildning och lärande, ISSN 1653-0594, Vol. 5, no 1, p. 74-91Article in journal (Refereed)
    Abstract [en]

    This article, based on a case study in a One-to-One school, draws attention to how teachers perceive that their teaching is influenced when their pupils get a laptop. The result shows that when digital learning resources are used it creates new opportunities, as well as new and problematic situations. The teaching can be organized in new ways and the subject content could be presented in other ways, but this also takes time for teachers to prepare and learn to teach in this way. The study confirms what other studies of One-to-One-schools have found, for example, that the pupils become more motivated and it is calmer in the classroom. When pupils get a laptop, it will change teachers’ roles, to more of planning and flexible teaching and less of traditional teaching.

  • 121.
    von Schantz Lundgren, Ina
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Lundgren, Mats
    Dalarna University, School of Education, Health and Social Studies, Education.
    Verksamhetsförlagd utbildning (VFU) - en arena för lärarstudenter att utveckla sin ledarskapsförmåga?2012In: Utbildning och lärande, ISSN 1653-0594, Vol. 6, no 1, p. 50-67Article in journal (Refereed)
    Abstract [en]

    Placement studies are a part of teacher training where student teachers can be given the opportunity to develop their leadership skills. In a case study placement teachers were asked about their opinion as to what possibilities student teachers actually have to develop their leadership ability. The results show that student teachers in many cases were perceived to be unsure in their leadership role in the classroom. Since leadership also involves tacit knowledge, the student teachers have to practice and get responses from their placement teachers. This requires skills that have to be developed in co-operation between university teachers and placement teachers in a way other than what is usual today.

  • 122.
    von Schantz Lundgren, Ina
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Lundgren, Mats
    Dalarna University, School of Education, Health and Social Studies, Education.
    Svensson, Victoria
    Learning study i gymnasial yrkesutbildning: en fallstudie från ett hantverksprogram2013In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 3, no 1, p. 1-16Article in journal (Refereed)
    Abstract [sv]

    Internationella tester av elevers kunskapsresultat har bidragit till att kraftigt öka intresset för hur elevers studieprestationer kan förbättras. En samstämmig forskning placerar lärares undervisning högt upp på listan av faktorer som är betydelsefulla för att förbättra elevers lärande. En metod som visat sig användbar för att utveckla lärares undervisningsförmåga är learning study som framför allt använts av lärare som undervisar elever i lägre åldrar. Vi visar i den här artikeln, med stöd av en fallstudie, att det även är möjligt att framgångsrikt använda learning study-metoden för att utveckla lärare i gymnasieskolans yrkesutbildning och deras förmåga att undervisa där ämnesinnehållet ofta avser tyst yrkeskunskap och icke-kognitiva förmågor.

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