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  • 151. 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.

  • 152.
    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.

  • 153.
    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)
  • 154.
    Messina Dahlberg, Giulia
    Dalarna University, School of Education, Health and Social Studies, Education.
    “I’m not so good at this”: An analysis of processes of inclusion and marginalization in online institutional virtual environments, across and between boundaries of time and space2011Conference paper (Other academic)
    Abstract [en]

    In this presentation, we will focus on the analysis of student-student and students-teacher interaction occurring in online synchronous virtual settings in higher education. The preliminary findings from the study draws upon empirical material that consist of 24 sessions (both student-only and teacher-led, with approximately 30h of interaction material), that are part of an “Italian for beginners” language online course for adults. Our interests here relate to accounting for how students make sense of the multilingual, multimodal online learning environment as a place where the keys to gain access to the processes of inclusion and marginalization are provided by the competence of the students to understand the “mode of communication” or the “rules” of the community-of-practice in these settings.

    The use of digital tools in institutionalized language learning arenas to promote a more flexible learning is becoming more and more crucial in order to reach a larger group of students who would otherwise not have access to such a course. By using Technology Mediated Communication (TMC), it is potentially possible to attend the course from anywhere in the world, with the help of digital tools such as a computers and smart phones

    Being inside the virtual classroom and only engaging in TMC to interact in a learning community, means that the students need to adjust to the new media and artifacts that are available. Our capability of thinking is embedded within the frame of the current ways of thinking and communication in interaction in the society we live in (Säljö, 2005: 41). If face-to-face interaction is not available, students and teachers draw upon interactional strategies according to the possibilities offered in the environment in order to negotiate meaning and participation as well as their role inside the virtual classroom.

    The study takes a sociocultural approach to tracing the ways technology enhances or hinders communication in a community of practice as well as the affordances of the multimodal, multilingual setting where different literacy practices occur at the same time (Gee & Hayes, 2011: 22). The findings show that the teacher, as well as the students, position themselves at times as facilitators of the use of the different modes, at times as more peripheral participants, who need to be guided in the communication and whose presence in the group is to be confirmed by the other members of the community, thus creating patterns and processes of inclusion and empowerment as well as marginalization in the interaction.

    References

    Gee, J.P. & Hayes, E. R. (2011) Language and Learning in the Digital Age. Oxon: Routledge

    Säljö, R. (2005) Lärande och kulturella redskap. Om lärprocesser och det kollektiva minnet. Stockholm: Norstedt Akademiska Förlag

  • 155.
    Messina Dahlberg, Giulia
    Dalarna University, School of Education, Health and Social Studies, Education. Örebro universitet.
    Languaging in virtual learning sites: studies of online encounters in the language-focused classroom2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis focuses upon a series of empirical studies which examine communication and learning in online glocal communities within higher education in Sweden. A recurring theme in the theoretical framework deals with issues of languaging in virtual multimodal environments as well as the making of identity and negotiation of meaning in these settings; analyzing the activity, what people do, in contraposition to the study of how people talk about their activity. The studies arise from netnographic work during two online Italian for Beginners courses offered by a Swedish university. Microanalyses of the interactions occurring through multimodal video-conferencing software are amplified by the study of the courses’ organisation of space and time and have allowed for the identification of communicative strategies and interactional patterns in virtual learning sites when participants communicate in a language variety with which they have a limited experience.

    The findings from the four studies included in the thesis indicate that students who are part of institutional virtual higher educational settings make use of several resources in order to perform their identity positions inside the group as a way to enrich and nurture the process of communication and learning in this online glocal community. The sociocultural dialogical analyses also shed light on the ways in which participants gathering in discursive technological spaces benefit from the opportunity to go to class without commuting to the physical building of the institution providing the course. This identity position is, thus, both experienced by participants in interaction, and also afforded by the ‘spaceless’ nature of the online environment.

  • 156.
    Messina Dahlberg, Giulia
    Dalarna University, School of Education, Health and Social Studies, Education. Örebro universitet.
    Learning analytics to visually represent the mobility of learners in the language-focused virtual classroom: a multivocal approachManuscript (preprint) (Other academic)
  • 157.
    Messina Dahlberg, Giulia
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Bagga-Gupta, Sangeeta
    Örebro Universitet.
    Communication in the virtual classroom in higher education: languaging beyond the boundaries of time and space2013In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 2, no 3, p. 127-142Article in journal (Refereed)
    Abstract [en]

    The empirical study presented here focuses upon naturalistic social interaction in online synchronous communities within higher education. Our interests here relate to accounting for the communicative strategies employed by participants who are dealing with a common task, and how these specific tasks are negotiated within the constraints and opportunities accorded in the multimodal multilingual virtual setting. Taking sociocultural theoretical points of departure, we focus on students' languaging and use of tools when they have access to a range of resources inside the online videoconferencing program. The study is based upon screen recordings of both student-only and teacher-lead meetings during one semester in the online course Italian for beginners offered by a Swedish university. The analysis is two-fold: we provide an overview of the interactional patterns at the general lesson level in the data complemented by a micro-interactional analysis of selected slices of everyday life from two meetings. Our findings indicate that students make use of several resources that dialectically shape how they get positioned within the virtual community culture. These identification processes function as ways of enriching and nurturing learning, both of appropriating the target language, as well as enabling ways of being in multimodal, multilingual communities of practices.

  • 158.
    Messina Dahlberg, Giulia
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Bagga-Gupta, Sangeeta
    Örebro Universitet.
    Constraints and affordances in epistemic practices: Socialization in the virtual classroom as an affinity space2013Conference paper (Other academic)
  • 159.
    Messina Dahlberg, Giulia
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Bagga-Gupta, Sangeeta
    Örebro Universitet.
    Languaging – multilingual, multimodal ways of being in online educational environments2011Conference paper (Refereed)
    Abstract [en]

    The study presented here is trying to understand the nature of human communication and learning in online synchronous communities within higher education in Sweden. The preliminary findings from the pilot study draws upon empirical material that consist of 12 sessions of approximately 30 minutes each, that are part of an “Italian for beginners” language online course. These sessions take place once a week over a period of one semester.

    Our study focuses upon interaction in the virtual classroom as a community of practice where students participate without teacher intervention. Our interests here relate to accounting for what communicative strategies are employed by students who are dealing with a common task without teacher supervision, and how these activities are negotiated within the constraints and opportunities accorded in the multimodal multilingual virtual setting. Taking sociocultural theoretical points of departure, we are currently analyzing how students create meaning in language learning using tools that allow them to interact when they have access to multimodal resources.

    Preliminary findings suggest that the students interact in the online videoconferencing environment using communication strategies in a rather flexible manner. Examples of the use of different modes – i.e. instant messaging, whiteboard and audio – and different codes will be presented. These highlight the complexity of communication in online communities of practice.

  • 160.
    Messina Dahlberg, Giulia
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Bagga-Gupta, Sangeeta
    Örebro Universitet.
    Socialization in transnational epistemic practices: lesson types and representations in virtual classrooms2013In: Abstracts: 13th International Pragmatics ConferenceNEW DELHI, INDIA8-13 September 2013, International Pragmatics Association , 2013, p. 301-Conference paper (Refereed)
  • 161.
    Messina Dahlberg, Giulia
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Bagga-Gupta, Sangeeta
    School of Humanities, Education and Social Science, Örebro University, Sweden.
    Understanding glocal learning spaces: an empirical study of languaging and transmigrant positions in the virtual classroom2014In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 39, no 4, p. 468-487Article in journal (Refereed)
    Abstract [en]

    The use of digital tools like computers and tablets in institutional learning arenas give rise to forms of flexibility where time and space boundaries become diffuse. Online learning sites are understood as being crucial today, especially in large parts of the Global North, where anyone anywhere potentially can become a student and have access to educational opportunities.

    This study focuses on the analysis of recorded sessions, part of an ‘Italian for(adult) beginners’ online course. Our interests relate to accounting for how students negotiate different language varieties, including modalities, and how communication in virtual learning settings enables both flexible participation trajectories and identity positions in and across the boundaries of time and space. The sociocultural and dialogical analyses here are framed in terms of fluidity of ‘glocal’ positions and (trans)languaging that emerge in and across time and space in Technology Mediated Communication. Our findings suggest that online environments support meaning-making where it is possible to identify alternative ways of (co)constructing and mediating learning. Such hybridity as well as the performative character of learning and identity display have important implications for online glocal communities.

  • 162.
    Messina Dahlberg, Giulia
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Bagga-Gupta, Sangeeta
    Örebro Universitet.
    Virtual learning sites as transnational borderlands: Dialogical approaches to participants ‘multilingual-modal’ languaging2012Conference paper (Other academic)
    Abstract [en]

    Use of digital tools like computers and smart phones in institutional settings provide flexibility in that the boundaries of time and space disintegrate. Such learning sites are conceptualized as being crucial in today’s globalized existence whereby anyone anywhere could potentially become a student and have access to institutional higher educational opportunities. 

     

    The study presented here is based on the analysis of recorded sessions (both student-only and teacher-led) of an “Italian for beginners” language online course provided by a college in the geopolitical space of Sweden. Our interests relate to accounting for how students negotiate the ‘multilingual-modal’ online synchronous learning site where the environment itself constitutes a boundary object, an artifact “that articulate(s) meaning and address(es) different perspectives” (Akkerman & Bakker, 2011: 10). We contend that students, in this virtual language-focused classroom orient their communication in specific ways.

     

    In such sites learning is understood as mutually related to processes of identification and acculturation (Ligorio, 2010) and in such a global-local or “glocal” (Robertson 1992; Hampton Keith, 2010) community of practice, language learning also means understanding and re-constructing interactional modes and norms shared by its virtual members. In addition, we consider the interaction occurring in online  ‘multilingual-modal’ environments not in terms of the performance of second language acquisition but rather as the result of language use, or languaging. This center-stages what the participants do with the language and modality resources they have at hand and how the interaction is enhanced or constrained by the environment. Digital language use in such sites allows for mobility through time and space where new geocultural processes affect the emergence of new multimodal forms of communication (Blommaert, 2010).The meaning making potentials in these types of borderlands also challenge issues related to multiliteracies (Hornberger, 2003) and identification (Bagga-Gupta 2011, forthcoming).

    The sociocultural-dialogical and postcolonial analyses here are framed in terms of the inherent fluidity of identity positions and languaging (Bagga-Gupta, forthcoming; Garcia, 2009; Linell 2009). Such fluidity emerges in and across the boundaries of time, space and, not least, specifically Technology Mediated Communication (TMC) thus creating a glocal nexus (Hermans & Hermans-Konopka, 2010) in virtual sites. Interactions here offer diverse “ways of being” and of “ways with words” in the world (Bagga-Gupta, in press). Our study traces both the range and the ways in which discursive-technologies provide affordances and obstacles to oral and written communication (Gee & Hayes, 2011). Preliminary findings suggest that online environments support meaning-making in a creative process of reification (Wenger, 1998) where it is possible to identify alternative ways of (co)constructing and nurturing learning. We argue that this hybridization of learning across contexts (Akkerman & Van Eijk, 2011) and modes, as well as the performative character of learning (Säljö, 2010) and identity display have important implications for analytically understanding what it means to become literate and a member of a community.

  • 163.
    Messina Dahlberg, Giulia
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Lindberg, Ylva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation.
    Virtual sites for sustainable lifelong language learning2014Conference paper (Refereed)
  • 164.
    Munters, Anna
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Lindqvist, Inger
    Dalarna University, School of Education, Health and Social Studies, Education.
    Making Learning Possible: Nätbaserad utbildning vid Högskolan Dalarna2014In: NU2014 UMEÅ 8-10 OKTOBER Abstracts, 2014Conference paper (Other academic)
    Abstract [sv]

    Högskolan Dalarna (HDa) har gjort ett strategiskt/medvetet val genom att betona den pedagogiska utvecklingen för nästa generations lärande (NGL) och har under flera år utvecklat nätbaserade kurser.

    NGL centrum är ett nav i den pedagogiska utvecklingen på HDa. Vår roll är att möjliggöra studenters lärande. (Ramsden 2003). Vid vår högskola fokuserar vi på olika datorsystem som stödjer lärandet och möjliggör synkron interaktion och kommunikation, både vid seminarier och under föreläsningar. Vi har valt och utvecklat system som stödjer lärandet och kontakten mellan studenter och lärare på ett bra sätt, fokus ligger inte nödvändigtvis på den nyaste teknologin. Vi anser att det är viktigt att skapa förutsättningar för sociokulturella miljöer vid nätbaserade utbildingar och därför är seminarier och samtal mycket viktiga i våra utbildningar. (Säljö 2000). Vi har definierat tre huvudbehov för lärandeprocessen och vi har valt system för informationsutbyte (Fronter), Adobe Connect för seminarier och Videochat - vårt egenutvecklade system för föreläsningar.

    Vi vet sedan många år att föreläsningar hjälper studenterna att förstå litteraturen bättre. Ett LMS (Fronter) är ett sätt att samla information såsom scheman och uppgifter. Där sker diskussioner om innehåll och kursupplägg, inlämningar, nyheter och meddelanden.

    När det gäller föreläsningar har vi valt att använda ”live-streaming” med möjlighet att spela in föreläsningen. Vi betraktar varken Adobe Connect eller vår Videochat som virtuella verktyg. De möten som genomförs med dessa verktyg är på riktigt. Studenter och lärare vittnar ofta om att de interagerar mer i ett seminarium via Connect än vad som sker i en fysisk föreläsningssal och bekräftar den pedagogiska närheten.

    HDa har system som är säkra men vi tror samtidigt på öppenhet och lättillgänglighet. Vi välkomnar gäster in i systemen för att skapa transparens. Läraren har möjlighet att låsa mappar i vårt LMS och göra dem både säkra och privata.

    Vi vill berätta och visa för intresserade konferensdeltagare hur vi på Högskolan Dalarna jobbar generellt med nätbaserade verktyg men också visa på mer specifika lösningar som har uppskattats av våra studenter och lärare.

     

    References

    Ramsden, Paul (2003). Learning to teach in higher education. 2. ed. London: RoutledgeFalmer

    Säljö, Roger (2000). Lärande i praktiken: ett sociokulturellt perspektiv. [Learning in practice - A sociocultural perspective]. Stockholm: Prisma

  • 165.
    Nilholm, Claes
    et al.
    Department of Education, Jönköping University.
    Almqvist, Lena
    CHILD, School of Sustainable Development of Society and Technology, Sweden.
    Göransson, Kerstin
    School of Education, Culture and Communication, Mälardalen University, Sweden.
    Lindqvist, Gunilla
    Dalarna University, School of Education, Health and Social Studies, Education. Uppsala universitet.
    Is it possible to get away from disability-based classifications in education?: An empirical investigation of the Swedish system2013In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 15, no 4, p. 379-391Article in journal (Refereed)
    Abstract [en]

    Disability classifications is given a minor role in the Swedish national policy on special needs in schools. In the present study questionnaires are used to investigate the actual importance of medical diagnosis in obtaining special support as well as attitudes towards such practices. The study involves different levels of the educational system as well as different occupational groups within compulsory schooling and preschool. The results show that: 1) disability-based categories are seen as less needed in practice by chief education officers than by principals; 2) disability-based classifications have stronger support among school staff than in the guiding documents and among principals and chief education officers; 3) a disability-based approach has stronger support at the compulsory school level than at the preschool level; 4) the group most in favour of disability-based classifications is teachers and those most against are chief education officers, principals and SENCOs.

  • 166.
    Nilholm, Claes
    et al.
    Malmö University.
    Almqvist, Lena
    Mälardalen University.
    Lindqvist, Gunilla
    Dalarna University, School of Education, Health and Social Studies, Education. Jönköping University.
    What is the problem?: explanations of school difficulties by eight occupational groups2013In: International Journal of Special Education, ISSN 0827-3383, E-ISSN 1917-7844, Vol. 28, no 1, p. 161-171Article in journal (Refereed)
    Abstract [en]

    Data from four different questionnaires are analyzed.  Explanations of school problems are compared for chief education officers, principals (in municipal and independent schools), subject teachers, class teachers, special teachers, special educational needs coordinators (SENCOs), and  assistants. Explanations involving deficits tied to the individual child were by far most common. Teachers and principals were the groups least likely to view teachers as a cause of school problems. Principals were even less likely to do so than the teachers themselves, and this was also the group that was least likely to consider the functioning of classes as an explanation of school difficulties. A school-leadership paradoxis identified, meaning that principals discern causes of school problems that are not within their influence.

  • 167.
    Norman, Emma
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Servin, Malin
    Dalarna University, School of Education, Health and Social Studies, Education.
    "Vi har inte samma språk men vi kan förstå varandra i alla fall": En intervjustudie om hur förskollärare beskriver sitt arbete med icke-verbal kommunikation i flerspråkiga förskolor.2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den ökade internaliseringen som lyfts i läroplanen för förskolan innebär att förskolan är en arena där många olika kulturer möts. Denna mångfald ställer höga krav på de som är verksamma inom förskolan. Statistik från 2017 visar att 5% av alla barn som vistas i förskolan är nyinvandrade. Detta kan innebära att förskolan blir det första mötet med det svenska samhället och språket för många barn. Då barnen inte kan uttrycka sig med hjälp av det verbala majoritetsspråket, svenska, tror vi att den icke-verbala kommunikationen kan spela en viktig roll i hur dessa barn får möjlighet att delta i demokratiska sammanhang vilket förstärks av forskning. Syftet med studien är att få kunskap kring hur några förskollärare i en kommun beskriver deras arbete med icke-verbal kommunikation i mötet med äldre (tre till fem år), flerspråkiga barn. För att få reda på hur förskollärare beskriver sitt arbete med icke-verbal kommunikation i en flerspråkig förskola har en kvalitativ intervju genomförts. Sammanlagt intervjuades sex förskollärare på tre olika förskolor. Resultatet, som analyserats utifrån ett sociokulturellt perspektiv, visar att det finns en icke-verbal mångfald som förskollärarna använder sig av för att erbjuda barnen kommunikationsmöjligheter i verksamheten oavsett om de behärskar majoritetsspråket eller inte. Förskollärare lyfter dock att den icke-verbala kommunikationen kan vara problematisk i främst stressiga situationer, vilket innebär att barnens kommunikativa handlingsutrymme blir begränsat. Då förskollärarna stöttar de äldre, flerspråkiga barnens kommunikativa förmågor används den icke-verbala kommunikationen främst för att stimulera barnens verbala språkutveckling i majoritetsspråket. En viktig slutsats som framkommer i intervjuerna av förskollärarna är att de två kommunikativa systemen, det vill säga det verbala och det icke-verbala, förstärker varandra och båda behövs för att de äldre flerspråkiga barn vi möter i förskolan ska få möjligheter att bli delaktiga i den förskolekontext de befinner sig i. Avgränsningar i studien har gjorts då fokus enbart ligger på de äldre, flerspråkiga barnen i förskolan. Detta har påverkat valet av förskolor att genomföra studien på samt den forskning som lyfts.

  • 168.
    Nyström, Angelica
    Dalarna University, School of Education, Health and Social Studies, Education.
    Pedagogers arbete kring Gelman och Gallistels fem principer: En observationsstudie om pedagogers stöttning i barns lärande2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det är viktigt att barn får en lustfylld och positiv syn på matematik. Därför är det viktigt att arbeta med matematik redan från tidig ålder så att den kunskapen följer med dem i deras fortsatta liv. Matematik innefattar mycket och därför har jag valt att fokusera på ett område som jag inte har mycket kunskap om. Syftet med min studie är att undersöka hur pedagoger stödjer barns matematiklärande utifrån Gelman och Gallistels fem principer. Deras principer är:

     Ett till ett principen, parar ihop två föremål från olika mängder.

     Principen om räkneordens ordning, vilken ordning siffrorna kommer i räkneramsan.

     Antalsprincipen, den sista siffran man räknar är antalet.

     Abstraktionsprincipen, att man vet att konkreta och abstrakta föremål går att räkna.

     Principen om godtycklig ordning, att det går att börja räkna i vilken ordning som helst men att ett föremål bara räknas en gång.

    Metoden som användes var observation med ett löpande protokoll på en förskola.

    Resultatet från observationerna analyserades med hjälp av hermeneutiken och begreppen som är hållpunkten i Gelman och Gallisels samt begrepp utifrån den teoretiska utgångspunkten, det sociokulturella perspektivet.

    De slutsatser som kan dras från min undersökning är att pedagogerna använder olika arbetssätt när de stödjer barnens lärande i Gelman och Galistells fem principer. Pedagogerna kan stimulera barnen under alla sorters aktiviteter och beroende på hur länge aktiviteten håller på kan barnen få möjlighet att möta på fler principer. Att pedagogerna kan använda nästan vilket material som helst när de utmanar barnen i deras lärande i Gelman och Gallistels fem principer är också en slutsats som gick att dra från min undersökning. Min undersökning visar även att det är viktigt att pedagogerna använder ett varierande material och använder materialet på olika kreativa sätt för att stödja barnens lärande. Samt att talet är en viktig del i barnens matematiklärande.

  • 169.
    Olsson, Daniel
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Munters, Anna
    Dalarna University, School of Education, Health and Social Studies, Education.
    Making learning possible - Nätbaserad utbildning för funktionsnedsatta studenter2014In: NU2014: Sveriges största mötesplats för utveckling av högre utbildning, 2014, p. 1-4Conference paper (Refereed)
    Abstract [sv]

    Making learning possible - Nätbaserad utbildning för funktionsnedsatta studenter

    Högskolan Dalarna har gjort ett strategiskt/medvetet val genom att betona den pedagogiska utvecklingen för nästa generations lärande (NGL) och har under flera år utvecklat nätbaserade kurser.  Detta innebär även att ibland måste anpassa våra system för t.ex. hörselskadade studenter.

    Högskolan har en lång tradition av teckentolka föreläsningar i sal. Vi har även under en längre tid teckentolkat inspelade föreläsningar. Efter att ha provat olika sätt att spela in dessa har vi nu landat i ett system där originalföreläsningen är till vänster och tar upp c:a 80% av skärmen. Teckentolken syns i de resterande 20% till höger.

    Eftersom vi använder samma system för teckentolkningen som våra lärare har i studion blir det ”strömlinjeformat” då vi bara behöver hantera ett system och får den automatisering som är inbyggd.

    När det gäller seminarier använder vi oss av Adobe Connect. Lärarna, teckentolken och studenterna (även de hörselskadade) är i ett rum där läraren visar sina dokument, samtalar med studenterna o.s.v.. Teckentolken och den hörselskadade studenten har ett extra rum i Connect där tolken syns. När studenten ska prata så tecknar studenten och det taltolkas av tolken i Connect-rummet med läraren.

    För detta har teckentolkarna ett separat rum/studio med två skärmar för att kunna se och höra båda Connect-rummen. Vi rekommenderar studenten att också ha två skärmar.

    Teoretiskt borde detta även kunna användas för en hörselskadad lärare men det har inte gjorts några försök hos oss.

    Vi vill visa med ljud och bild för intresserade åhörare hur vi har byggt detta arbete och hur hinder kan överbryggas.

    References

    • Ramsden, Paul (2003). Learning to teach in higher education. 2. ed. London: RoutledgeFalmer
    • Säljö, Roger (2000). Lärande i praktiken: ett sociokulturellt perspektiv. [Learning in practice - A sociocultural perspective]. Stockholm: Prisma
  • 170.
    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)
  • 171.
    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)
  • 172.
    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)
  • 173.
    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)
  • 174.
    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)
  • 175.
    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)
  • 176.
    Persson, Jonas
    Dalarna University, School of Education and Humanities, Education.
    "Multiplikationsklubben": Ett matematikundervisningsprojekt i årskurs 2-4 för att automatisera multiplikationstabellen2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I uppsatsen redovisas en studie som gjorts om ett multiplikationsprojekt, som går under namnet Multiplikationsklubben, vilket genomförs av lärare på två skolor i Mellansverige. Projektet syftar till en större måluppfyllelse i matematik genom en bättre automatiserad multiplikationstabell hos eleverna i grundskolans tidiga år. I studien granskas bakgrund, motiv och mål med Multiplikationsklubben. Elevers och lärares olika uppfattningar om multiplikation och tabellkunskaper samt syn på vad multiplikation innebär jämförs med de uppfattningar som olika forskare uttrycker i litteraturen. Genom intervjuer med två lärare och tolv elever på en av skolorna som deltar i Multiplikationsklubben analyseras projektet mot bakgrund av forskning i ämnet. Många av de uppfattningar och idéer som elever och lärare uttrycker återfinns i tidigare studier samt i populärvetenskaplig litteratur inom ämnet, t.ex. att en automatiserad multiplikationstabell hos eleven är grunden inom mycket av matematiken. En annan uppfattning är den att en automatiserad multiplikationstabell kan nås genom förståelse för tabellen och en variation i multiplikationsträningen vilket generar en motivation hos eleven i träningen. Studiens resultat visar att förståelsen för tabellen kan uppnås via en praktisk multiplikationsträning genom multiplikationsspel och ett klossbyggande som strävar mot en konkretisering av multiplikations-tabellen. Multiplikationsprojektet syftar till att lyfta matematiken och nå en högre måluppfyllelse hos eleverna genom en mer motiverande undervisning.

  • 177.
    Rehn, Claes
    et al.
    Dalarna University, School of Education and Humanities, Education.
    Sedvallson, Maritha
    Dalarna University, School of Education and Humanities, Education.
    Diagnostiskt läs- och skrivprov - ett verktyg för att identifiera elever som riskerar att ej nå målen i svenska, år 3?2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vi har i detta arbete jämfört resultat i DLS-prov, moment läsförståelse, för ett antal elever i år 3 med deras resultat gällande läsförståelse vid de nationella proven. Vi ville se om dessa två prov bedömer läsförståelsen på samma sätt, för att se om DLS kan vara användbart som test för att hitta elever som behöver stöd när det gäller läsförståelse. Vårt resultat visar att det finns en överensstämmelse mellan våra elevers resultat på DLS-provet och samma elevers resultat på läsförståelsedelarna i de nationella proven för årskurs 3, 2011. Sambandet är signifikant starkare när vi jämför med resultaten på enbart Delprov B (läsning av skönlitterär text) än då vi jämför med resultaten för hela läsförståelseavsnittet respektive Delprov C (läsning av faktatext).

     

    Resultatet för våra elever tyder på att DLS kan vara användbart som test för att hitta elever som behöver stöd när det gäller läsförståelse av skönlitterära texter. Det är mer tveksamt om DLS är användbart för att fånga upp de elever som har svårigheter med läsförståelsen då det gäller läsning av faktatext.

     

    Det behövs dock mer tidskrävande och komplexa bedömningsformer för att vi ska kunna hjälpa eleverna att utveckla alla de förmågor och färdigheter som finns i kursplanemålen. En bra bedömning kan bara göras utifrån ett test om testet stämmer mycket väl överens med målet i kursplanen. Resultatet från en sådan test kan dessutom hjälpa läraren att utveckla sin undervisning.

  • 178.
    Sandström, Margareta
    et al.
    Mälardalens Högskola.
    Klang, Nina
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Lindqvist, Gunilla
    Dalarna University, School of Education, Health and Social Studies, Education. Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Bureaucracies in schools - approaches to support measures in Swedish schools seen in the light of Skrtic’s theories2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 1, p. 89-104Article in journal (Refereed)
    Abstract [en]

    In Sweden, policy changes for provision of special support have been introduced, implying that teachers are obliged to provide and evaluate extra adaptations in regular classrooms prior to referring pupils to special support. The policy changes raise questions about school staffs’ views of support measures and of necessary professional competence for provision of the support measures. We conducted focus group interviews with 60 school staff representatives—headmasters, general education teachers, and special educators/school welfare teams—about their understandings of the new policy. The data were analyzed qualitatively, with the objective to explore school staffs’ approaches to the policy changes. Two main “ideal type approaches” were discerned, using Skrtic’s theories, viz. the bureaucracy approach and adhocracy approach. In the light of Skrtic’s theory, professionals’ reasoning about the new policy may reflect difficulties that are encountered in the process of implementing the policy in bureaucracy-steered schools.

  • 179.
    Sandström, Margareta
    et al.
    Mälardalens högskola.
    Lindqvist, Gunilla
    Dalarna University, School of Education, Health and Social Studies, Education. Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Klang, Nina
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    På spaning efter "Superläraren" - om synen på stödinsatser i skolan i relation till visionen om ökad inkludering2017In: Barn och Unga i Skola och Samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås: Mälardalen University , 2017, p. 178-199Chapter in book (Refereed)
  • 180.
    Sepänmaa Sparv, Sofia
    Dalarna University, School of Education, Health and Social Studies, Education.
    Bedömning och betygssättning inom ämnet Specialidrott och dess påverkan på eleven2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie var viktig på grund av att påvisa hur eleverna själva som läser ämnet specialidrott uppfattar att de påverkas av de olika krav som förekommer. Genom detta arbete vill jag bidra till att denna potentiella problematik om och på vilket sätt elevernas motivation inom sitt idrottande påverkas av betyg och bedömning.

    Syftet var att skapa kunskap om elevers uppfattning kring bedömning och betygssättning inom ämnet specialidrott. Det är en kvalitativ studie där tre elever som läser ämnet specialidrott intervjuades. Studien utgick från Målorienteringsteorin och studien visar att en av eleverna var uppgiftsorienterad och två av eleverna var både uppgifts- och resultat-orienterade.

  • 181.
    Svensson, Joacim
    Dalarna University, School of Education, Health and Social Studies, Education.
    NGL 2012 NEXT GENERATION LEARNING CONFERENCE: Conference Proceedings2012Conference proceedings (editor) (Other academic)
  • 182.
    Svensson, Joacim
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Andersson, Robert
    Dalarna University, School of Education, Health and Social Studies, Education.
    A serendipitous journey into blended learning: A tale of three tools: How tools for online learning became tools for blended learning2014Conference paper (Refereed)
    Abstract [en]

    Our presentation deals with how the needs of both students and teachers drive Dalarna University's development of blended learning and how the implementation of campus-based as well as online education has converged. The target audience includes teachers, educational developers, developers of educational technology and university management.

    We would like to present some of our experiences with blended learning. From our perspective, there is little difference between the needs of campus-based students and those of online students. We have learned that online courses offer new possibilities as well as challenges. What we have gained from our experiences in overcoming these challenges is now helping to systematically benefit and improve campus-based education as well. Our efforts have improved, increased and promoted blended learning despite the fact that blended learning was not our original goal. To illustrate this, we would like to highlight three specific examples of tools that facilitate blended learning that are currently used by students and teachers.

    At the turn of the millennium, the number of students registering for campus-based courses had declined to such a level that there were not enough students to justify our offering a number of courses. These campus-based courses were at risk of being canceled and for some of these subjects this would have meant layoffs of academic staff. Some of the language subjects taught at Dalarna University then began to offer courses online - the online courses were a success. These positive experiences led to an increased focus on online education as a way for us to reach new groups of students. Campus-based students realized that there were benefits to taking courses online. Online students had, for example, access to recorded lectures and the campus-based students wanted this option; as well. The teachers did not find a good reason to keep the campus and online students separate; thus began the development of blended learning at Dalarna University. Online education turned out to be a good choice for the university, as today 68% of our students attend courses online. We offer courses in 11 languages at a time when most Swedish universities have reduced the number of languages courses they offer.

    According to the socio-cultural perspective on learning, communicative interaction and the use of cultural artifacts are important elements of all learning (Säljö, 2000). Dalarna University currently has a number of computer-based systems that support learning. When our teachers decided to start teaching online, they needed to have access to tools that met their needs and allowed them to accomplish their pedagogical goals. Therefore, Dalarna University has consciously chosen to invest in tools that efficiently support learning and that are user-friendly rather than tools that simply use the latest technology. The basis of good teaching is that teaching and learning must always come first. "Good teaching may overcome a poor choice of technology, but technology will never save bad teaching"(Bates, 2005: 221).

    The university has chosen to dedicate significant resources for adepartment that provides support to both teachers and students, on and off campus, in dealing with educational issues in a digital environment. The department also provides support to teachers and students through the development and adaptation of digital tools. The basic thesis is that the environment should be supportive of, not a barrier to, teaching and learning. The support is there because we want to make learning possible (Ramsden 1992/2003). Dalarna University has become known for the use of live lectures via a proprietary system and web-based seminars on a large scale. The tools that were originally used only in online courses are nowalso used in campus-based courses in a blended learning context.

    We currently offer lectures that students can attend either on campus or from home. We have seminars in which campus and online students are blended together in the same seminar groups and we work with classroom response systems to facilitate active student engagement for both campus and online students. Dalarna University broadcasts over 3500 hours of classroom content a year through our proprietary system "Videochat".

    Today, we no longer see flexible learning options as simply a way to increase enrollment, but rather as a way to increase the quality of our work. A survey conducted at Dalarna University in 2012 showed that the "Satisfaction" index (CSI) was significantly higher among online students (73) than campus-based students (62). This could suggest that online teaching has further strengths and values that one should identify and incorporate into all types of teaching.

    We strive for a learning environment where the difference between the experience of online and campus-based education is no longer significant and where the tools that support student learning are used regardless of the form.

  • 183.
    Tholén, Lennart
    Dalarna University, School of Education and Humanities, Education.
    För- och nackdelar med distansstudier inom Kriminalvården2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studier inom Kriminalvården sker både med handledd undervisning ochmed distansstudier i olika studienivåer, från SFI till högskolestudier. Dennakvalitativa studie har velat ta reda på för- och nackdelar med distansstudierinom Kriminalvården. Studien har utförts med djupintervjuer av två läraresom arbetar på anstalt, samt sex distansstuderande män på anstalt. Enutbildningsansvarig har svarat på frågor via mail. Distansstudier kräverenligt denna studie stor motivation och självdisciplin. Nackdelarna meddistansstudier var att SFI, grund- och komvuxstudier var på deltid,studerande fick endast läsa tre ämnen åt gången, det var ibland omständigtatt få svar från lärarna. Högskolestuderande ansåg att de hade tekniskabegränsningar på grund av internetsäkerheten på anstalt, samt att tiden förinternet var inskränkt. En del ämnen/kurser gick inte att läsa på distans.Fördelarna var det stora kursutbud som erbjöds inom komvux och högskola.Studier på grund-komvux var flexibla, de kunde påbörjas när som helst pååret och följde med när den studerande flyttade till annan anstalt, medsamma lärare. Som distanslärare var det viktigt med tydlighet iinstruktionerna, samt att ge studerande en snabb feedback på utfört arbete.Lärarna saknade framförallt att man inte kunde se den studerande framförsig. Lärarna ansåg inte att det var någon skillnad i pedagogiken, mellandistansundervisning och handledd undervisning. Slutsatserna av studien bliratt fördelarna med distansstudier väger betydligt tyngre än nackdelarna.

  • 184.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Education. Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies (History and Education).
    Historical Consciousness and Historical Media: A History Didactical Approach to Educational Media2014In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, no 4, p. 497-516Article in journal (Refereed)
    Abstract [en]

    This paper presents a theoretical approach to analysing educational media using the concept of historical consciousness. The concept of historical consciousness is defined and operationalised and its relevance for analysis of historical media discussed. One aspect of the theoretical framework proposed is then applied in an analysis of a history textbook account. The analysis finds that while the framework may be applied in analysis of textbooks, its results regarding historical consciousness are tentative and in need of further investigation from the perspective of how its users perceive and appropriate the textbook account. Still, it is argued that the framework proposed may be useful since it specifies how a historical consciousness may be manifested and what methodological approaches that can be used when analysing it.

  • 185.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Education.
    Historical Consciousness, Historical Media, and History Education2014Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis by publication contains an introductory summary chapter and three papers. The first paper presents a study of how the concept of historical consciousness has been defined, applied, and justified in Swedish history didactical research. It finds that there is consensus regarding the definition of what a historical consciousness is, but that there is variation in how the concept is applied. It is suggested that this variation makes historical con­sciousness a complex and vague concept.

         The second paper uses the results presented in the first paper as a point of departure and from thence argues for a broadened understanding of the concept of historical consciousness that incorporates its definition, applica­tion, development, and significance. The study includes research about his­torical consciousness primarily from Sweden, the UK, the USA and Canada. The paper presents a typology of historical consciousness and argues that level of contextualisation is what distinguishes different types of historical consciousnesses and that an ability to contextualise is also what makes his­torical consciousness an important concept for identity constitution and morality.

         The third paper proposes a methodological framework of historical con­sciousness based on the theory of historical consciosusness presented in the second paper. It presents arguments for why the framework of historical consciousness proposed can be useful for the analysis of historical media and it discusses how aspects of the framework can be applied in analysis. It then presents a textbook analysis that has been performed according to the stipulated framework and discusses its results regarding how textbooks can be used to analyse historical consciousness and its development.

  • 186.
    Thorp, Robert
    Dalarna University, School of Education and Humanities, Education. Umeå universitet.
    Towards an epistemological theory of historical consciousness2014In: Historical Encounters: A journal of historical consciousness, historical cultures, and history education, ISSN 2203-7543, Vol. 1, no 1, p. 20-31Article in journal (Refereed)
    Abstract [en]

    This paper presents a theoretical analysis of the concept of historical consciousness. It argues that a focus on the epistemological problems of the concept can be a way of constructing a theory of the concept that both incorporates the diverse perspectives that exist in research about the concept and specifies how a historical consciousness can be developed in an individual.

  • 187.
    Viberg, Olga
    et al.
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Messina Dahlberg, Giulia
    Dalarna University, School of Education, Health and Social Studies, Education.
    MOOCs’ structure and knowledge management2013In: ICCE 2013 Conference Proceedings C3, 2013Conference paper (Refereed)
  • 188.
    Viberg, Olga
    et al.
    Dalarna University, School of Technology and Business Studies, Information Systems.
    Messina Dahlberg, Giulia
    Dalarna University, School of Education, Health and Social Studies, Education.
    Who Gains the Leading Position in Online Interaction?2011In: NGL 2012, Next Generation Learning Conference: Conference Proceedings, Falun: Högskolan Dalarna , 2011, p. 113-137Conference paper (Refereed)
    Abstract [en]

    In this paper, the focus is on the analysis of student-teacher interaction occurring in online synchronous virtual settings in higher education. The preliminary findings of the study draw upon empirical material that consists of 20 online sessions (both students-only and teacher-led, with approximately 40 hours of interaction material), that are parts of the “Italian for beginners” and “Russian for beginners” online language courses at university level and informal interviews with the participants.Our interests here relate to accounting for how students and teachers of the two online language courses interact inside a multimodal and multilingual online synchronous environment. The study deals with issues of how technology mediated multimodal communication affects power shift between teacher – student and student – student interaction. In particular the paper illustrates how videoconferencing reflects on power shifts between the participants and in what ways these shifts become significant for the learning process in these settings. Being inside the virtual classroom and only engaging in technology mediated communication to interact in a learning community means that the students and teachers need to adjust to the new media and artifacts available. The study takes a sociocultural theoretical approach to tracing the ways technology enhances or hinders communication in a community of practice where different literacy practices occur at the same time (Gee & Hayes, 2011).Preliminary findings show that the teachers as well as the students position themselves both as facilitators for other participants of the use of different modes as text chat, whiteboard, audio and video, and also as more peripheral participants who need to be guided in the communication afforded in the online environment. The active users of these different modes seem to obtain the keys to get access to the environment and the participation inside the group in contrast to the students who do not use all the available modes in the virtual settings, thus influencing the power shifts in the group during the same session.

  • 189.
    Vingstedt, Peter
    Dalarna University, School of Education, Health and Social Studies, Education.
    Motivation inom svensk damhockey: Vad motiverar svenska damishockeyspelare att utöva sin idrott?2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The purpose of this study is to examine what kind of motivation which justifies the Swedish

    women's ice hockey players to practice their sport.

    Method

    A total of 44 female ice hockey players (n = 44) from the country's all NIU-certified ice

    hockey upper secondary schools. This study used a quantitative approach in the form of a

    questionnaire survey to gauge the motivation of the athletes. The questionnaire that was used

    was the Sport Motivation Scale (SMS) which were translated into Swedish.

    Results

    The result (M) indicates that 79,54% (n = 35) of the population, is mainly motivated by

    instrinsic motivational factors (im). 6.81% (n = 3) indicated that extrinsic motivational factors

    (em) is the main reason for physical exercise. And 13,63% of the respondents answered that

    they are experiencing themselves amotivated (am).

    25% (n = 8) was justified in the highest degree of IM to experience stimulation. 40,625% (n =

    13) were motivated mainly by IM to accomplish. 6.25% (n = 2) were in the highest degree of

    IM to know. 3,125% (n = 1) were motivated in the highest degree of EM identified regulation.

    18.75% (n = 6) were in the highest degree of EM-introjected regulation. 6.25% (n = 2) were

    experiencing themselves as amotivated.

    Conclusions

    The conditions for a women's ice hockey player differs significantly compared to male

    hockey players. Despite these unequal conditions so justified the majority of the population

    are motivated primarily by instrinsic motivation. The most frequent type of motivation among

    the participants to participate in sport is intstrinsic motivation to accomplish, followed by

    instrinsic motivation to experience stimulation, extrinsic motivation introjicerad regulation,

    and instrinsic motivation to know.

  • 190.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå universitet.
    Lindqvist, Gunilla
    Dalarna University, School of Education, Health and Social Studies, Education. Uppsala universitet.
    Fredriksson, Karolina (Author of introduction, etc.)
    Skolverket.
    Att utmana och stimulera barns lärande och utveckling i förskolan: En observationsstudie i fem förskolor2015Report (Other academic)
  • 191.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå universitet.
    Lindqvist, Gunilla
    Dalarna University, School of Education, Health and Social Studies, Education. Uppsala universitet.
    Visualization of Ways to Work with Different Learning Areas in Preschool – A Pilot Study2014Conference paper (Other academic)
  • 192.
    von Ahlefeld Nisser, Désirée
    Dalarna University, School of Education, Health and Social Studies, Education.
    Can collaborative consultation, based on communicative theory, promote an inclusive school culture?2017In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 27, no 4, p. 874-891Article, review/survey (Refereed)
    Abstract [en]

    This article contributes to furthering our knowledge of how collaborative consultation, based on communicative theory, can make teachers’ learning from, and with, each other an inclusive process, and thus promote an inclusive school culture. The aim is to study special education professionals’ experiences of, and reflections on, leading collaborative consultations. The data consists of critical reflection (collaborative meta-consultation) in groups of special education professionals (consultants) and one researcher. The focus of the collaborative meta-consultations was on the consultations that the consultants held with groups of teachers. The data has been analysed using qualitative content analysis. Besides identifying some basic conditions, certain strategies and approaches have also been identified to make collaborative consultation an inclusive process. Collaborative consultation can promote an inclusive school culture if the concept of inclusion embraces how professionals collaboratively examine their practice, strategies, and values.

  • 193.
    von Ahlefeld Nisser, Désirée
    Dalarna University, School of Education, Health and Social Studies, Education.
    Can counseling support the vision of inclusive education?: Experiences from the project: “Learning for democracy: Partner-driven North/ South collaboration on Inclusive Education”2014Conference paper (Refereed)
    Abstract [en]

    Inclusive education models have been in focus in a collaborative project between the Ministries of Education in South Africa, Botswana and Namibia, Stockholm university, MIET Africa as well as universities in Southern Africa in 2011-2013. The intention was to contribute to a comparative knowledge of educational democracy as well as to strengthen the South African expertise in the area of inclusive education. This was done by co-constructing a mutual communicative knowledge model in which practice and theory met. The project focused on dialogues in six workshops with people with local experiences (e.g. local governments, member of organizations, parent groups) as well as other socially active professionals ( school principals, school psychologists, teachers and social workers). It has been important to establish contacts with numerous professions  that  use communicative democratic processes within an educational context. (Habermas, 1995/1981; Sahlin, 2005; Ahlefeld Nisser, 2009). The project emphasized the need for democratic communication in which all participants would have the opportunity to interpret situations, discuss problems, propose  justifications, express thoughts and criticisms.

    The main focus of one of the six workshops was counseling as a way to improve inclusion.

    The aim of the paper is to share my experiences from this project with a special focus on counseling as a way to promote inclusive education for sustainable development.

    1. How can counseling be understood in relation to inclusive education?

    2. What was experienced from the counseling task in relation to inclusion?

    Findings:

    • Means have been identified to make counseling a democratic and inclusive process.

     

    • An awareness of how to develop participants ethical values and attitudes.

       

    • Strategies for democratic communication functioned in the same way in Southern African countries as in Sweden

       

      Conclusion

    • Though an understanding of how counseling can improve inclusion was expressed, it was observed more on a rhetoric level than in practice.

    • Conflicting strategies between rhetoric and practice was observed throughout some of the discussions.

     

    References

     

    Ahlefeld Nisser, Désirée, von. (2009). Vad kommunikation vill saga – en iscensättande studie om specialpedagogers yrkesroll och kunskapande samtal. Doktorsavhandling i specialpedagogik. Universitetsservice US-AB. Stockholm: Specialpedagogiska institutionen. Stockholms Universitet.

    Habermas, Jürgen. (1995/1981). Theorie des kommunikativen Handelns. Frankfurt am Main: Suhrkamp Verlag.

    Sahlin, Birgitta. (2004). Utmaning och omtanke. En analys av handledning som en utvidgad specialpedagogisk funktion i skolan med utgångspunkt i tio pionjärers berättelser. Stockholm: HLS Förlag.

  • 194.
    von Ahlefeld Nisser, Désirée
    Dalarna University, School of Education, Health and Social Studies, Education.
    Consultation in Special Needs Education in Sweden and Finland: A Comparative  Approach2014Conference paper (Refereed)
    Abstract [en]

    Abstract

    The article compares the conditions and implementation of special education professionals’ consulting task in Sweden and Finland. The article first describes the background of the consulting teacher role and special education in Sweden and in Finland. Two different perspectives in the continuum on consultation are presented, followed by a description of how the consulting task is implemented and described in educational policy papers, and in research in the two countries. The analysis shows that while there are differences between the implementation of the consulting task in Sweden and Finland, there are also several similarities regarding the challenges faced. Differences can be understood according to traditions, education, and educational policy papers. The similarities shows that the consulting task must be clearly defined in policy documents, highlighted in education, and understood as a complex activity where both advice and reflection strategies are used. The consulting task can be more successful if the consultation is characterized by collaborative dialogues where the classroom teachers’ knowledge and the context are also taken in account.

  • 195.
    von Ahlefeld Nisser, Désirée
    Dalarna University, School of Education, Health and Social Studies, Education.
    Deliberative Communication as a Tool for the New Role of Special Education in Inclusive Settings2005In: 30th annual conference of ATEE Teachers and their Educators - Standards for Development, Amsterdam, 2005Conference paper (Other academic)
  • 196.
    von Ahlefeld Nisser, Désirée
    Dalarna University, School of Education, Health and Social Studies, Education.
    How qualified dialogues (knowledging dialogues) in (special) education can be described and understood.2011In: NERA´s 39th Congress – Rights and Education, Jyväskylä, Finland, 2011Conference paper (Other academic)
  • 197.
    von Ahlefeld Nisser, Désirée
    Dalarna University, School of Education, Health and Social Studies, Education.
    How the function of being a qualified dialogue partner is described and understood by special educational needs coordinators, special teachers and principals.2011In: The European Conference on Educational Research (ECER), Berlin, 2011Conference paper (Refereed)
  • 198.
    von Ahlefeld Nisser, Désirée
    Dalarna University, School of Education, Health and Social Studies, Education.
    Kan kunskapsskapande samtal främja inkludering?: Erfarenheter från skolforskningsprojektet ”Stärkt läs- och skrivdidaktisk kompetens för ett breddat synsätt kring inkludering2015Conference paper (Refereed)
    Abstract [sv]

    Ett forsknings- och utvecklingsprojekt har under två år genomförts med syfte att undersöka effekter av kunskapshöjande insatser inom läs- och skrivområdet hos samtalsledare (speciallärare och specialpedagoger) och lärare i förskoleklass och årskurs 1 i en kommun. Projektet har genomförts genom att (1) deltagande lärare och samtalsledare har lyssnat till fyra ämnesteoretiska föreläsningar inom området läs och skriv, (2) lärare har genomfört åtta uppdrag i den egna praktiken och som har knutit an till innehållet i föreläsningar, (3) lärare i grupp och tillsammans med en samtalsledare, efter varje genomfört uppdrag, har samtalat om dessa och slutligen genom att (4) samtalsledare deltagit i åtta gruppsamtal med andra samtalsledare och en forskare om de samtal de genomfört med lärare. Med utgångspunkt i projektets strävan att bredda synsättet kring inkludering har forskarna prövat att förena två olika perspektiv; ett teoretiskt, expertorienterat perspektiv där evidensbaserade aspekter för vad som anses främja god läs- och skrivutveckling presenterats i föreläsningar och ett praktiknära, deltagarorienterat perspektiv i det att lärare har genomfört uppdrag i klassrummet. I ett efterföljande kunskapsskapande, kollaborativt samtal, lett av en eller två samtalsledare, har de genomförda uppdragen beskrivits och analyserats med avseende på lärares lärande. Dessa samtal har i sin tur beskrivits och analyserats i samtal mellan samtalsledare och forskare men med avseende på samtalsledares lärande. Denna presentation fokuserar på den analys som är gjord på samtalen mellan samtalsledare och forskare och med ett särskilt fokus på hur ett inkluderande synsätt kommer till uttryck.

    Forskningsfrågorna har varit:

    1. Hur kan kunskapsskapande, kollaborativa samtal förstås i relation till två skilda perspektiv – ett expertorienterat och ett deltagarorienterat - och till en inkluderande skolkultur?

    2. Vilka erfarenheter har gjorts vad gäller inkludering ställt i relation till kunskapsskapande, kollaborativa samtal? 

    Resultatet visar att det är möjligt att förena olika perspektiv då deltagare ges möjlighet att tala om, problematisera och kritiskt granska teorier kopplade till lärandesituationer de själva är en del av. Resultatet visar också att synen på inkludering breddas om begreppet ställs i relation till kommunikationsteoretiska perspektiv. Det betyder att inkludering synliggörs i hur vi kollaborativt prövar handlingar, tänkande, lärandestrategier och normer.

  • 199.
    von Ahlefeld Nisser, Désirée
    Dalarna University, School of Education, Health and Social Studies, Education.
    Kunskapande samtal i (special)pedagogisk verksamhet2011In: Praktiknära utbildningsforskning vid Högskolan Dalarna / [ed] Bartholdsson, Åsa; Hultin, Eva, Falun: Högskolan Dalarna , 2011Chapter in book (Other academic)
  • 200.
    von Ahlefeld Nisser, Désirée
    Dalarna University, School of Education, Health and Social Studies, Education.
    Professional collaborative consultation and its relation to an inclusive school culture – how can it be understood? Experiences from a research project.2016Conference paper (Refereed)
    Abstract [en]

    In this paper the focus is on the question of how collaborative professional learning, based on theories of communication, can promote an inclusive school culture. The aim is to discuss conditions and strategies that relate collaborative professional learning to the idea of evidence based practice and to the concept of an inclusive school culture. A research project was created based on different approaches, and in some sense contradictive, perspectives; one expert driven, top-down approach, one participant driven, bottom-up approach, and one interactive, deliberative approach. The data consists of recurrent critical reflecting and analyzing (collaborative meta-consultation) in groups of special education professionals (consultants) and a researcher whose focus was on collaborative consultation, consultants recurrently held with groups of teachers. The collaborative meta-consultations were based on Habermas’ theory of communication as well as Freire’s pedagogy of liberation. An approach of qualitative content analysis has been used to analyze the data. The result shows that it is possible to unite different perspectives when professionals in schools are given the opportunity to discuss, scrutinize and critically examine theories linked to their own practice. The result also shows that if the concept of collaborative consultation has guidelines such as communication, openness, respect, sincerity, participation and acceptance, the possibilities to create an inclusive school culture increase. This means that the concept of inclusion has to embrace how professionals collaboratively and deliberatively examine their practice, strategies and values.   

    Key words: Evidence based practice, collaborative professional learning, inclusive school culture, theory of communication, qualitative content analysis.

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