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  • 201.
    von Ahlefeld Nisser, Désirée
    Dalarna University, School of Education and Humanities, Education.
    SENCOs´ and Special Teachers´ different roles and mission – different ideas encounter the realities of pedagogical practices2013In: 41st Annual Congress of the Nordic Educational Research Association : Disruptions and eruptions as opportunities for transforming education: Abstract book, NFPF/NERA , 2013, p. 209-209Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to investigate and understand the roles and missions of SENCOs and Special Teachers by using the perspectives of Habermas’ linguistic philosophical role theory and Karen Barad´s theory of agential realism. The aim is also to investigate how special needs education develops when the two professions encounter the realities of pedagogical practice. What ideas do SENCOs and special teachers have about their missions? How do they handle their missions? How do the preschool/school principals experience the similarities and differences between the two professions? How can the missions be handled when the two professions encounter the reality of pedagogical practice?

    The methodology framework is based on Habermas´ theory of argumentation (Habermas, 1995/1981; Ahlefeld Nisser, 2009, 2011) while the theoretical framework used, to analyze the empirical data, is post humanistic (Lenz Taguchi, 2012). Two different scientific disciplines are brought together; (1) Habermas’ linguistic philosophical role theory (Habermas 1995/1981, p. 152 part II; 2007) and (2) Karen Barad´s theory of agential realism and intra-acitity (Barad, 2003, 2007; Lenz Taguchi, 2012, 2011)

    The findings show that there are similarities in roles and missions but that it also is possible – and necessary - to draw out differences in roles and missions in order to improve inclusion and to develop ethical values and attitudes in special education.

     

    Keywords: SENCO, special teacher, theory of argumentation, role theory, agential realism, intra-acitity

     

    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.

    Ahlefeld Nisser, Désirée, von. (2011). Kunskapande samtal i (special)pedagogisk verksamhet. I Bartholdsson, Åsa. & Hultin, Eva (red.) (2011) Praktiknära utbildningsforskning vid Högskolan Dalarna. Nr: 2011:2. 69-88.

    Barad, Karen. (2007). Meeting the Universe Halfway – quantum physics and the entanglement of matter and meaning.Durham: Duke University Press.

    Barad, Karen. (2003). Posthumanist Performativity: Toward an Understanding of How Matters Comes to Matters. Signs: Journal of Women in Culture and Society 2003, vol. 28,no. 3: s. 801-831.

     

    Habermas, Jürgen. (1995/1981). Theorie des kommunikativen Handelns. Band 1. Frankfurt am Main: Suhrkamp Verlag.

    Habermas, Jürgen. (1995/1981). Theorie des kommunikativen Handelns.

    Band 2. Frankfurt am Main: Suhrkamp Verlag.

    Lenz Taguchi, Hillevi. (2011). Investigating Learning, Participation and Becoming in Early Childhood Practices with Relational Materialist Approach. Global Studies of Childhood. Volume 1. Number 1. 2011.36-50

    Lenz Taguchi, Hillevi. (2012). Pedagogisk dokumentation som aktiv agent. Malmö: Gleerups.

     

     

     

  • 202.
    von Ahlefeld Nisser, Désirée
    Dalarna University, School of Education, Health and Social Studies, Education.
    Special Education at the Stockholm Institute of Education 16062006In: 31th Annual conference of the Association for Teacher Education in Europe (ATEE), Ljubiljana, Portoroz, 2006Conference paper (Other academic)
  • 203.
    von Ahlefeld Nisser, Désirée
    Dalarna University, School of Education, Health and Social Studies, Education.
    Special educators as highly qualified dialogue partners in preschool and school.2010In: NERA Congress - Active Citizenship, Malmö, 2010Conference paper (Other academic)
  • 204.
    von Ahlefeld Nisser, Désirée
    Dalarna University, School of Education, Health and Social Studies, Education.
    Special Educators in School and Preschool Engineer Deliberativa Communication2006In: 31th Annual conference of the Association for Teacher Education in Europe (ATEE), Ljubiljana, Portoroz, 2006Conference paper (Other academic)
  • 205.
    von Ahlefeld Nisser, Désirée
    Dalarna University, School of Education, Health and Social Studies, Education.
    Specialpedagogers och speciallärares olika roller och uppdrag: skilda föreställningar möts och möter en pedagogisk praktik2014In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 34, no 4, p. 246-264Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to highlight different expectations about special educators’ and special teachers’ roles and functions in Sweden, to understand why these differences occur, and to problematize these expectations.

     Data has been collected through knowledge creating dialogues with special educators, special teachers educated after 2008, and school leaders. Habermas’s theory of communicative action, and Barad’s theory of agential realism have been used.

    The results show that special educators and special teachers need to be involved in the ongoing work in preschools and schools, but that different organizational solutions may be needed for the two professional groups.

    The author suggests that Swedish preschools and schools should take advantage of the fact that there are two different special education professionals, and distinguish their roles and functions clearly. Additionally, if special education would be based on communicative theoretical perspectives, conditions and opportunities for children’s learning - in a more inclusive way - would be created. 

  • 206.
    von Ahlefeld Nisser, Désirée
    Dalarna University, School of Education, Health and Social Studies, Education.
    Vad kommunikation vill säga: En iscensättande studie om specialpedagogers yrkesroll och kunskapande samtal2009Doctoral thesis, monograph (Other academic)
    Abstract [sv]

    This thesis is about the role of special educators in (pre)school and about developing democratic communication. It is based on the theory of argumentation developed by Jürgen Habermas. The aim of the study was to describe the conditions that create possibilities for deliberative communication between special educators, parents, students and colleagues in (pre)school. My overarching aim was to contribute to a more distinct description of special educators´ field of knowledge. I have used a social constructionist approach. The project has been based in the field of action research. A precondition for deliberative dialogues in (pre)schools is to start out from a communicative perspective. That means that (1) some theoretical conditions have been made apparent, (2) knowledge about these conditions have been shown to be crucial for using an aware communicative perspective in a speech act, (3) an aware communicative perspective is revealed through procedures of knowledge. These procedures were understood by and made evident to me as a result of network meeting discussions. A communicative perspective, a special educator as facilitator and procedures of knowledge are found to be crucial for collaboration using a deliberative attitude in (pre)schools. Today there is often a lack of pedagogical professionals in (pre)schools who can act as a link between authorities, organisations, professionals and parents, and who have the authority to pose challenging pedagogical questions. This can be changed if the role of special educators is, instead of teacher, defined as communicative special educators working with dialogues on different levels.

  • 207.
    von Ahlefeld Nisser, Désirée
    et al.
    Dalarna University, School of Education and Humanities, Education.
    Lindqvist, Gunilla
    Dalarna University, School of Education and Humanities, Education.
    Two Different Theoretical Approaches on how to Understand the Role of SENCOs and Special Teachers in the Swedish Educational System2012In: NFPF/NERA's 40th Congress: Everyday life, education and their transformations in a Nordic and globalized context, Department of Education (DPU), Aarhus University, Copenhagen, Denmark, 2012Conference paper (Refereed)
    Abstract [en]

    Two Different Theoretical Approaches on how to Understand the Role of SENCOs and Special Teachers in the Swedish Educational System.

    The aim of this paper is to investigate the roles of SENCOs and Special Teachers by using the perspectives of Habermas’ linguistic philosophical role theory and Abbott’s system of professions and the division of expert labor.

     

    Background

    Swedish special needs education has two different but similar professions – Special educational needs coordinators (SENCOs) and special teachers. Special teachers in Swedish schools have traditionally been the occupational group that worked with children in need of special support. They usually taught children individually or in small groups outside the classroom. The introduction of SENCOs, in the early 1990´s, challenged this traditional way of dealing with school difficulties where school problems often have been seen as individual deficiencies (c.f. Ainscow, 1998; Malmgren-Hansen, 2002). In 2008 the Swedish government initiated a restart of the education for special teachers with the aim to focus their work on the individual-level interaction (SFS 2008:132).

        The role of these two professions – SENCOs and the “new” special teachers - are of special interest since SENCOs often have been seen as having a pivotal role in initiating changes towards more inclusive practices (e.g. Abbot, 2007, Malmgren-Hansen, 2002) and special teachers have traditionally been seen primarily as guardians of segregated practices (Malmgren-Hansen, 2002; Ahlefeld Nisser, 2009).  

        Previous studies on the role of SENCOs (Ahlefeld Nisser, 2009; Lindqvist & Nilholm, 2011b) and on the “new” special teachers (Ahlefeld Nisser, 2011) have shown difficulties for the two professions to acquire full jurisdiction and thus challenge traditional ways of dealing with school difficulties, the deficit-perspective and segregated solutions in schools.

    Theoretical framework

    Abbott (1988) studies relations between different professions and different professions’ development over time. He sheds light on how professions control the fields of e.g. work, knowledge, clientele and actions. Abbott (1988) argues against the traditional way of describing professions as exclusive occupational groups with special, usually abstract skills that develop irrespectively of other professions and external pressure. “Professionalism has been viewed as a matter of individual choices and corporate action taken to protect or extend them” (Abbott, 1988:7). Instead, Abbott sees professionals as interdependent groups with common work. This is a matter of jurisdictional control: “Who has control of what, when and who?”

    Habermas' linguistic philosophical role theory (1995/1981, part II; 2007) deals with the relationship between a person’s social world he or she is part of, the outer world of facts and norms and the subjective world to which he/she has privileged access to. 

    Findings and relevance

    By using Habermas’ perspective the roles of SENCOs and special teachers can be understood as constructed in relation to the context in which they work, in relation to the statutes and their assignments, and in relation to their own expectations and expectations from other groups, e.g. colleagues and parents (Ahlefeld Nisser, 2009). One can assume that interests and discourses among different occupational groups play a major role in the persistence of old special educational structures. As Abbott (1988) suggests, there is a constant struggle and negotiation between different professional groups concerning who should have the control of what and who, e.g. of work, clientele and actions.

    Our research show that there are possibilities and obstacles for SENCOs and special teachers to fulfil their commitment in Swedish schools. We found that the theoretical frameworks mentioned above can be useful in understanding the roles of SENCOs and special teachers.

  • 208.
    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.

  • 209.
    von Ahlefeld Nisser, Désirée
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Nes, Kari
    Fasting, Rolf
    Lindqvist, Gunilla
    Ström, Kristina
    Different Understanding of Inclusion: Round Table Presentation2011In: NERA´s 39th Congress – Rights and Education, Jyväskylä, Finland, 2011Conference paper (Other academic)
  • 210.
    von Ahlefeld Nisser, Désirée
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Olsson, Maria
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Förändringsprocesser i förskola och skola belyst genom ett implementeringsperspektiv2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 2, p. 77-94Article in journal (Refereed)
    Abstract [en]

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

  • 211.
    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)
  • 212.
    von Ahlefeld Nisser, Désirée
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Sundqvist, Christel
    Åbo Akademi.
    Consultation in special needs education in Sweden and Finland: a comparative approach2015Conference paper (Refereed)
    Abstract [en]

    The paper 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.

  • 213.
    von Ahlefeld Nisser, Désirée
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Sundqvist, Christel
    Åbo Akademi.
    Ström, Kristina
    Åbo Akademi.
    Consultation in special needs education in Sweden and Finland: a comparative approach2014In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, no 3, p. 297-312Article in journal (Refereed)
    Abstract [en]

    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.

  • 214.
    von Schantz, Ina
    Dalarna University, School of Education and Humanities, Education.
    Utvärdering av Mentorprogram Maria 3: Ett Nutek-projekt genomfört av Minerva - Kunskapscentrum för kvinnor i Dalarna2002Report (Other academic)
  • 215.
    von Schantz, Ina
    Dalarna University, School of Education and Humanities, Education.
    Utvärdering av Mentorprogram Telémachos2005Report (Other academic)
  • 216.
    von Schantz, Ina
    Dalarna University, School of Education and Humanities, Education.
    Utvärdering av projekt "Nätverksbanken i Falun". Delrapport 12000Report (Other academic)
  • 217.
    von Schantz, Ina
    Dalarna University, School of Education and Humanities, Education.
    Utvärdering av projekt "Nätverksbanken i Falun". Delrapport 22000Report (Other academic)
  • 218.
    von Schantz, Ina
    et al.
    Dalarna University, School of Education and Humanities, Education.
    Lindblå, Ann-Marie
    Utvärdering av Distansringen: En annorlunda arbetsmarknadsutbildning genomförd som ett mål 3-projekt2000Report (Other academic)
  • 219.
    von Schantz, Ina
    et al.
    Dalarna University, School of Education and Humanities, Education.
    Omne-Pontén, Marianne
    Utvärdering av Primärvårdens samtalsmottagning2001Report (Other academic)
  • 220.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education and Humanities, Education.
    Dalarnas Kompetenscentra för arbetet mot våld i nära relationer, DKV: Ett organisationsövergripande samverkans- och kompetensutvecklingsprojekt i samverkan mellan Högskolan Dalarna och Falu kommun2011Report (Other academic)
  • 221.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education, Health and Social Studies, Education.
    Dalarnas Kompetenscentra för arbetet mot våld i nära relationer, DKV: Ett organisationsövergripande samverkans- och kompetensutvecklingsprojekt i samverkan mellan Högskolan Dalarna och Falu kommun2011Report (Other academic)
  • 222.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education and Humanities, Education.
    Det handlar om kärlek: En fallstudie av ett projekt för att synliggöra barns rättigheter för ungdomar i årskurs 7-92011Report (Other academic)
    Abstract [sv]

    Föreliggande studie har projektet Det handlar om kärlek i fokus. Det är ett projekt i Rädda Barnens regi som tar sin utgångspunkt i Barnkonventionen och mänskliga rättigheter. Projek-tet har genomförts med medel från Länsstyrelsen Dalarna på tre skolor i Dalarna. Denna stu-die rör dock endast Maserskolan i Borlänge kommun. Målgruppen är årskurs 7-9. Syftet är att förebygga hedersrelaterat våld och förtryck, något som emellertid inte uttrycks officiellt, då en del i projektidén är att inte någon ska känna sig utpekad. Man kan diskutera att ha ett un-derliggande syfte som finns med i det material som skolans ledning får ta del av, men som inte delges eleverna. De vuxna som varit involverade i projektet har dock inte sett detta som så problematiskt. De framhåller att den komplexitet som omger elever som lever i hederskulturer i sitt privatliv och som samtidigt i sitt offentliga liv ständigt konfronteras med en helt annorlunda samhällskultur, skapar en situation som måste hanteras på specifika sätt och att detta förfarande föll väl ut för elevernas del. Detta sågs som det väsentliga i den här projekt-idén. Studiens underlag har insamlats via triangulering, vilket innebär att flera olika metoder använts. I detta fall observation vid olika aktiviteter inom projektets ram, informella samtal, elevenkäter och intervjuer. Resultatet visar att projektidén fungerade väl med avseende på dess intentioner och syfte. Eleverna fick ökade kunskaper om barns och ungas rättigheter och majoriteten av eleverna visade intresse och engagemang i de aktiviteter som genomfördes. Skolan som en viktigt arena för att sprida kunskap om mänskliga rättigheter synliggjordes.

  • 223.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education and Humanities, Education.
    Det regionala Kvinnofridsprojektet i Dalarnas län: En kartläggande studie2010Report (Other academic)
    Abstract [sv]

    Kartläggningen visar att samarbetet mellan olika kvinnojourer är under utveckling men att inte alla jourer är bemannade dagtid med avlönad personal. Dessa jourer är beroende av personal som arbetar på ideell basis. Därmed finns inte möjlighet till likvärdiga stöd- och hjälpformer i alla Dalarnas kommuner. Inte alla kvinno-jourer uppfattar heller att deras verksamhet anses som betydelsefull av ledande poli-tiker och tjänstemän. Socialsekreterarna beskriver ett väl fungerande samarbete med kvinnojourerna, något som också motsvaras av den bild personal- och frivilligarbetare på kvinnojourerna ger. Däremot upplever kvinnojourerna ett stort problem i den ekonomiska osäkerhet som präglar verksamheten och som i praktiken innebär att antalet anställda kan variera år från år. Detta bidrar bl.a. till att arbetet med att utveckla verksamheten försvåras. Det råder också periodvis platsbrist på kvinnojourerna. I de flesta fall löses detta ge-nom det kontaktnät som personalen/frivilligarbetarna på kvinnojourerna har och de hjälpsökande kvinnorna kan då beredas plats på en annan kvinnojour. Det får dock anses som otillfredsställande att kvinnor i behov av stöd inte med säkerhet kan er-bjudas hjälp sitt närområde. Det finns tillfällen när kvinnan, kanske på grund av en särskilt allvarlig hotbild, behöver komma till en kvinnojour på stort avstånd från hemorten, men det är ett annat problem. De brister i kunskaper och kompetens av generell karaktär som här formuleras stämmer väl överens med den problembild som finns i landet i övrigt. Kvinnofridsproblematiken är ett mycket skambelagt område. Många kvinnor polisanmäler inte kvinnofridsbrott och det stora mörkertalet, tillsammans med den skam kvinnor upplever, gör att många kvinnors och barns utsatthet aldrig blir känd utanför den egna familjekretsen. Många misshandlade kvinnor utvecklar också olika strategier för att dölja sin situation. Det gör att professionella som möter dessa kvinnor kan ha har svårt att upptäcka de ibland mycket subtila tecken som kan finnas på att de befinner sig i en misshandelsrelation. Till detta kommer att myndigheter och organisationer ofta har begränsade möjligheter att på ett konkret och mer långsiktigt sätt erbjuda hjälp och stöd. I kartläggningen såväl som i forskning framkommer att dessa förhållanden tenderar leda fram till en situation där den personal som möter dessa kvinnor undviker att ställa frågor, även om de har misstankar om att kvinnan blivit misshandlad. Ett mer eller mindre medvetet samspel mellan den misshandlade kvinnan och olika yrkesföreträdare kan uppstå som innebär att misshandeln förblir dold och att en ytterst kom-plex samhällsproblematik kan fortsätta att föra en till stor del undanskymd tillvaro.

  • 224.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education, Health and Social Studies, Education.
    Det är enklare i teorin… Om skolutveckling i praktiken: En fallstudie av ett skolutvecklingsprojekt i en gymnasieskola2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation is a case study dealing with a school development project that took place in an upper secondary school as a result of a merger of two schools with different cultures. The project used a method called “Frirumsmodellen” and was planned to be conducted in three steps. The first was to carry out a cultural analysis in order to map the preconditions to start a school development project. The second was to carry out concrete actions and finally study eventual effects from such activities by doing a second cultural analysis. My role was to be a supervisor in the school development work, but at the same time study how this work was conducted and its impact in the ordinary school day.

    The dissertation takes its departure in the fact that schools are political governed. The mission of schools is never neutral; it is always an expression of behind laying social forces, ideologies and ideals of the contemporary society. Of this reason, there is a close connection between the macro political level and the micro political level. Another point of departure is the transition from a modern to a post modern society that gives the character to the changes that take place in schools. Steering of schools has partly been treated as a technical implementation problem. Schools contain on going conflicts between different interest groups that, more or less regularly, end up in educational reforms. These reforms generate school development activities in the single school. Undoubtedly, this makes school development to a complex process.

    At a rather late stage of the study I decided not to fulfil my task to follow the original plan. I instead let the school development project as a model to be in focus. The over all purpose was formulated: How is it possible to understand what happened in the school development project in the Falkgymnasiet and why was it not possible to carry it out as it was said in the project plan? To interpret what took place during the project I did create an interpretation frame of implementation and complexity theory that also made it possible to critically scrutinise the “Frirumsmodellen”.

    Already in an early stage of the process it was obvious that the “Frirumsmodellen” did not supply any tools to use and it became disconnected from the project. The project in it selves was marginalised and made invisible. The headmaster used the situation to change things she thought were important to develop. As a result, things happened, but most of the involved people did not at first hand connect this to the project. It is, of course, difficult in detail to say what caused what. The complexity theory successively made the hidden patterns revealed, hidden unofficial potentates visible, as well as unpredictable conditions that generated reactions from the personnel in front of a development work. Together this was rather efficient obstacles for not changing this school.

    I also discuss school development and implementation problems on a general level, for example, the possibility to transform a top-down initiated project to be bottom-up driven and using project as a tool for school development work. It was obvious that headmasters and teachers must be prepared to handle the ideological dimensions of problems schools have to face. Consequently, development work is about making problems visible and to handle these in the intersection point between the intentions of educational policies, pedagogical researchers, school administrators, headmasters, teachers and pupils. The ideological dimension also contains an existential issue. Do I as a teacher share the intentions for the development work? If not, how must I act?

  • 225.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education, Health and Social Studies, Education.
    Kön spelar roll. Utvärdering av ett Mainstreamingprojekt inom Arbetsmarknadsverket Dalarna. Tre studiecirklar och två forskningscirklar kring jämställdhet2003Report (Other academic)
  • 226.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education, Health and Social Studies, Education.
    Utvärdering av kompetensutveckling i specialpedagogik för verksamma lärare2004Report (Other academic)
  • 227.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education and Humanities, Education.
    Utvärdering av Mentor- och Integrationsprojekt Maria 42005Report (Other academic)
  • 228.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education and Humanities, Education.
    Utvärdering av Mentorprogram Maria 2: Ett Nutekprojekt genomfört av Minerva - Kunskapscentrum för kvinnor i Dalarna2002Report (Other academic)
  • 229.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education and Humanities, Education.
    Utvärdering av Mentorprogram Maria: Ett Nutek-projekt genomfört av Minerva - Kunskapscentrum för kvinnor i Dalarna2000Report (Other academic)
  • 230.
    von Schantz Lundgren, Ina
    Dalarna University, School of Education, Health and Social Studies, Education.
    Utvärdering av Region Vision: ett arbetsmarknadsprojekt i samarbete mellan Näringslivet Falun Borlänge AB, arbetsförmedlingarna i Falun och Borlänge samt EU:s Europeiska socialfond2003Report (Other academic)
  • 231.
    von Schantz Lundgren, Ina
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Holmstrand, Lars
    Skolutveckling i teorin och i praktiken – Erfarenheter från ett skolutvecklingsprojekt en gymnasieskola2010In: Ledning och organisering av professionsstarka verksamheter, Växjö: Linnéuniversitet , 2010Chapter in book (Other academic)
    Abstract [sv]

    Skolutveckling i teorin och i praktiken, exemplifierar ett mindre framgångsrikt projekt som illustrerar svårigheterna med samverkan/samarbete mellan rektor och lärare, mellan olika lärarkategorier och mellan forskare och lärare och är skrivet av pedagoger.

  • 232.
    von Schantz Lundgren, Ina
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Holmstrand, Lars
    Skolutveckling i teorin och i praktiken: Erfarenheter från ett skolutvecklingsprojekt en gymnasieskola2010In: Arbetsliv i omvandling, ISSN 1404-8426, no 3, p. 98-136Article in journal (Refereed)
    Abstract [sv]

    Skolutveckling i teorin och i praktiken, exemplifierar ett mindre framgångsrikt projekt som illustrerar svårigheterna med samverkan/samarbete mellan rektor och lärare, mellan olika lärarkategorier och mellan forskare och lärare och är skrivet av pedagoger.

  • 233.
    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.

  • 234.
    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.

  • 235.
    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.

  • 236.
    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.

  • 237.
    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.

  • 238.
    Wetso, Gun-Marie
    Dalarna University, School of Education, Health and Social Studies, Education.
    Aktivitetsteori som vägledning och metod2015In: Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola - skola / [ed] Wetso, Gun-Marie, Solentro , 2015, p. 73-77Chapter in book (Other academic)
  • 239.
    Wetso, Gun-Marie
    Dalarna University, School of Education and Humanities, Education.
    Att bemöta elevers olika förutsättningar och behov.: handbok för lärare och studerande2007Report (Other academic)
  • 240.
    Wetso, Gun-Marie
    Dalarna University, School of Education, Health and Social Studies, Education.
    Att skapa motivation för lärande i teori och praktik2015In: Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola - skola / [ed] Wetso, Gun-Marie, Solentro , 2015, p. 65-72Chapter in book (Other academic)
  • 241.
    Wetso, Gun-Marie
    Dalarna University, School of Education and Humanities, Education.
    Develop the proximal zon in pedagogical practice2006In: 31st Annual ATEE conference, Portoroz, Slovenien, 2006Conference paper (Refereed)
  • 242.
    Wetso, Gun-Marie
    Dalarna University, School of Education, Health and Social Studies, Education.
    Exemplet - Att utveckla komptens om ledarskap2015In: Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola - skola / [ed] Wetso, Gun-Marie, Solentro , 2015, p. 79-86Chapter in book (Other academic)
  • 243.
    Wetso, Gun-Marie
    Dalarna University, School of Education, Health and Social Studies, Education.
    Exemplet - Forskning i specialpedagogik2015In: Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola - skola / [ed] Wetso, Gun-Marie, Solentro , 2015, p. 87-94Chapter in book (Other academic)
  • 244.
    Wetso, Gun-Marie
    Dalarna University, School of Education, Health and Social Studies, Education.
    Exemplet - Specialpedagogiskt ledarskap i förskola och skola2015In: Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola - skola / [ed] Wetso, Gun-Marie, Solentro , 2015, p. 95-112Chapter in book (Other academic)
  • 245.
    Wetso, Gun-Marie
    Dalarna University, School of Education and Humanities, Education.
    Lekprocessen - specialpedagogisk intervention i (för)skola: när aktivt handlande stimulerar lärande, social integration och reducerar utslagning2006Doctoral thesis, monograph (Other academic)
  • 246.
    Wetso, Gun-Marie
    Dalarna University, School of Education, Health and Social Studies, Education.
    Lärares ledarskap med datorer i undervisningen!: En aktionsstudie i tre klassrum i grundskolan (1-9) och ett i gymnasieskolan2014Report (Other academic)
    Abstract [en]

    The article describes a municipal school development and research project. The study uses interviews with teachers, conversations with students and classroom observations to examine how four primary/secondary/upper secondary schools deal with implementing computers in daily work. The study uses activity theory. Results are presented by compairing the four groups.  

  • 247.
    Wetso, Gun-Marie
    Dalarna University, School of Education and Humanities, Education.
    "Mainstream" - ett projekt om jämställdhet AMV Dalarna: en utvärderande studie2001Report (Other academic)
  • 248.
    Wetso, Gun-Marie
    Dalarna University, School of Education and Humanities, Education.
    Playprocess, intervention of special educational activities in preschool and school.2008Conference paper (Refereed)
  • 249.
    Wetso, Gun-Marie
    Dalarna University, School of Education and Humanities, Education.
    Pojken med tidningarna2011In: Specialpedagogisk verksamhet i grundskolan / [ed] Eriksson Gustavsson, Anna-Lena; Göransson, Kerstin; Nilholm, Claes, Lund: Studentlitteratur , 2011, p. 97-110Chapter in book (Other academic)
  • 250.
    Wetso, Gun-Marie
    Dalarna University, School of Education, Health and Social Studies, Education.
    Professionsuppdraget pedagogiskt ledarskap2015In: Specialpedagogiskt ledarskap - för yrkesprofessionella i förskola och skola / [ed] Wetso, Gun-Marie, Solentro , 2015, p. 17-24Chapter in book (Other academic)
23456 201 - 250 of 257
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