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  • 201.
    Peters, Michael A
    et al.
    Waikako University, New Zeeland.
    Olson, Maria
    Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum); Högskolan i Skövde, Institutionen för kommunikation och information.
    Citizenship, Democracy and Social Justice: A Conversation with Maria Olson2013In: Contemporary Readings in Law and Social Justice, ISSN 1948-9137, Vol. 5, no 1, p. 112-120Article in journal (Refereed)
  • 202.
    Pruth, Alex
    Dalarna University, School of Humanities and Media Studies, Portuguese.
    Teacher’s leadership in web-based language courses in Dalarna University, Sweden2012In: International conference “ICT for Language Learning”: Conference Proceedings, Florence, Italy: Libreriauniversitaria.it , 2012, p. 411-413Conference paper (Refereed)
    Abstract [en]

    The purpose of this presentation is to discuss how teacher’s leadership can be used as a teaching method in web based language education. The environments that offer online courses provide a wide field for discussion on the contact between teacher and student. My intention is to contribute to the debate on teacher leadership in online courses. In my earlier studies on leadership, I have explored how some religious leaders affected different social movements in Brazil during the military dictatorship (1964-1985). Pruth (2004) by examining the three kinds of legitimacy described by Max Weber I aimed at seeing and analyzing how religious leaders used different teaching methods to explain their messages to ordinary citizens. Thus my research showed how educational leadership is a way to get people to reach their goals. I became interested in the subject teacher’s leadership whenI participated in a survey of the teaching methods of language courses in Dalarna University which is funded by the NGL Center of Dalarna University. In  this project, we have made interviews with the teachers, undertaken the course plans (in the language department at Dalarna University) and categorized the learning outcomes. A questionnaire was constructed based on the learning outcomes and then either sent out remotely to teachers or completed face to face through interviews. The answers provided to the questionnaires enabled the  project to identify many differences in how language teachers interact with their students but  also, the way of giving feedback, motivating and helping students, types of class activities and materials used. This made me aware of how teachers use their leadership or not in their teaching. My focus is to look at the relationship between teachers and students as an important part of the development and quality of online courses. The teacher's performance on campus is different from online courses. I want to understand how the contact between teachers and students in online courses develop and look at how students can make use of this contact and what influence the teacher's leadership has on the ability for the students to achieve the goals of their course

  • 203.
    Pruth, Alex
    Dalarna University, School of Languages and Media Studies, Portuguese.
    Uma Comparação Fenomenográfica das Pesquisas Científicas sobre o Ensino de Sociologia na Rede Escolar Sueca e Pública Brasileira2013In: Revista Inter-Legere, ISSN 1982-1662, no 13, p. 284-297Article in journal (Refereed)
    Abstract [en]

    This article presents a survey of the theoretical and methodological perspectives on teacher training in the field of sociology in Brazil and social science in Sweden. The article presents a review of academic papers on the subject produced over the period 2006-2012. The focus of the analysis is the themes, theories and conclusions of master and doctoral thesis written in Swedish and Portuguese on the subject.

  • 204.
    Ramsten, Anna-Carin
    et al.
    Göteborgs Universitet.
    Säljö, Roger
    Göteborgs Universitet.
    Standarder, IT och förändring av arbetsprocesser i byggsektorn2009In: Organisation, teknik och lärande / [ed] G. Larsson, Stockholm: Carlsson Bokförlag, 2009, p. 166-186Chapter in book (Other academic)
  • 205.
    Rask, Eva
    Dalarna University, School of Education and Humanities, Educational Work.
    Textvärldar och dialoger i förskolan: En studie om de erfarenheter barn använder sig av kring litteratur i gemensam läsning2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien har varit att introducera den kognitiva receptionsteorin om textvärldar (Text World Theory) samt undersöka utifrån vilka textvärldar barnen på en förskola i Mellansverige interagerar med upplästa texter.

    Studien har genomförts på avancerad nivå inom Högskolan Dalarnas lärarprogram där huvudområdet varit pedagogiskt arbete. Detta är en kvalitativ studie i vilken två observationer samt två samtal med barngrupp med åldersintervallen tre till sex år har dokumenterats och därefter analyserats i relation till ovan nämnda teori.

    Av analyser framkommer att öppna frågor i större utsträckning leder till ett byggande av föreställningsvärldar och även en mer avancerad dialog med den diskurs författaren utgår från, än då givna ingångar är utgångspunkten. Studien visar även på att barnen redan tidigt har en avancerad förmåga till textrörlighet samt att de är multimodala i sitt tolkande av texter beroende på vilka textvärldar de relaterar till.

  • 206.
    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.

  • 207.
    Reynolds, Ruth
    et al.
    University of Newcastle (Australia).
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå universitet.
    Globalization and classroom practice: insights on learning about the world in Swedish and Australian schools2013In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 104-130Article in journal (Refereed)
    Abstract [en]

    Globalization and global education implies changes to practices at the classroom level to adapt to new imperatives associated with technology use and awareness, and environmental sustainability. It also implies much more. It implies that teachers apply their classroom pedagogy to take account of students’ new found global understandings of which they, and the school community, is largely unaware. This article addresses and discuses three key consequences of globalization for classrooms worldwide; an increased diversity of experience of the students within the classroom, an increased competitiveness of educational outcomes between national states and subsequently some standardisation of curriculum across nations to enable this, and an increased emphasis on teaching skills and values associated with intercultural understanding. Young children’s map knowledge and their resultant, and associated, interpretations of the world from a comparative study a from Swedish and Australian primary classrooms is used as examples of some of these implications of the impact of ‘global culture’ and ‘global issues’ on current and future classroom practice.

  • 208.
    Rodheim, Stefan
    Dalarna University, Not School affiliated.
    Den digitala lärandemiljön – möjlighet eller hinder?2016In: Framtidens lärandemiljöer: Rapport från SUHF:s arbetsgrupp, Sveriges universitets- och högskoleförbund (SUHF) , 2016, p. 83-92Chapter in book (Other academic)
    Abstract [sv]

    Dagens utbildningsmiljöer präglas i allt högre grad av digitala verktyg och hjälpmedel. Samtliga svenska lärosäten nyttjar idag bland annat lärplattformar(sk LMS) och verktyg för kommunikation över nätet. Utnyttjandet av dessa digitala lärmiljöer skiljer sig åt mellan lärosätena där både den pedagogiska ansatsen samt det praktiska handhavandet kan variera. Detta kapitel syftar till att ge en överblick över vad som nyttjas och vilka planer/strategier som finns vid lärosätena. Det huvudsakliga materialet baseras utifrån den enkätundersökning som sändes till samtliga lärosäten under juli-augusti 2015 där tre huvudsakliga områden behandlades:

    • Används digitala lärandemiljöer och i så fall vilka.

    • Stöd och support

    • Planeras förändringar

  • 209.
    Rosén, Jenny
    Dalarna University, School of Education and Humanities, Swedish as Second Language.
    Becoming an immigrant in the Sfi-classroom: Intersections of gender and national identity in the langauge learning classroom2012Conference paper (Refereed)
    Abstract [en]

    Scholars in feminist and postcolonial studies have shed light upon the complex relation between gender equality and integration policies, where in a Swedish context, the perception of gender equality as a central part of “Swedishness” resulted in a hierarchical division between Swedes and immigrants. In this paper, I focus on how gender equality is negotiated in relation to the Other in a specific arena, Swedish for immigrants (Sfi). A tailored education in the Swedish language for persons categorized as adult immigrants has developed since the mid 1960ies in Sweden. In a previous study (Rosén submitted), I analyzed policy documents related to the Sfi education during the period 1967-2011,  showing  how women born in other geographical spaces than Sweden are positioned as less equal, oppressed and/or as victims, thus, reproducing a discourse in which the categories of the Immigrants and the Swedes are negotiated in relation to certain understandings of gender equality. The aim of the study presented here, is to move beyond policy document using an ethnomethodology outlook in order to explore how certain understandings of gender equality and categorizations are constituted and oriented towards by participants in the Sfi-classroom in their everyday practices”.

    The theoretical framework employed in the study builds upon the work of postcolonial and feminist research as well as in ethnomethodology. A number of scholars have examined the construction of gender equality as a central core of Swedish national identity or Swedishness. Several researchers in the feminist and postcolonial fields have brought light upon how certain understandings of gender equality (between men and women) and a feminist consciousness are constructed as a central part of Swedish (and Nordic) national identity (de los Reyes, Molina & Mulinari 2005; de los Reyes & Mulinari 2005; Eduards 2007; Carbin 2008; Honkanen 2008; Keskinen 2009; Magnusson, Rönnblom, & Silius 2008; Towns 2002; Tuori 2007). However, by using the ethnomethodological approach, I hope to avoid the implicit determinism often embedded in critical discourse analysis and, instead, to dissolve the polarity between macro and micro/ structure and agency. A central assumption in ethnomethodology is that structure and agency are constituted, oriented to and reproduced by members in social practices. In the study presented here, I analyze classroom interaction from two Sfi-classrooms, created during an ethnographically inspired study at a learning centre for Sfi. In the interaction material presented, I show how gender equality becomes a salient issue for the participants and related to questions of belonging and otherness Thus, the participants orient themselves towards different identity position tied to specific understandings of gender. Moreover, the study raises important questions regarding to methodology in postcolonial, feminist and intersectional studies often concerned with studies on a macro- or structural level. 

  • 210.
    Rosén, Jenny
    et al.
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Bagga-Gupta, Sangeeta
    Univ Orebro, Sch Humanities Educ & Social Sci, Orebro, Sweden.
    Shifting identity positions in the development of language education for immigrants: an analysis of discourses associated with "Swedish for immigrants'2013In: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 26, no 1, p. 68-88Article in journal (Refereed)
    Abstract [en]

    The study presented in this paper focuses upon conceptualisations of language and identity in the institutionalised arena that emerged in the post-Second World War period with the specific intention of teaching Swedish to adult immigrants in the nation-state of Sweden. Our analysis focuses upon the development of the educational programme Swedish for immigrants' over time. Our specific interest relates to how categorisations are framed and what, if any, kinds of labels pertaining to language and identity emerge in national and local policy documents from the 1960s onwards. Taking a sociohistorical perspective as a point of departure, our analyses indicate discursive changes with regards to the categories and aims of the educational programme, making certain identity positions more accessible than others at specific times. Focusing upon categories from sociohistorical perspectives helps to reveal the social organisation and institutional means that enable society to process citizenship issues. The complex relationship between the empowerment of the immigrants, on the one hand, and the need for integration or assimilation into society on the other, becomes visible through the analysis of empirical data that spans half a century.

  • 211.
    Rosén, Susanne
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Gestaltande undervisnings- och redovisningsformer med särskilt fokus på Grundlärarprogrammet – Förskoleklass och grundskolans åk. 1-32015Student paper otherStudent thesis
  • 212.
    Roth, Klas
    et al.
    Stockholms universitet, Institutionen för pedagogik och didaktik.
    Gustafsson, Martin
    Åbo Akademi.
    Johansson, Viktor
    Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen.
    Introduction: Perfectionism and Education: Kant and Cavell on Ethics and Aesthetics in Society2014In: The Journal of Aesthetic Education, ISSN 0021-8510, E-ISSN 1543-7809, Vol. 48, no 3, p. 1-4Article in journal (Refereed)
  • 213.
    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)
  • 214.
    Sandström, Margareta
    et al.
    Uppsala universitet, Sweden.
    Tryggvason, Marja-Terttu
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Stier, Jonas
    Mälardalens högskola, Akademin för hållbar samhälls- och teknikutveckling.
    Språkutveckling hos flerspråkiga barn2012In: Kritiska händelser för lärande i förskolan / [ed] Anette Sandberg och Margareta Sandström, Lund: Studentlitteratur , 2012, 1, p. 59-73Chapter in book (Other academic)
  • 215.
    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.

  • 216.
    Sophie, Yvert-Hamon
    Dalarna University, School of Education and Humanities, Educational Work.
    Le Petit Prince på franska: En undersökning om att läsa litteratur inom moderna språk på grundskola senare år2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här studiens syfte är att undersöka om, hur och varför man kan läsa litteratur inom moderna språk, franska, på grundskola senare år. För att genomföra undersökningen har aktionsforskningsmetoden används, vilket innebär att forskaren deltog i den process som undersöktes som lärare. Studien har alltså två dimensioner: - Att planera, genomföra och utvärdera en verksamhet för en nionde klass som harmoniserar de nationella målen i moderna språk och studien av en litterär bok på franska (Le Petit Prince av Antoine de Saint-Exupéry). Att fundera på lärarens förhållningssätt. - Att undersöka elevernas lärande, uppfattning, förutsättningar, reaktioner och upplevelser genom enkäter och observationer. Studien visar att det är möjligt att harmonisera en undervisning baserad på litteratur med de nationella målen för moderna språk. En sådan undervisning kan främja kommunikation både muntligt och skriftligt. Den kan också utveckla elevernas medvetenhet om hur språkinlärningen går till, bland annat genom att ge dem insikt om de olika lässtrategierna och uppmuntra dem att lära sig anpassa lässtrategin med textens natur. Att litteratur utgör en del av kulturen bör dock förstärkas hos eleverna. Boken Le Petit Prince kännetecknas av underlättande särdragen och erbjuder samtidigt en rimlig utmaning. Bokens tema var inte lika motiverande för alla elever och några elever fick svårigheter i samband med deras språknivå. Studien visar dock att elevernas arbetsvanor spelar en avgörande roll i nyttan av undervisning baserad på litteratur både vad det gäller deras förhållningssätt och hur de upplever svårigheterna. Användning av lärobokstexter i språkundervisningen främjar bottom up-läsning och installerar vanor som kan hindra en top downläsning vid långa och autentiska texter. Att utveckla nya vanor anses alltså vara nödvändigt för att utnyttja språkundervisningen baserad på litteratur optimalt. Variation visar sig vara ett nyckelbegrepp då eleverna behöver uppmuntras och utmanas genom varierande aktiviteter och uppgifter. Detta gäller både inom språkundervisningen baserad på litteratur så som språkundervisningen i övrigt. Litteratur anses alltså vara ett bra komplement till läroböcker.

  • 217.
    Steffann, Jenny
    Dalarna University, School of Languages and Media Studies, French.
    Étude du choix de stratégies dans la compréhension d’un mot incompris2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [fr]

    Ce mémoire est basé sur une enquête qui avait pour objectif d’étudier les stratégies de lecture employées par des élèves étudiant le français au niveau A1 et A2. L’étude porte exclusivement sur la compréhension de mots au sein de la phrase. Les élèves ont participé à une enquête contenant un texte à lire avec comme consigne de choisir quatre mots incompris. Il a ensuite été demandé aux élèves d’expliquer comment ils ont procédé pour essayer de comprendre ces mots. Ce mémoire est conclu par une discussion portant sur les résultats relevés, les travaux antérieurs ainsi que la théorie présentée au début dudit mémoire.

  • 218.
    Svensson, Joacim
    Dalarna University, School of Education, Health and Social Studies, Education.
    NGL 2012 NEXT GENERATION LEARNING CONFERENCE: Conference Proceedings2012Conference proceedings (editor) (Other academic)
  • 219.
    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.

  • 220.
    Svensson, Lina
    Dalarna University, School of Education and Humanities, Educational Work.
    Vad kännetecknar bra matematikundervisning?: En undersökning om uppfattningar blandelever i årskurs 2 och årskurs 5 och deras lärare2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I detta arbete presenteras faktorer som uppfattas som kännetecken för bra matematikundervisning. Syftet är att få kunskap om vilka uppfattningar elever och lärare har om vad som kännetecknar bra matematikundervisning på en skola som är i slutskedet av ett matematikprojekt. Syftet är också att få kunskap om det finns skillnader i vad elever i de tidiga skolåren och deras lärare anser kännetecknar bra matematikundervisning. Studien är uppdelad i två delar, dels en enkätundersökningbland elever, en kvantitativ studie med så kallade attitydfrågor, dels intervjuer med lärare utformade som en kvalitativ studie, med öppna frågor. Studien genomfördes med elever i årskurs 2 och årskurs 5 och deras matematiklärare. Data har bearbetats och analyserats och resultatet av attitydfrågorna redovisas med hjälp av stapeldiagram . Resultat av intervjuer presenteras i beskrivande text. I studien deltog 43 elever i åk 2, 48 elever i åk 5, samt två lärare.Tydligast framkommer i resultatet elevernas uppfattning att bra matematikundervisning kännetecknas av att det är tyst i klassrummet. Resultatet tyder på att lärarna uppfattar arbetsro som viktigt, men de anser inte att det måste vara helt tyst och att vissa delar kräver samtal och samarbete. Det finns också faktorer som lärare anser vara kännetecken på bra matematikundervisning, bland annat de tillfällen då läraren får tillfälle att samtala med eleven och denne plötsligt förstår.

  • 221.
    Swenberg, Thorbjörn
    Dalarna University, School of Humanities and Media Studies, Moving Image Production. Mälardalens högskola.
    Kvalitetsbedömning inom högre medieproduktionsutbildning2015In: Proceedings Falun 2015, 2015Conference paper (Refereed)
    Abstract [sv]

    I detta paper diskuteras frågan om kvalitetsbedömningar som en central fråga för ett akademiskt kunskapsområde. Förslaget är att ett kunskapsområde kan identifieras genom vilka fenomen som betraktas som centrala, vilka bedömnings-kriterier och skalor som används för att bedöma kvalitet hos fenomenen, samt vilka kompetenser som krävs för att kunna göra bedömningen. Inom Medieproduktion är både produktionsprocesser och medieartefakter centrala fenomen, liksom idégenerering, utförandekompetenser och kontextualiseringskompetenser. Dessa fenomen behöver ofta bedömas utifrån såväl vetenskapliga kriterier, konstnärliga aspekter, som beprövad produktionserfarenhet. Även bedömarkompetenser behö-ver grundas i dessa tre kunskapstraditioner. Utifrån ett antal exempel från svensk medieproduktionsutbildning på högskolenivå argumenterar jag här för hur man kan identifiera Medieproduktion som ett akademiskt kunskapsområde genom de kvalitetsbedömningar som sker.

  • 222.
    Säljö, Roger
    Göteborgs Universitet.
    Lärande och lärandemiljöer2011In: Allmändidaktik - Vetenskap för lärare / [ed] Hansèn, S-E., & Forsman, L., Lund: Studentlitteratur AB, 2011, p. 155-184Chapter in book (Other academic)
  • 223.
    Säljö, Roger
    et al.
    Göteborgs Universitet.
    Francis, Russel
    Göteborgs Universitet.
    Hillman, Thomas
    Göteborgs Universitet.
    Living and Learning in a Blackboxed World2012Conference paper (Other academic)
  • 224.
    Säljö, Roger
    et al.
    Göteborgs Universitet.
    Gegennfurtner, Andreas
    Göteborgs Universitet.
    Siwiorek, Anna
    Göteborgs Universitet.
    Lehtinen, Erno
    Göteborgs Universitet.
    Assessing the Quality of Expertise Differences in the Comprehension of Medical Visualizations2013In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 6, no 1, p. 37-54Article in journal (Refereed)
  • 225.
    Säljö, Roger
    et al.
    Göteborgs Universitet.
    Helle, Laura
    Göteborgs Universitet.
    Collaborating with digital tools and peers in medical education: cases and simulations as interventions in learning2012In: Instructional science, ISSN 0020-4277, E-ISSN 1573-1952, Vol. 40, no 5, p. 737-744Article in journal (Refereed)
  • 226.
    Säljö, Roger
    et al.
    Göteborgs Universitet.
    Ludvigsen, Sten
    Göteborgs Universitet.
    Rasmussen, Ingvill
    Göteborgs Universitet.
    Lund, Andreas
    Göteborgs Universitet.
    Introduction. Learning across sites.2010In: Learning across sites. New tools, infrastructures and practices / [ed] Ludvigsen, S., Lund, A., Rasmussen, I., & Säljö, R., London: Routledge, 2010, p. 1-13Chapter in book (Other academic)
  • 227.
    Tapper, Marie
    Örebro universitet, Universitetsbiblioteket.
    Addressing the affective domain in doctoral writing2018Conference paper (Refereed)
    Abstract [en]

    Addressing the affective domain in doctoral writing

    The cognitive aspect of Bloom’s taxonomy is the aspect that primarily has been focused on in the few studies of the writing development of doctoral students that have been made to date (Burford, 2017; Lea & Street, 1998; Lillis & Curry, 2006). The process of becoming a full-fledged academic writer also includes Bloom’s two other domains, the affective and the psychomotor, but these have been less frequently addressed in the literature (Burford, 2017; Habibe, 2015; Hadjioaunnu, Shelton, Fu, & Dhanarattigannon, 2007). The importance of including the emotional aspects of writing in pedagogical practices that support the development of scholarly writing has, however, been noted (Cotterall, 2011; Wellington, 2010).

    Cotterall (2011) argues that both knowledge production and identity formation are features of doctoral education, and that doctoral writing is “the means by which doctoral students’ claims to scholarly identity are tested”. Thus, in order for doctoral students to become successful scholarly writers, they need not only to master their discipline’s genre specific writing style and rhetorical requirements, but also need to develop their own writing persona which functions to express a sense of personal identity in their writing.

    According to Wellington (2010), there are three main areas where doctoral writers may encounter emotional difficulties in their writing: getting started, handling their unfamiliarity with the “rules of the game”, and emotionally managing receiving feedback, all three of which are addressed in the doctoral writing course Academic Writing, step 1, offered by the Academic Writing Centre at Örebro University. The course has a genre-pedagogical foundation (Swales, 1990, 2004; Swales & Feak, 2012) and focuses on the identification of rhetorical patterns, but also includes peer response techniques, and writing strategies and processes, in order to address the three areas that Wellington (2010) mentions.

    The learning outcomes of the course are: 

    Knowledge and understanding

    • Identify rhetorical patterns for academic texts from participant’s field of research
    • Identify the characteristics of academic writing

    Proficiency and ability

    • Apply basic genre analysis for future academic writing projects
    • Use typical features of academic writing
    • Provide informed peer-response feedback
    • Reflect on writing as a process and self-assess areas of academic writing that require particular focus and improvement

    The affective domain of writing is addressed by assigning chapters from Becker (2007) which deal with writing strategies, persona and authority, and risk taking. In writing logs, the doctoral students then express their feelings after reading Becker, and also reflect on their own writing strategies, and experience of giving and receiving peer review during the course.

    The course has been held 6 times since its inception in the spring term of 2016 and 66 doctoral students from 22 disciplines have completed the course. The material used in this study is writing logs from 33 course participants, and the results are presented from the point of view of Wellington’s (2010) three main areas of emotional difficulties. The results indicate that the pedagogical considerations taken have indeed served to facilitate the overcoming of these three potential emotional obstacles. 

    References

    Becker, H. (2007). Writing for social scientists. How to start and finish your thesis, book, or article (2. ed.). Chicago: The University of Chicago Press.

    Burford, J. (2017). Conceptualising doctoral writing as an affective-political practice. International Journal of Doctoral Studies, 12, 17-32. http://www.informingscience.org/Publications/3689

    Cotterall, S. (2011). Doctoral students writing: Where's the pedagogy? Teaching in Higher Education, 16(4), 413-425. doi:10.1080/13562517.2011.560381

    Habibe, P. (2015). An investigation into writing for scholarly publication by novice scholars: Practices of Canadian anglophone doctoral students. Electronic Thesis and Dissertation Repository. 3281. https://ir.lib.uwo.ca/etd/3281

    Hadjioaunnu, X., Shelton, N., Fu, D., & Dhanarattigannon, J. (2007). The road to a doctoral degree: co-travelers through a perilous passage. College Student Journal, 41(1). 160-177. http://go.galegroup.com/ps/anonymous?id=GALE%7CA161282240&sid=googleScholar&v=2.1&it=r&linkaccess=fulltext&issn=01463934&p=AONE&sw=w&authCount=1&isAnonymousEntry=true

    Lea, M. & Street, B. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education 23(2), 157-172.

    Lillis, T. & Curry, M. (2006) Reframing notions of competence in scholarly writing: From individual to networked activity. Revista Canaria de Estudios Ingleses 51, 63-78.

    Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.

    Swales, J. (2004). Research genres: Explorations and applications. New York: Cambridge University Press.

    Swales, J. & Feak, C. (2012). Academic writing for graduate students. Ann Arbor: University of Michigan Press.

    Wellington, J. (2010). More than a matter of cognition: An explorations of the affective writing problems of post-graduate students and their possible solutions. Teaching in Higher Education, 15(2), 135-15

     

  • 228.
    Tapper, Marie
    et al.
    Örebro universitet, Universitetsbiblioteket.
    Hadziefendic, Jasmina
    Örebro universitet, Universitetsbiblioteket.
    Nilsson, Dana
    Örebro universitet, Universitetsbiblioteket.
    Att sätta ord på lärares tysta språkkunskaper – ett sätt att både underlätta och höja kvaliteten på uppsatshandledning2018Conference paper (Refereed)
    Abstract [sv]

    Att sätta ord på lärares tysta språkkunskaper – ett sätt att både underlätta och höja kvaliteten på uppsatshandledning

    Den senaste medarbetarundersökningen på Örebro universitet visade att lärare lägger alltmer tid på extra stöd till enskilda studenter som har svårt att skriva akademiskt, vilket speglar att studenters förkunskaper inte alltid motsvarar universitetets/ämnets krav på akademiskt skrivande (Dyste, Herzberg & Hoel, 2011; Lindgren, 2005; Ask, 2005, 2007; Bergström, 2007; Blűckert, 2010). Mötet med akademin innebär mötet med en helt ny diskurs och i litteraturen talar man ibland om en diskurschock när nya studenter möter skrivande inom akademin (Ask, 2007, 2013). En del studenter saknar kunskap om universitetets textgenrer, har en sämre skrivförmåga än tidigare studentgrupper och sämre uttrycksförmåga, ordförståelse och läsförmåga/läsförståelse (Pecorari, Shaw, Irvine, Malmström & Mežek, 2012). Också spridningen mellan studenter har ökat och de svagare skribenterna har blivit fler (Bergström, 2007). Dessutom har de inte alltid verktyg för att snabbt kunna ta igen de kunskaper om skrivande som de saknar (Ask, 2013; Pecorari et al., 2012).

    Utifrån ett lärarperspektiv framgår det att lärare inte alltid har ett tillräckligt medvetet förhållande till sitt skrivande och att många också känner att de saknar metaspråket för att kunna resonera kring språk och stil i studenttexter (Brorsson & Ekberg, 2012; Blűckert, 2010). Trots att de är erfarna skribenter av facktexter har de ofta endast en implicit kompetens i skrivande (Handal & Lauvås, 2008).

    Forskningen om akademiskt skrivande lyfter fram handledning som den kanske viktigaste framgångsfaktorn bakom uppsatser och handledning ses som avgörande också för studenters skrivutveckling (Blåsjö, 2010; Eriksson, 2014). Om lärare ska kunna utveckla sina studenters skrivkompetens behöver de kunna beskriva och förklara det de ser i texterna så att studenterna förstår och därför blir det problematiskt ur ett pedagogiskt perspektiv att inte kunna förmedla textnormerna i klartext (Handal, & Lauvås, 2008).

    För att hjälpa lärare att medvetandegöra sin kunskap om akademisk skrivande har Enheten för universitetspedagogik, IKT och lärande (PIL) tillsammans med Akademisk skrivcentrum (ASC) tagit fram en kurs för uppsatshandledare vars syfte är att ge kursdeltagarna en ökad medvetenhet om handledning av studentuppsatser och ett gemensamt underlag för studentuppsatsen som läraktivitet, samt för dess mål och examination, genom att gemensamt formulera en handledarguide eller handledningschecklista. Kursen behandlar även olika språkliga verktyg för att utveckla deltagarnas förmåga att ge respons på struktur, språk och stil i studentuppsatser.

    Resultatet efter två kursomgångar pekar på att lärare efter genomgången kurs har fått ett nytt perspektiv på sin handledarroll:

     

     ”Jag måste ha en egen tydlig struktur hur jag som handledare ser och granskar texten från studenten.”

     

     ”Språket behöver arbete.” 

    och fått syn på den kunskap de redan besitter:

     

     ”Fått förklaringar och ord på ’tyst kunskap’ kring skrivande och skrivregler.”

     

      ”Fått många begrepp som sätter ord på mina intuitiva språkkunskaper och kunskaper om skrivandet.”

     

    I denna presentation beskrivs kursupplägg och resultat från kursutvärderingar mer utförligt.  

     

    Referenser

    Ask, S. (2005). Akademisk skriftspråkskompetens i praktiken. I: Lindgren, M. (red.) Den skrivande studenten. Idéer, erfarenheter och forskning från Textverkstaden vid Växjö universitet. (Rapporter från Växjö universitet, Humaniora 15/2005.) Växjö: Växjö universitet, s. 93-105.

    Ask, S. (2007). Vägar till ett akademiskt skriftspråk. Diss. Acta Wexionensia, Humaniora 115/2007. Växjö: Växjö University Press.

    Ask, S. (2013). Skrivande studenter – problem och möjligheter. Föreläsning vid Studie- och språkverkstädernas nätverkskonferens, Stockholm, Stockholms universitet. 2013-11-14.

    Bergström, A. (2007).  Två olika ämnen? Svenska språket på gymnasiet och på högskolan. MISS 1102-4518; 59. Göteborg: Göteborgs universitet.

    Blűckert, A. (2010). Juridiska – ett nytt språk? En studie av juridikstudenternas språkliga inskolning. Diss. Skrifter utgivna av Institutionen för nordiska språk 79. Uppsala: Uppsala universitet.

    Blåsjö, M. (2010). Skrivteori och skrivforskning. En forskningsöversikt. 2 uppl. MINS 56. Stockholms universitet: Institutionen för nordiska språk.

    Brorsson, B. & Ekberg, K. (2012). Uppsatshandledning och skrivutveckling i högre utbildning – Om det självständiga arbetet och skrivande i alla ämnen. Stockholm: Liber.

    Dyste, O., Herzberg, F. & Hoel, T. L. (2011). Skriva för att lära. Skrivande i högre utbildning. 2 uppl. Lund: Studentlitteratur.

    Eriksson, A.-M. (2014). Formulating knowledge: engaging with issues of sustainable develop-ment through academic writing in engineering education. Diss. Gothenburg studies in educational sciences, 357. Göteborgs univ.: Institution för pedagogik, kommunikation och lärande.

    Handal, G. & Lauvås, P. (2008). Forskarhandledaren. Lund: Studentlitteratur.

    Lindgren, M. (red.) (2005). Den skrivande studenten. Idéer, erfarenheter och forskning från Textverkstaden vid Växjö universitet. (Rapporter från Växjö universitet, Humaniora 15/2005.) Växjö: Växjö universitet.

    Pecorari, D., Shaw, P., Irvine, A., Malmström, H. & Mežek, S. (2012). Reading in tertiary education: undergraduate student practices and attitudes, Quality in Higher Education, 18(2), 235-256, DOI: 10.1080/13538322.2012.706464

  • 229.
    Teledahl, Anna
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education. Örebro universitet.
    Different modes in teachers' discussions of students' mathematical texts2015In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 51, p. 68-76Article in journal (Refereed)
    Abstract [en]

    The study aims to examine elementary school mathematics teachers' ways of discussing students' mathematical texts. Nineteen teachers were interviewed in groups and asked to discuss 15 texts. The object of study is the teachers' collective discussions, analyzed using a discourse analytic approach. Findings indicate that two different modes are visible in the discussions: a pedagogical mode, connected to the teachers' position as pedagogues and where identification of students' strategies is foregrounded, and an assessment mode, connected to the teachers' position as examiners, in which a deficiency perspective is adopted that views particular features as 'missing' from the texts.

  • 230.
    Teledahl, Anna
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education. Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Knowledge and writing in school mathematics: a communicational approach2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis is about young students’ writing in school mathematics and the ways in which this writing is designed, interpreted and understood. Students’ communication can act as a source from which teachers can make inferences regarding students’ mathematical knowledge and understanding. In mathematics education previous research indicates that teachers assume that the process of interpreting and judging students’ writing is unproblematic. The relationship between what students’ write, and what they know or understand, is theoretical as well as empirical. In an era of increased focus on assessment and measurement in education it is necessary for teachers to know more about the relationship between communication and achievement. To add to this knowledge, the thesis has adopted a broad approach, and the thesis consists of four studies. The aim of these studies is to reach a deep understanding of writing in school mathematics. Such an understanding is dependent on examining different aspects of writing. The four studies together examine how the concept of communication is described in authoritative texts, how students’ writing is viewed by teachers and how students make use of different communicational resources in their writing. The results of the four studies indicate that students’ writing is more complex than is acknowledged by teachers and authoritative texts in mathematics education. Results point to a sophistication in students’ approach to the merging of the two functions of writing, writing for oneself and writing for others. Results also suggest that students attend, to various extents, to questions regarding how, what and for whom they are writing in school mathematics. The relationship between writing and achievement is dependent on students’ ability to have their writing reflect their knowledge and on teachers’ thorough knowledge of the different features of writing and their awareness of its complexity. From a communicational perspective the ability to communicate [in writing] in mathematics can and should be distinguished from other mathematical abilities. By acknowledging that mathematical communication integrates mathematical language and natural language, teachers have an opportunity to turn writing in mathematics into an object of learning. This offers teachers the potential to add to their assessment literacy and offers students the potential to develop their communicational ability in order to write in a way that better reflects their mathematical knowledge.

  • 231.
    Teledahl, Anna
    et al.
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Sumpter, Lovisa
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    What is noticed in students' mathematical texts?2015In: Current State of Research on Mathematical Beliefs XX: Proceedings of the MAVI-20 Conference September 29 - October 1, 2014, Falun, Sweden / [ed] Lovisa Sumpter, Falun: Högskolan Dalarna, 2015Conference paper (Refereed)
  • 232.
    Teledahl, Anna
    et al.
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Taflin, Eva
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Identifying what in Students’ Mathematical Texts?2014In: Proceedings of the Joint Meeting of PME 38 and PME-NA / [ed] Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D, Vancouver: PME , 2014, p. 242-242Conference paper (Refereed)
  • 233.
    Teledahl, Anna
    et al.
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Taflin, Eva
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Bjerneby Häll, Maria
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Assessment in distance courses in mathematics and mathematics education2012In: Proceedings of NORMA 11: the sixth Nordic conference on mathematics education in Reykjavik, May 11-14 2011. / [ed] Gunnarsdottir, G. H., 2012, p. -50Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to increase general understanding of the factors influencing teachers’ choices of assessment tasks in distance courses in university mathematics and mathematics education. Six interviews were conducted in which teachers elaborated on their reasoning concerning choices of assessment tasks. The results show that the forms of assessment tasks used in distance education, along with the reasoning preceding the choice of these tasks, differ little from those used in campus based education. One possible explanation for this can be that nearly all assessment tasks described in the interviews were conducted in face-to-face situations. The technical aspects of modern distance education seem to have a minor influence on the choice of form ofassessment.

  • 234.
    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.

  • 235.
    Tryggvason, Marja-Terttu
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Sandström, Margareta
    Uppsala Universitet, Sweden.
    Stier, Jonas
    Mälardalens högskola, Akademin för hållbar samhälls- och teknikutveckling.
    Mångfald i förskolan2012In: Kritiska händelser för lärande i förskolan / [ed] Anette Sandberg & Margareta Sandström, Lund: Studentlitteratur , 2012, 1, p. 39-58Chapter in book (Other academic)
  • 236.
    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.

  • 237.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Manifestation och konsolidering2014In: Pedagogiskt arbete:: Enhet och mångfald / [ed] Monika Vinterek & Anders Arnqvist, Falun: Högskolan Dalarna, 2014, p. 5-12Chapter in book (Other academic)
  • 238.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    The use of powerful men, naked women and war to sell: Popular history magazines in Sweden2015In: Commercialised History: Popular History Magazines in Europe. Approaches to a Historico-Cultural Phenomenon as the Basis for History Teaching / [ed] Popp, Susanne; Schumann, Jutta; Hannig, Miriam, Frankfurt am Main: Peter Lang Publishing Group, 2015, p. 295-318Chapter in book (Refereed)
  • 239.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Alerby, Eva
    Luleå Tekniska universitet.
    Erixon, Per-Olof
    Umeå universitet.
    Kroksmark, Tomas
    Jönköping University.
    Har Sverige något att lära av de bästa Pisa-länderna?2015In: Dagens Nyheter, ISSN 1101-2447, no 2015-05-13, p. 1Article in journal (Other (popular science, discussion, etc.))
  • 240.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Donelly, Debra
    University of Newcastle, NSW , Australien.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Narrating the nation: Swedish and Australian pre-service history teacher’s conceptualisation of their national history.2016Conference paper (Refereed)
    Abstract [en]

    In Australia national history and the teaching thereof continues to be controversial. Concerns over whose history is being taught in schools (Blainey, 1993; Donnelly, 1997), parallels anxieties over what the public knows about their nation’s past (Ashton, Connors, Goodall, Hamilton, & McCarthy, 2000; Ashton & Hamilton, 2007). In Sweden, on the other hand, national history does not have a dominant role in public discourse or research on history education. This lack of attention could, however, also be problematic (Lozic, 2010; Nordgren, 2006).

    Using an open-ended narrative methodology inspired by Canadian researcher Jocelyn Létourneau (2006), the Comparing our Pasts (COP) project aimed to determine and compare what Swedish and Australian pre-service teachers, as an important group when it comes to their future influential position in schools, know, understand, and believe to be important about their countries’ past. This paper reports on the preliminary analysis of the pre-service teachers’ narratives, comparing their perception of the nation as a geographical, cultural, or constitutional entity as well as Swedish and Australian stories of foundation and conquest. Furthermore, the paper examines the way the participants framed their narratives and the lens they used to relate and interpret their respective national histories and their understanding of the nation and the past.

  • 241.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Donnelly, Debra
    University of Newcastle, Australia.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Tell us about your nation’s past: Swedish and Australian preservice history teachers’ conceptualisation of their national history2017In: Yearbook (of the International Society for History Didactics), ISSN 1608-8751, Vol. 38, p. 51-72Article in journal (Refereed)
    Abstract [en]

    The Comparing our Pasts (COP) project aimed to determine what Swedish and Australian pre-service history teachers know, understand and believe to be important about their nations’ past. In this study pre-service history teachers were asked to write a short history of their nation in their own words without using outside sources of information. This article reports on a preliminary analysis of resulting texts, comparing and contrasting their conceptualisations of Sweden and Australia and what aspects of history were manifest in the analysed data. Given that the participant group is situated in two different national contexts, this study aims to analyse how the pre-service teachers’ narratives of the nation can be understood as influenced by the national historical cultures of Sweden and Australia. The results show that the respondents’ narratives expressed both similarities and differences that highlight the pertinence of a historical cultural approach to history education and pre-service history teacher training that may be linked to the differing national historical contexts. These results are then used to argue the importance of an awareness of historicity in order to highlight and stress how our views of and approaches to national history is contextually contingent. This poses a challenge to history teacher training both in Sweden and Australia.

  • 242.
    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)
  • 243.
    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)
  • 244.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Reynolds, Ruth
    University of Newcastle.
    Yngre elevers kartkunskaper och uppfattningar om olika delar av världen i geografiämnet2016In: SO-undervisning på mellanstadiet: Forskning och praktik / [ed] Maria Olson & Sara Irisdotter Aldenmyr, Lund: Gleerups Utbildning AB, 2016, p. 116-122Chapter in book (Other academic)
  • 245.
    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)
  • 246.
    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)
  • 247.
    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.

  • 248.
    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)
  • 249.
    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.

  • 250.
    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.

23456 201 - 250 of 265
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