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  • 2251.
    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.

  • 2252.
    Vinterek, Monika
    Umeå universitet.
    Different kinds of teaching resources – Different kinds of learning?: Teachers’ ends and means2010In: Opening the mind or drawing boundaries?: history texts in Nordic schools, V&R unipress , 2010, p. 123-140Chapter in book (Other academic)
  • 2253.
    Vinterek, Monika
    Umeå universitet.
    Elevers textläsning: Undersökning men hjälp av enkäter2008In: Se skolan: Forskningsmetoder i pedagogiskt arbete, Fakultetsnämnden för lärarutbildning, Umeå universitet , 2008, p. 13-25Chapter in book (Other academic)
  • 2254.
    Vinterek, Monika
    Umeå universitet.
    Fakta och fiktion i historieundervisningen2000In: Tidskrift för Lärarutbildning och Forskning, (Journal of Research in Teacher Education), Vol. 7, p. 11-25Article in journal (Refereed)
  • 2255.
    Vinterek, Monika
    Umeå universitet.
    How to live democracy in the classroom2010In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 1, p. 367-380Article in journal (Refereed)
  • 2256.
    Vinterek, Monika
    Umeå universitet.
    Individualisera - men varför och hur?: en genomgång av studier av klassform, undervisningsform och elevers resultat i svenska2010In: Svenskläraren, ISSN 0346-2412, p. 12-13Article in journal (Refereed)
  • 2257.
    Vinterek, Monika
    Umeå universitet.
    Individualisering i ett skolsammanhang2006Book (Other academic)
  • 2258.
    Vinterek, Monika
    Umeå universitet.
    Läsning av texter i klassrummet: En undersökning om elevers läsvanor2009In: Lys på Lesing: Lesing av fagtekster i skolen, Novus , 2009, p. 125-144Chapter in book (Other academic)
  • 2259.
    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)
  • 2260.
    Vinterek, Monika
    Umeå universitet.
    Pedagogiskt arbete: Ett forskningsområde börjar anta en tydlig profil2004In: Tidskrift för Lärarutbildning och Forskning, (Journal of Research in Teacher Education), Vol. 11, p. 73-90Article in journal (Refereed)
  • 2261.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Populäre Geschichtsmagazine in Schweden: Mächtige Männer, nackte Frauen und Krieg2016In: Populäre Geschichtsmagazine in internationaler Perspektive: Interdisziplinäre Zugriffe und ausgewählte Fallbeispiele / [ed] Susanne Popp, Jutta Schumann, Fabio Crivellari, Michael Wobring, Claudius Springkart, Frankfurt: Peter Lang Publishing Group, 2016, p. 301-325Chapter in book (Refereed)
  • 2262.
    Vinterek, Monika
    Umeå universitet.
    Recension ”Läraren och läsundervisningen” akademisk avhandling av Astrid Ahl1999In: Didaktisk TidskriftArticle in journal (Other academic)
  • 2263.
    Vinterek, Monika
    Umeå universitet.
    Svenska elevers läsning av undervisningstexter: helhet eller fragment2007In: Tekst i vekst, Novus , 2007Chapter in book (Other academic)
  • 2264.
    Vinterek, Monika
    Umeå Universitet.
    Sätt att organisera för att individanpassa skolgången2010In: I rättan tid?: Om ålder och skolstart / [ed] Utredningen om flexibel skolstart i grundskolan, Stockholm: Fritzes , 2010, p. 71-74Chapter in book (Other academic)
  • 2265.
    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)
  • 2266.
    Vinterek, Monika
    Umeå universitet.
    Vad är pedagogiskt arbete?2002In: Lärarutbildning och Forskning, (Journal of Research in Teacher Education), Vol. 9, p. 11-21Article in journal (Refereed)
  • 2267.
    Vinterek, Monika
    Umeå universitet.
    Åldersblandade klasser: lärares föreställningar och elevers erfarenheter2003Book (Other academic)
  • 2268.
    Vinterek, Monika
    Umeå universitet, Institutionen för svenska och samhällsvetenskapliga ämnen.
    Åldersblandning i skolan: elevers erfarenheter2001Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Mixing ages in school classes became more and more common during the last dec-ades of the 20th century. From being a way to organise classes out of necessity they have now come to be something which is implemented on the basis of pedagogical arguments. The aim of this research has been to improve our knowledge of classes where pupils are not of the same age. A study of the pupils’ perspectives has been my main interest. (Age) homogeneous class can been looked upon as a result of the authorities’ deci-sion to have a fixed age for children to start school and their decision that certain courses should be completed within a defined period of time. Terms and the data concerning heterogeneous age groupings are ambiguous and cannot be fully understood without knowledge of national and sometimes even local contexts. Practices within age heterogeneous classes may differ greatly. A great deal of individual work takes place in age heterogeneous classes. Whether the class is non-mixed or mixed-aged does not seem to have a major im-pact on cognitive or non-cognitive abilities among the pupils, but there are suggestions that age heterogeneous classes might be disadvantageous to pupils in problematic situations. I am able to show that more than 30% of pupils in grades 1-3, close to 25% in grades 4-5, about 15% in grade 6 and a couple of percent of Swedish pupils in the later school years are taught in mixed-age groups. My own empirical research focuses on pupils’ experiences. My investigation has a ‘life-world’ oriented approach inspired by phenomenology. Pupils in grades 5 and 6 from three schools in three different socio-economic settings were interviewed. These pupils had experienced both mixed-age and single-age classes. The life-world of pupils seems to be something different from that encompassed by the philosophy about the advantages of mixing the ages in classes. Pupils find it diffi-cult to maintain or create relationships when only a few pupils of the same sex, who have started school at the same time, can be together in a class for a long time. Be-cause of the importance of social relationships almost every pupil in this investigation wished to be in a single-age class during the following year. It is the importance of common experiences rather than age that is central. Pupils stated that having things in common to study in their everyday schoolwork makes it easier to communicate and contributes to stable friendships. In my conclusion I focus on what it means to have relationships and how these are important for human identity. I also try to show how relationships are important in learning situations at school and for pupils’ opportunities to expand their knowledge.

  • 2269.
    Vinterek, Monika
    Umeå universitet.
    Åldersblandning i skolan: elevers erfarenheter2001Other (Other academic)
  • 2270.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Alatalo, Tarja
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Tegmark, Mats
    Dalarna University, School of Humanities and Media Studies, English.
    Winberg, Mikael
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    The decrease of school related reading in compulsory school 2007–20172018Conference paper (Refereed)
    Abstract [en]

    In this paper we will report some results from a project (funded by the Swedish Research Council) with an aim to develop knowledge of existing reading practices to better understand what kind of support students receive at school to develop reading skills. In this we lean on earlier research that stresses the importance of many hours of diverse reading practice to develop necessary reading skills to be an active part of a democratic society. 

    Data were collected 2017 and relate to the findings of a similar study conducted in 2007. The main research questions addressed in this paper are:

    • To what extent do students in grade 6 and 9 read continuous text, nonfiction as well fiction, as part of their school work?
    • What differences in the amount of reading between grade 6 and 9, among boys and girls respectively, can be detected?
    • What can be noticed about changes in students´ reading at school during the last decade?

    In the year 2017 data were collected by a questionnaire, distributed to schools with grade 6 and grade 9 in a mid-Swedish region, the same was done in 2007 for all students in grade 5 and 8 in one of Sweden’s largest municipalities.  Students were asked to estimate how many pages of continuous text, fiction and non-fiction, they had read in class during the day of the questionnaire. For the 2017 study we also asked about the amount of text read out of school as some kind of school assignment (e.g. homework). In total 1526 (2007) and 3289 (2017) answers remained after data cleaning.

    We found that reading at school has declined substantially the last decade (e.g. 22% had read less than one page in 2007, 30% in 2017). An even higher percentage of students don’t read any pages of continuous school texts in grade 9 compared to grade 6, and girls still read more than boys. We also found that the amount of text read as part of the students’ schoolwork out of school (2017) is lower than for text read at school. These patterns are the same for non-fiction as well as for fiction.  

    In the next part of the study we are taking a closer look at the actual reading practices in a selection of these classrooms trying to understand the results. There is also a need for more studies of the amount of text read at school.

  • 2271.
    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.))
  • 2272.
    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 .
    Skolforskning kan lära av japansk fotbollsspelare2015In: Pedagogiska Magasinet, ISSN 1401-3320, no 4, p. 78-79Article in journal (Other (popular science, discussion, etc.))
  • 2273.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Arnqvist, AndersKarlstads universitet.
    Pedagogiskt arbete: Enhet och mångfald2014Collection (editor) (Refereed)
  • 2274.
    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.

  • 2275.
    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.

  • 2276.
    Vinterek, Monika
    et al.
    Umeå universitet.
    Helgason, Þorsteinn
    Björnsdottír, Amalia
    History in the Textbooks and the Teachers Who Use Them: A Teachers’ Survey and More.2010In: Opening The Mind or Drawing Boundaries?: History Texts in Nordic Schools, V&R unipress , 2010, p. 99-105Chapter in book (Other academic)
  • 2277.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Lindmark, Daniel
    Umeå universitet.
    Forskarskolors bidrag till akademi och skola: Intentioner och erfarenheter2016In: Kulturell reproduktion i skola och nation: En vänbok till Lars Petterson / [ed] Urban Claesson & Dick Åhman, Möklinta: Gidlunds förlag, 2016, 1, p. 269-293Chapter in book (Other academic)
  • 2278.
    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)
  • 2279.
    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)
  • 2280.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education and Humanities, Educational Work.
    Parks, Robert J.University of Newcastle, Australien.
    History Curriculum, Geschichtsdidaktik, and the Problem of the Nation: Education : Special Issue2012Collection (editor) (Refereed)
    Abstract [en]

    The field of curriculum studies has become increasingly sensitive to the “effects of global flows, transnational connections, and transcultural interactions” and an international dialogue has begun to take shape between the European bildung-influenced tradition of Didaktiks and the Anglo-American psychologised Curriculum Studies tradition. As it stands, the dialogue has concentrated on a comparative analysis of the traditions at the level of general curriculum theory or Allgemeine Didaktik and has rarely, if ever, drilled down into an area of subject-specific pedagogy or fachdidaktiks. This special issue seeks to address this directly, by encouraging a dialogue between various regional and national traditions of history education or Geschichtsdidaktik.

  • 2281.
    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)
  • 2282.
    Vinterek, Monika
    et al.
    Umeå universitet.
    Rönnqvist, Carina
    Introduktion2008In: Se skolan: Forskningsmetoder i pedagogiskt arbete, Fakultetsnämnden för lärarutbildning, Umeå universitet , 2008Chapter in book (Other academic)
  • 2283.
    Virtanen, Susanna
    Dalarna University, School of Education and Humanities, Educational Work.
    Elevers möjlighet till reflektion i matematikundervisningen: En studie i grunskolans årskurs 92013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Research presented in the literature study show the significant value of reflection in the learning process. The overview also highlights activities that encourage and inhibit students’ reflection. The aim of this study is to examine whether and how students in Swedish school, grade 9, are stimulated to use reflection in mathematics education. This was conducted through a qualitative study, with essentially lesson observations as the main method and teacher interviews as supporting method. Teaching activities that may have a positive or negative effect on students’ ability to reflect have been identified in the process and analysis of the research material and are presented in the result chapter. The results show that although teachers express a positive view on metacognition and reflective approach, such situations occur to a limited extent. Common in teachers’ lessons are sequences that could stimulate reflection if appropriate actions as follow up had been taken. The result of the study could make teachers aware of what kind of activities that support reflection. It may also convey the importance of the fact that pupils need to be taught and subjected to a teaching practice that continually requires the presence of reflection.

  • 2284.
    Vistedt, Pontus
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Historielärares tankar och erfarenheter av att arbeta med historiemedvetande: En kvalitativ intervjustudie om att utveckla elevers historiska tänkande2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna kvalitativa intervjustudie använder sig av ett historiedidaktiskt perspektiv med inriktning på kognitivism. Syftet med studien är att genom intervjuer med historielärare redogöra för hur historielärare arbetar med att skapa ett historiemedvetande hos elever och en förståelse för historiska människors handlande. Studiens tidigare forskning redogör för historiemedvetande som meningskapande och identitetsbildande, och hur elever med hjälp av olika pedagogiska verktyg kan utveckla historisk empati.

  • 2285.
    Vogel, Katrin
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Miljön som den tredje pedagogen En aktionsforskningsstudie om barns lekmiljöer inomhus2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 2286.
    von Ahlefeld Nisser, Désirée
    Dalarna University, School of Education, Health and Social Studies, Education.
    Can collaborative consultation, based on communicative theory, promote an inclusive school culture?2017In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 27, no 4, p. 874-891Article, review/survey (Refereed)
    Abstract [en]

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

  • 2287.
    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)
  • 2288.
    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)
  • 2289.
    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.

  • 2290.
    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)
  • 2291.
    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.

  • 2292.
    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.

  • 2293.
    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.

  • 2294.
    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.

  • 2295.
    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)
  • 2296.
    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.

  • 2297.
    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)
  • 2298.
    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.

  • 2299.
    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.

  • 2300.
    von Post, Christina
    et al.
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Wikström, Patrik
    Örebro University.
    Liubiniene, Vilmante
    Kaunas University of Technology, Lithuania.
    Räihä, Helge
    Örebro University.
    Values and attitudes of nordic language teachers towards second language education2017In: Sustainable Multilingualism, ISSN 2335-2027, no 10, p. 194-212Article in journal (Refereed)
    Abstract [en]

    Issues in minority education in relation to citizenship have received more attention lately, because of new requirements for language testing in several countries (Bevelander, Fernandez & Hellström 2011:101). The acquisition of citizenship is more decisive for immigrant participation in society than the duration of stay in the country (Bevelander, Fernandez & Hellström 2011). The opportunities for minority language education are crucial for active citizenship and integration in this perspective. Most countries in EU (except Ireland and Sweden) have language requirements for the citizenship. The use of language testing becomes increasingly trendy among the countries that receive migrants.  The fast development highlights the need of new international studies on the relationship between citizenship and conditions for the second language learning. The goal of the recent study is to compare premises, perspectives and scales of values of Danish, Norwegian and Swedish language educators, related to the requirements for immigrant citizenship. Previous studies (Björklund & Liubiniené 2004) indicate that there are major differences in value systems even between the neighbouring countries. To reach the goal the interviews were conducted with language educators in Denmark, Norway and Sweden. The results have revealed two opposing patterns. The values of Swedish informants show a wide-ranging variation, while the Danish and Norwegian data on values are consistently similar. The results raise further questions about the effects caused by differences in values among language educators when comparing the countries and call for a further verification of the data in a more extended study, including Lithuania and other Baltic states. 

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