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Anderberg, Elsie
Publications (10 of 73) Show all publications
Atterström, A., Malmqvist, J., Anderberg, E. & Swärd, A.-K. (2023). Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment. International journal of disability, development and education, 70(6), 1101-1119
Open this publication in new window or tab >>Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment
2023 (English)In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 70, no 6, p. 1101-1119Article in journal (Refereed) Published
Abstract [en]

Earlier research shows an arrest in reading and writing development among 9–12-year-old students with severe speech and physical impairment, SSPI. This article explores what five students with SSPI who have reached beyond beginner’s phase without arrest in their literacy development have experienced as significant for their reading and writing development. The research design was explorative and case based. It contained researcher–participant longitudinal dialogues focusing on the students’ experiences of literacy learning. Computer assisted email interviews were used. A semi-structured interview manual guided each dialogue. With the use of augmentative and alternative communication (AAC) systems and assistive technology devices, the participants could read and write (with alphabetical print in Swedish) independently. The analysis revealed four themes of great importance for the students’ development of alphabetical print literacy skills: assistive technology use in writing and reading, continuity in long-term pedagogical relationships, mutual persistence in communication, and visions of nearer goals and future work life. The results are discussed in relation to the theoretical frameworks of self-efficacy and the capability approach.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Augmentative and alternative communication communication (AAC), capability approach, reading, self-efficacy, severe speech and physical impairment (SSPI), writing
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-54202 (URN)10.1080/1034912X.2021.1940880 (DOI)000675284900001 ()2-s2.0-85111111978 (Scopus ID)HOA;;757047 (Local ID)HOA;;757047 (Archive number)HOA;;757047 (OAI)
Funder
Clas Groschinski Memorial FoundationStiftelsen Folke Bernadottes minnesfond
Available from: 2021-08-11 Created: 2021-08-11 Last updated: 2023-09-04Bibliographically approved
Anderberg, E. (2016). Introduktion - att komma nära vad som faktiskt sker. In: Elsie Anderberg (Ed.), Skolnära forskningsmetoder: (pp. 15-26). Lund: Studentlitteratur
Open this publication in new window or tab >>Introduktion - att komma nära vad som faktiskt sker
2016 (Swedish)In: Skolnära forskningsmetoder / [ed] Elsie Anderberg, Lund: Studentlitteratur , 2016, p. 15-26Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2016
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-34614 (URN)9789144110271 (ISBN)
Available from: 2017-01-03 Created: 2017-01-03 Last updated: 2017-01-03Bibliographically approved
Anderberg, E. (Ed.). (2016). Skolnära forskningsmetoder. Lund: Studentlitteratur AB
Open this publication in new window or tab >>Skolnära forskningsmetoder
2016 (Swedish)Collection (editor) (Other (popular science, discussion, etc.))
Abstract [sv]

Förlagets sammanfattning:

Praktiknära forskning har som mål att förena den vetenskapliga kunskapsprocessen med praktiskt utvecklingsarbete. Den skolnära forskningen är ett exempel på en sådan process, där vetenskaplig kunskap möter lärares erfarenheter för att på så vis stärka måluppfyllelsen i skolan. Det kan handla om lärare som beforskar sin egen praktik, men begreppet hänvisar även till forskning som bedrivs i nära samverkan med skolpraktiken. Sådan forskning tar sin utgångspunkt i lärarens frågor och behov. Ett annat kännetecken är närheten till undervisningen och faktiska situationer i klassrummet där lärare och elever är aktiva.

Den här boken erbjuder en översikt av och handledning i olika skolnära forskningsmetoder. Exempel på metoder som tas upp är: Learning study, följeforskning, skuggning och medvandrare. Metoderna är beprövade i olika empiriska sammanhang och exempel ges både från skola, förskola och fritidshem

Skolnära forskningsmetoder vänder sig till studenter på olika lärarutbildningsprogram samt till verksamma lärare och skolledare inom skola, fritidshem och förskola. Även forskare bör finna boken relevant.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2016. p. 224
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-31214 (URN)9789144110271 (ISBN)
Available from: 2016-08-10 Created: 2016-08-10 Last updated: 2016-08-10Bibliographically approved
Larsson, M., Anderberg, E. & Olsson, T. (2015). Researching the transformation in the Scholarship of Teaching and Learning through teaching portfolios and conference papers. In: Shirley Booth and Laurie Woollacott (Ed.), The Scholarship of teaching and learning in higher education. On its constitution and tranformative potential: (pp. 113-136). Stellenbosch: SUN Media
Open this publication in new window or tab >>Researching the transformation in the Scholarship of Teaching and Learning through teaching portfolios and conference papers
2015 (English)In: The Scholarship of teaching and learning in higher education. On its constitution and tranformative potential / [ed] Shirley Booth and Laurie Woollacott, Stellenbosch: SUN Media , 2015, p. 113-136Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stellenbosch: SUN Media, 2015
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-28537 (URN)978‑0‑992236-05‑2 (e-book) (ISBN)978‑0‑992236-04‑5 (ISBN)
Funder
Swedish Research CouncilSida - Swedish International Development Cooperation Agency
Available from: 2015-12-09 Created: 2015-12-09 Last updated: 2018-02-06Bibliographically approved
Östklint, O., Johansson, S. & Anderberg, E. (2012). Fysik för lärare (1ed.). Lund: Studentlitteratur
Open this publication in new window or tab >>Fysik för lärare
2012 (Swedish)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2012. p. 311 Edition: 1
National Category
Natural Sciences
Identifiers
urn:nbn:se:hj:diva-19723 (URN)97889144076652 (ISBN)
Available from: 2012-10-31 Created: 2012-10-31 Last updated: 2015-07-03Bibliographically approved
Norden, B., Avery, H. & Anderberg, E. (2012). Learning in global settings: Developing transitions for meaning-making. Research in Comparative and International Education, 7(4), 514-529
Open this publication in new window or tab >>Learning in global settings: Developing transitions for meaning-making
2012 (English)In: Research in Comparative and International Education, ISSN 1745-4999, E-ISSN 1745-4999, Vol. 7, no 4, p. 514-529Article in journal (Refereed) Published
Abstract [en]

Global teaching and learning for sustainable development reaches from the classroom to the world outside, and is therefore a particularly interesting setting for practising transition skills. The article suggests a number of features perceived as crucial in developing young people's capability to act in a changing world and under circumstances that are difficult to predict. The suggestions are based on an empirical study of the Lund Calling project, which aimed at implementing a web-based international programme for teaching preventive environmental strategies in Swedish secondary schools. The article first presents some of the conditions in Sweden that particularly impact on young people's transition to adulthood. Related research in sustainability education is also briefly outlined. Knowledge capability theory is used to discuss results from the empirical study of the Lund Calling project, where interviews were conducted with secondary school students, teachers and headmasters. Based on these interviews, features that appear to be particularly relevant as transition skills in global learning for sustainable development include transdisciplinary action, democratic collaborative action, as well as self-directed and independent initiative. The article concludes that young people today cannot, as in earlier periods of history, base their actions entirely on the traditions of the family or community. Instead, they also need to learn to form their own communities, capable of acting at both local and global levels. Education here plays an important role in developing the necessary transition skills that enable young people to be prepared for a rapidly changing and uncertain world.

Keywords
Learning, meaning making, transitions, global, ESD
National Category
Social Sciences
Identifiers
urn:nbn:se:hj:diva-19885 (URN)10.2304/rcie.2012.7.4.514 (DOI)
Available from: 2012-11-27 Created: 2012-11-27 Last updated: 2017-12-07Bibliographically approved
Furberg, K. & Anderberg, E. (2012). Reading comprehension - Teachers' conceptions and reported teaching activites. English Quaterly Journal of the Canadian Council of Teachers of English Languge Arts, 43(3-4), 63-77
Open this publication in new window or tab >>Reading comprehension - Teachers' conceptions and reported teaching activites
2012 (English)In: English Quaterly Journal of the Canadian Council of Teachers of English Languge Arts, ISSN 0013-8355, Vol. 43, no 3-4, p. 63-77Article in journal (Refereed) Published
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-28367 (URN)
Note

Artikeln utgör examensarbete i Pedagogik 91-120 hp

Available from: 2016-01-29 Created: 2015-11-24 Last updated: 2016-02-01Bibliographically approved
Nordén, B. & Anderberg, E. (2012). Sustainable development through global learning and teaching. In: Madu, C.N. & Kuei, C-h. (Ed.), Handbook of Sustainability Management: (pp. 379-402). London: World Scientific
Open this publication in new window or tab >>Sustainable development through global learning and teaching
2012 (English)In: Handbook of Sustainability Management / [ed] Madu, C.N. & Kuei, C-h., London: World Scientific, 2012, p. 379-402Chapter in book (Other academic)
Place, publisher, year, edition, pages
London: World Scientific, 2012
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-14896 (URN)978-981-4354-81-3 (ISBN)9814354813 (ISBN)
Available from: 2011-04-28 Created: 2011-04-28 Last updated: 2015-09-01Bibliographically approved
Åkerblom, A., Anderberg, E., Alvegård, C. & Svensson, L. (2011). Awareness of language use in conceptualization: a study of children's understanding of movement and gravity. Scandinavian Journal of Educational Research, 55(3), 255-271
Open this publication in new window or tab >>Awareness of language use in conceptualization: a study of children's understanding of movement and gravity
2011 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 55, no 3, p. 255-271Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to examine the role of children’s awareness of the function of language use in expressing understanding. Preschool and elementary school children were asked two questions presenting a problem that could be described in classical mechanics and basic astronomy. They were then encouraged to reflect on their own language use when expressing their conceptions of the physical phenomena they had discussed. The article concerns learning from a phenomenographic perspective, with emphasis on the interplay between language use and meaning-making when developing understanding. Understanding is seen as an activity, while awareness of language use in understanding is regarded as an important aspect. 40 children in preschool and elementary school (six and ten years old respectively) participated in an empirical, qualitative investigation. A particular dialogue format was used, that has been developed within the intentional-expressive approach. Dialogue excerpts where the children expressed awareness of their own language and understanding were selected from the empirical material, and contextual analysis was used to delimit qualities of awareness expressed in these excerpts. The qualities of awareness were grouped in four descriptive categories: 1) awareness of the relation between language form and language meaning; 2) awareness of the nature of understanding; 3) awareness of the expressive function of language for new meaning; and 4) awareness of the function of language use in understanding. A widened definition of language awareness is proposed and discussed, in which awareness of the close relationship between language use and meaning-making is taken into consideration.

Keywords
language awareness, learning, meaning-making, phenomenography, reflective dialogues
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-12560 (URN)10.1080/00313831.2011.576877 (DOI)000291527600003 ()
Projects
Språkanvändningens funktion vid kunskapsbildning (VR)
Available from: 2010-06-16 Created: 2010-06-16 Last updated: 2017-12-12Bibliographically approved
Nordén, B. & Anderberg, E. (2011). Knowledge capabilities for sustainable development in global classrooms – local challenges. Utbildning och Demokrati, 20(1), 35-58
Open this publication in new window or tab >>Knowledge capabilities for sustainable development in global classrooms – local challenges
2011 (English)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 35-58Article in journal (Refereed) Published
Abstract [en]

The Young Masters Programme provides young people around the world with a net–based global–local learning environment for sustainable develop-ment. The present study investigates certain aspects of the implementation of this programme in the secondary schools of a Swedish municipality, in the context of the Lund Calling project. The research focuses on critical abilities to act globally, referred to as “knowledge capabilities”, and how they relate to the implementation process of initiating global learning for sustainable development (GLSD). A phenomenographic approach and semi–structured interviews were used in the investigation of the experiences of secondary school pupils, teachers and headmasters who participated in the project. Participants’ experiences of the changes carried out are described in relation to examples of knowledge capabilities needed for GLSD. Critical knowledge capabilities found to have been developed through the implementation were: to take command, and to collaborate. Critical knowledge capabilities perceived as necessary, but not developed through the programme were: to be prepared, to act in a transdisciplinary manner, and to lead for a holistic understanding

Keywords
global learning, sustainable development, critical knowledge capabilities, global classroom, phenomenography
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-24048 (URN)
Available from: 2014-06-10 Created: 2014-06-10 Last updated: 2017-12-05Bibliographically approved
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