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  • 1.
    Aagerup, Ulf
    Halmstad University.
    The gendered effect of social presssure on exam results2019Conference paper (Refereed)
  • 2.
    Abazeed, Cheyrine
    et al.
    Jönköping University, School of Education and Communication.
    Reham, Alkatmah
    Jönköping University, School of Education and Communication.
    Utländska lärare i en ny läraridentitet: En kvalitativ studie om professionella och kulturella utmaningar och möjligheter i ett nytt skolsystem2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka utländska lärares upplevelse av professionella och kulturella utmaningar och möjligheter de möter som lärare i Sverige. För att besvara studiens syfte formulerades följande frågeställningar: 

    ●      Vilka professionella utmaningar och möjligheter möter utländska lärare i den svenska skolan? 

    ●      Vilka kulturella utmaningar och möjligheter möter utländska lärare i den svenska skolan? 

     

    En kvalitativ forskningsmetod följdes där sju semistrukturerade intervjuer genomfördes med verksamma legitimerade lärare som valdes genom kriteriebaserat urval. Studien indikerar att de största professionella utmaningarna för lärare är språkbarriärer, svårigheter att tolka styrdokument, hantering av digitala verktyg och diskriminering. För att tackla dessa utmaningar och åstadkomma en förändring krävs det mer ansträngning från lärarna. Att ha stöd från kollegor och delta i kollegialt lärande kan också hjälpa lärare att utveckla en bättre förståelse för det svenska skolsystemet. När det gäller de kulturella utmaningarna visar studien att lärarna behövde skapa en ny läraridentitet samt andra typer av relationer till elever än vad de brukade ha i hemlandet. Skapandet av sociala relationer utgör också en utmaning för lärarna i den svenska skolan. Trots detta, så påverkar det, att jobba som lärare i Sverige, lärarnas tänkesätt positivt och det skapar en ny förståelse av utbildning och lärande.  Studiens resultat stämmer väl överens med andra forskningsarbete och verk inom samma område.

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  • 3.
    Abbasi, Amir Zaib
    et al.
    IRC for Finance and Digital Economy, KFUPM Business School, King Fahd University of Petroleum & Minerals, Dhahran, Saudi Arabia.
    Azeem, Sundas
    Shaheed Zulfikar Ali Bhutto Institute of Science and Technology, Islamabad, Pakistan.
    Farooq, Muhammad Usman
    Shaheed Zulfikar Ali Bhutto Institute of Science and Technology, Islamabad, Pakistan.
    Hussain, Khalil
    Shaheed Zulfikar Ali Bhutto Institute of Science and Technology, Islamabad, Pakistan.
    Ting, Ding Hooi
    Department of Management and Humanities, Universiti Teknologi PETRONAS, Seri Iskandar, Malaysia.
    Rehman, Umair
    User Experience Design, Wilfrid Laurier University, Waterloo, ON, Canada.
    Griffiths, Mark D.
    International Gaming Research Unit, Psychology Department, Nottingham Trent University, Nottingham, UK.
    Pakpour, Amir H.
    Jönköping University, School of Health and Welfare, HHJ, Department of Nursing Science. Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare.
    Engagement in educational games and quality of life in early and middle childhood: evidence from a developing country2023In: Current Psychology, ISSN 1046-1310, E-ISSN 1936-4733, Vol. 42, p. 19386-19400Article in journal (Refereed)
    Abstract [en]

    Serious games (SGs), are gaining prominence as a tool for early education at home as well as in school settings. Given the mixed effects of gamification on various aspects of users' lives, it is pertinent to study its broader effects on a child's pre-school and school years. Given the lack of consensus on a comprehensive measure that encapsulates these effects on an individual's routine functioning, the present study examined whether various engagement states in SGs use influence a relatively broader measure of users' functioning across significant life domains such as Quality of Life (QoL). It is argued that it would serve scholars, teachers, and parents better to understand the broader implications of SGs on children's overall QoL rather than isolated physiological and behavioral effects. Consequently, utilizing structural equation modeling, results from 335 parents of 2-10-year-olds in a developing country showed that cognitive and behavioral engagement in gamified applications appear to influence the child's QoL, but not affective engagement. Results are discussed in terms of the consequences of using game-based technology for a child's development, with far-reaching academic, personal, physical, and social implications not only for the school-going ages, but also for early teenage years. The results are promising in relation to QoL. The findings indicate the role modern technology plays in improving individuals' lives. The findings provide scholars, parents, and creators of SGs important information for their plan of action regarding children's exposure to SGs and making SGs a frequent aspect of the learning experience early in life.

  • 4.
    Abdulhamid, Lawan
    et al.
    University of the Witwatersrand, Johannesburg, South Africa.
    Venkat, Hamsa
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research. University of the Witwatersrand, Johannesburg, South Africa.
    Primary mathematics teachers’ responses to students’ offers: An ‘elaboration’ framework2018In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 51, p. 80-94Article in journal (Refereed)
    Abstract [en]

    Responding constructively ‘in-the moment’ to student offers is described as a critical, and yet difficult, aspect of skilful and responsive teaching. South African evidence points to limited evaluation of student offers in schools serving poor communities. In this paper, we present and discuss an ‘elaboration’ framework emerging from a grounded analysis of data drawn from video recordings of 18 mathematics lessons prepared and conducted by four in-service primary school teachers in South Africa. This analysis led to a categorization of the situations in which teacher responses to student offers occurred, and the nature and range of these responses. Three response situations are identified within the framework: breakdown, sophistication, and individuation/collectivization, with a range of response (and non-response) categories in each situation. Literature on responsive feedback is drawn in to explore hierarchies and relationships between the emergent categories within situations of elaboration. The elaboration framework provides a tool for lesson observation, and a model for thinking about developments in responsive teaching.

  • 5.
    Abelson, Micaela
    et al.
    Jönköping University, School of Education and Communication.
    Broström, Linn
    Jönköping University, School of Education and Communication.
    Inflytande över utegården på förskolan: en studie om inflytande över förskolors utegårdar från huvudmäns och förskolepedagogers perspektiv2020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att bidra med ökad kunskap om vad förskolepedagoger och huvudmän anser om deras och barns inflytande över utegårdarna på förskolor i Västra Götaland. En kvantitativ datainsamlingsmetod har valts ut genom enkäter för att kunna besvara studiens frågeställningar. För att analysera resultatet från enkäternas flervalsfrågor har frekvenstabeller skapats, detta för att få en sammanställning av resultatet. Tematisk analys har använts för att hitta specifika teman i svaren från fritextfrågorna. I diskussionsdelen diskuteras resultatet med vårt valda teoretiska perspektiv, Foucaults syn på makt samt relevant litteratur inom ämnet. Studiens resultat har visat att förskolepedagoger och huvudmän anser olika om deras och barns inflytande över utegården. Resultatet visar också att faktorer som tillåtelse, arbetssätt och budget möjliggör och begränsar barns och pedagogers inflytande. Vi tolkar resultatet som att vuxna står i en maktposition och har mer inflytande än barn. Makten verkställs beroende på vilka normer och normaliseringar som finns på de olika förskolorna, även miljön kan bära med sig föreställningar och normer. I resultatet framgick det även att barnkonventionen som ny lag inte har påverkat arbetet gällande inflytande över utegården. Detta tolkar vi som något negativt, eftersom lagen på ett eller annat sätt borde ha påverkat, då den tar upp att alla barn har rätt att utrycka sin mening.

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  • 6.
    Abelsson, Anna
    Karlstads universitet, Institutionen för hälsovetenskaper.
    2 minuters träning per arbetspass2015In: Samverkan 112, ISSN 1650-7487, Vol. AprilArticle in journal (Other academic)
  • 7.
    Abelsson, Anna
    Karlstads universitet, Institutionen för hälsovetenskaper.
    Att träna på en patient som går att starta om2015Conference paper (Other academic)
  • 8.
    Abelsson, Anna
    Karlstads universitet, Institutionen för hälsovetenskaper.
    Att vara doktorand2014Conference paper (Other (popular science, discussion, etc.))
  • 9.
    Abelsson, Anna
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Simulering som pedagogisk metod: ett sätt att träna olika patientsituationer2015Conference paper (Refereed)
  • 10.
    Abelsson, Anna
    Karlstads universitet, Institutionen för hälsovetenskaper.
    Vad gör man när man jobbar på ett universitet och forskar om ambulansen?2013Conference paper (Other (popular science, discussion, etc.))
  • 11.
    Abrahamsson, Britt-Inger
    et al.
    Umeå universitet, Arbetsterapi.
    Norberg, Eva-Britt
    Umeå universitet, Arbetsterapi.
    Fischl, Caroline
    Umeå universitet, Arbetsterapi.
    Hur lärandekontraktet används som examination i olika kurser2015In: Universitetspedagogiska konferensen 2015: Gränslös kunskap, Umeå: Umeå universitet , 2015, p. 4-5Conference paper (Other academic)
    Abstract [sv]

    I Högskoleförordning (1993:100) föreskrivs de nationella mål som studenter skall ha uppnått i slutet av sin högskoleutbildning. För arbetsterapeut- och kandidatexamen skall studenten bland annat visa förmåga att identifiera sitt behov av ytterligare kunskap och att fortlöpande utveckla sin kompetens. Hur ska vi lärare förbereda studenter för att uppnå och se till att de har uppnått det här nationella målet, men samtidigt förbereda och examinera dem utifrån förväntade studieresultat i olika kurser? Syftet med presentationen är att introducera lärandekontraktet som metod och hur det används i olika kurser inom arbetsterapeutprogrammet vid Umeå universitet.

  • 12.
    Abrahamsson, Linus
    Jönköping University, School of Education and Communication.
    I kölvattnet av Dekaden: En undersökning om hur hållbar utveckling undervisas mot årskurserna 4–62017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Sustainable development has since the mid nineteen- nineties gained a stronger position in Swedish society. School is no exception and Education for Sustainable Development [ESD] is today seen as one of three environmental education traditions in Swedish school. Research within ESD is limited within Swedish grades 4–6, (age 10–12) and the teacher must use methods used teaching students in higher grades and further education within ESD are limited. The purpose of this study is twofold. First the study will assess how teachers conduct teaching ESD as well as how teachers describe their ESD within natural sciences or social studies. Secondly, the study will investigate how teachers gain new information within ESD. Through a qualitative study, 4 teachers within 2 southern Swedish municipalities participate in semi-structured interviews. The teachers’ answers are interpreted with the hermeneutic theory to see if their education reach ESD.

    The result shows that the participating teachers’ educations have similarities where discussions, students’ participation and interdisciplinary teaching are part of the education. The study also shows that the teachers asking for more education within ESD to develop their own education since the ESD is based on the teachers’ interest.

    All participating teachers describes an ESD education but the students’ participation within education may develop further. Since no further education within ESD have been implemented in the teachers work, school development within sustainable development can lead to new knowledge.

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    I kölvattnet av Dekaden
  • 13.
    Abrahamsson, Linus
    et al.
    Jönköping University, School of Education and Communication.
    Johansson, Oscar
    Jönköping University, School of Education and Communication.
    Håller utvecklingen: En studie om hur hållbar utveckling undervisas i årskurserna 4-6.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Undervisningen i hållbar utveckling har sedan mitten av 1990-talet använts som en av tre dominerande miljöundervisningstraditioner i skolan. Hållbar utveckling är idag inget eget ämne, men kursplanen för årskurserna 4-6 lyfter fram begreppet i flertalet ämnen samt att området ska ses ur ett ämnesövergripande perspektiv. Då hållbar utveckling ska undervisas under hela grundskolan har litteraturstudien inriktats på hur undervisningen bedrivs i årskurserna 4-6 och vilken betydelse läraren har för elevernas förståelse. Genom en översikt av aktuell forskning har likheter och skillnader funnits mellan en rad olika arbetssätt. Studien har främst ett fokus på miljöperspektivet inom hållbar utveckling. Studien visar att det finns flera sätt att arbeta med hållbar utveckling som eventuellt kan ha både för och nackdelar. Simulering via datorspel samt utomhuspedagogik är områden forskarna lyfter fram. Studien tar även upp vilka handlingar som är vanligt förekommande i miljöundervisningen. Slutligen presenterar studien en diskussion där resultatet kopplas till våra tidigare erfarenheter och framtida yrkesroll. Något vi finner intressant i studien är avsaknaden av forskning som vänder sig till årskurserna 4-6. 

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    Håller utvecklingen
  • 14. Abrahamsson, Sandra
    et al.
    Mansour, Mariebelle
    Flerspråkiga barns språkutveckling i förskolan: En kvalitativ studie om hur förskollärare främjar flerspråkiga barns språkutveckling2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att bidra med kunskap om hur förskollärare stimulerar språkutvecklingen hos flerspråkiga barn. Studien har haft ett fokus på hur förskollärare beskriver arbetet kring språkutvecklingen hos flerspråkiga barn i förskolan. Studiens frågeställningar är: Vilka metoder beskriver förskollärare att de använder för att stötta flerspråkiga barn i sin språkutveckling? Hur beskriver förskollärare sina möjligheter att stötta flerspråkiga barns språkutveckling? Det sociokulturella perspektivet som grundas i Vygotskijs teorier om hur barnet utvecklas, lär sig genom språk och tar till sig olika kulturer har förankrats i denna studie. Studien har utgått från en kvalitativ metod och semistrukturerade intervjuer valdes där sex yrkesverksamma förskollärare intervjuades för att besvara våra frågeställningar. Resultatet har påvisat att förskollärarna skapar olika strategier för flerspråkigheten att synas i förskolans verksamhet och stöttar barnen till att utveckla det svenska språket oberoende på barnens modersmål. Slutsatsen är att samarbetet med vårdnadshavarna och förskolorna har en betydelsefull roll i att utveckla barnens flerspråkighet, däremot upplever förskollärarna en viss utmaning i hur de ska främja flerspråkighet.

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  • 15.
    Achtenhagen, Leona
    et al.
    Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership (CeFEO). Jönköping University, Jönköping International Business School, JIBS, Media, Management and Transformation Centre (MMTC). Jönköping University, Jönköping International Business School, JIBS, Business Administration.
    Johannisson, Bengt
    Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership (CeFEO).
    The reflexivity grid: Exploring conscientization in entrepreneurship education2018In: Revitalizing Entrepreneurship Education: Adopting a Critical Approach in the Classroom, Taylor and Francis , 2018, p. 62-81Chapter in book (Other academic)
    Abstract [en]

    Entrepreneurship education has witnessed a shift from teaching about entrepreneurship in different forms towards encouraging the action and activity-based training of students for entrepreneuring through business plan writing on fictitious or concrete ventures to enacting these ideas in real life. For example, Ollila and Williams-Middleton (2011) describe ways in which a venture creation approach allows students to “test the waters” while reflecting on real-life situations and while exploring entrepreneurial behaviours (see also Williams-Middleton & Donnellon, 2014). Though there has been a growing focus on simulating or experiencing entrepreneurial behaviours through entrepreneurship education, little space has been given to students’ reflexivity in positioning themselves as learning subjects beyond educational settings. Yet very often questions posed by our students in the classroom, for example when listening to entrepreneurs telling them about their venture journeys, start with a “why” statement, clearly expressing their desire to engage with reflexivity. Reflexivity is then not only understood as a kind of generalized self-awareness (Swan, 2008, p. 393) but also as a concern for the world at large (Swan, 2008, p. 394). 

  • 16.
    Adelgren, Linnéa
    et al.
    Jönköping University, School of Education and Communication.
    Lundqvist, Frida
    Jönköping University, School of Education and Communication.
    Teckenkommunikation - ytterligare ett sätt att kommunicera: En kvalitativ intervjustudie om kommunikation i förskolan2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här studien syftar till att utveckla kunskap om förskollärares användning av teckenkommunikation i förskolan. Frågeställningarna vi har i vår studie är: hur motiverar förskollärarna användandet av teckenkommunikation samt hur beskriver förskollärarna att de använder teckenkommunikation på förskolan? Studien är genomförd med kvalitativa intervjuer av förskollärare som valts ut för att de har erfarenhet av teckenkommunikation. Resultatet är bearbetat utifrån en tematisk analys, och analysen har ett sociokulturellt perspektiv där begrepp som mediering och den proximala utvecklingszonen är centrala. Förskollärarna motiverar användandet av teckenkommunikation som språkutvecklande och beskriver att de använder det i både vardagliga situationer samt i undervisningen. De belyser att teckenkommunikation behövs för att barn ska kunna göra sig förstådda oavsett vilka förutsättningar varje barn har. Resultatet visar att det finns en osäkerhet kring hur teckenkommunikation kan användas i förskolan. Samtidigt menar en del av förskollärarna att vårdnadshavare har en kritisk bild till användandet av tecken och förskollärarna betonar att det krävs mer kunskap om tecken för att belysa det som en fördel i barns språkutveckling.

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  • 17. Adelswärd, Viveka
    et al.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Discourse about children with mental disablement: An analysis of teacher-parent conferences in special education schools1998In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 12, no 2, p. 81-98Article in journal (Refereed)
  • 18.
    Adelswärd, Viveka
    et al.
    Linköpings universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    …so one can plant a little seed…: An analysis of a teacher's way of solving a communicative problem in talks with parents2000In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 20, no 4, p. 191-205Article in journal (Refereed)
  • 19.
    Adelswärd, Viveka
    et al.
    Linköpings Universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Så kan man så ett litet frö: Analys av en lärares sätt att lösa ett kommunikativt problem i samtal med föräldrar1999In: Möten: En vänbok till Roger Säljö, Tema Kommunikation, Linköpings universitet , 1999Chapter in book (Other (popular science, discussion, etc.))
  • 20.
    Adelswärd, Viveka
    et al.
    Linköpings Universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Who is Cindy?: Aspects of identity-work in a teacher- parent-pupil talk at a special school2000In: Text - an interdisciplinary journal for the study of discourse, ISSN 0165-4888, Vol. 20, no 4, p. 1-24Article in journal (Refereed)
  • 21.
    Adinda, Diana
    et al.
    Jönköping University, School of Education and Communication.
    Simonsson, Johanna
    Jönköping University, School of Education and Communication.
    Utomhuspedagogikens möjligheter och begränsningar: En kvalitativ studie om lärare och elevers uppfattningar om utomhuspedagogik i fritidshemmet2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka lärares upplevelser av att bedriva utomhuspedagogik i fritidshem. Studien riktar sig även mot elevers upplevelser av fritidshemmets utomhusmiljö.

    Frågeställningar:

    • Hur arbetar lärarna med utomhuspedagogik i fritidshem?
    • Vilka möjligheter och begränsningar upplever lärarna att det finns för att bedriva utomhuspedagogik i fritidshem?
    • Hur upplever äldre elever i fritidshem utomhusmiljön? 

    Studien har sin utgångspunkt i kvalitativ metod där semistrukturerade intervjuer använts som datainsamlingsmetod. Deltagarna i studien är fyra lärare och sex elever på två fritidshem. Resultatet visade att fritidshemmen är utomhus varje dag och de utgår främst ifrån elevernas behov och intressen när de planerar verksamheten. Lärarna ser möjligheter med att bedriva utomhuspedagogik då de anser att det som går att göra inomhus kan göras utomhus. Begränsningar som framkom var att kollegornas olika prioriteringar påverkar arbetsområdet samt att skolgården, planeringstiden och ekonomin sätter begränsningar. Eleverna anser att skolgården är anpassad mer för de yngre eleverna och uttrycker behovet av att utmanas, upptäcka nya platser samt få lugn och ro. 

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  • 22.
    Adlemo, Anders
    Jönköping University, School of Engineering, JTH, Department of Computer Science and Informatics.
    A FRAMEWORK FOR A SUSTAINABILITY TRANSITION OF TWO ENGINEERING MASTER’S COURSES2023In: Proceedings of the International CDIO Conference, Norges teknisk-naturvitenskapelige universitet , 2023, p. 67-83Conference paper (Refereed)
    Abstract [en]

    Sustainability, as a concept, is permeating most of today’s human activities, including higher education. The increased importance put on sustainability depends largely on the increased awareness of the huge environmental, social, and economic challenges that humanity is currently facing. As is the case with most complex themes, the route towards the application of appropriate actions starts with enlightenment developed within education, where different engineering programs form important subareas. To address this, CDIO Syllabus 3.0 in general, but optional standard 1 in specific, does now to an even greater extent handle sustainability issues. This paper presents a framework that is built upon several key concepts that are strongly related to education for sustainable development (ESD) at the university level, such as key sustainability concepts (as defined by UNESCO), sustainability development goals (as defined by the United Nations) and constructive alignment (as defined by Biggs and Tang). The framework is applied to two engineering master’s courses where sustainability concepts and development goals are integrated and constructively aligned in the learning outcomes, teaching and learning activities, and assessments. Through the analysis of the two courses concerning sustainability, the framework is shown to provide a means for the analysis of how sustainability is currently incorporated in a course, highlight what possible teaching/learning shortcomings exist, and help identify actions that can be taken to overcome these shortcomings. The objective of the framework is thus to support course managers in the development of appropriate actions related to sustainability.

  • 23.
    Adlemo, Anders
    Jönköping University, School of Engineering, JTH, Department of Computer Science and Informatics.
    Higher education thesis supervision: A new, hybrid supervisory model2022In: Proceedings of the 18th International CDIO Conference / [ed] M. S. Guðjónsdóttir et al., Reykjavík: Reykjavík University , 2022, Vol. 18, p. 160-173Conference paper (Refereed)
    Abstract [en]

    One of the final courses, if not the last course at university level in Sweden, and especially within the engineering programs, is a thesis course where the students demonstrate their accumulated knowledge and skills. One, or sometimes two students, identifies a topic of interest within his/her main field of study and is guided through the process by a supervisor. Preferably the supervisor has a lot of experience, both within the main field of study and as a thesis supervisor. Many times, however, the latter is not always the case. Hence, some form of recording of the supervisory process would be of importance, to be able to assess the supervisory competence of the supervisor. Through this recording, potential weak supervisory spots can be identified, and a special focus could be put on these.

    In literature several supervisory models have been proposed over the years. The goal of this paper is to demonstrate, through a case study, how three of these models can be successfully combined to a hybrid model around the supervisory process building on grounded theory. A combination of the three models together identifies the individual supervisory process of a thesis supervisor. An analysis is then performed, and weak spots in the supervisory process of a novice supervisor can thus be identified and addressed. The results presented in this paper are based on a case where an experienced thesis supervisor was observed during asupervisory session. Hence, the case forms a baseline of what a “good” supervisory session looks like. By applying the hybrid supervisory model on a novice thesis supervisor, possible weaknesses in the process can be identified.

    As both students and teachers are involved in a one-to-one teaching-learning activity during the thesis process, CDIO standards such as number 8 (active learning) is important from the students’ point-of-view, but especially standard number 10 (enhancement of faculty teaching competence) is of high importance as the competence of the novice supervisor, or the lack thereof, becomes evident and can be appropriately addressed through especially designed activities.

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    Proceedings
  • 24.
    Adlemo, Anders
    et al.
    Jönköping University, School of Engineering, JTH, Department of Computer Science and Informatics.
    Almusaed, Amjad
    Jönköping University, School of Engineering, JTH, Construction Engineering and Lighting Science.
    Conway, Patrick L. J.
    Jönköping University, School of Engineering, JTH, Materials and Manufacturing.
    Hansen, Åsa
    Jönköping University, School of Engineering, JTH, Physics and Mathematics and Chemical Engineering.
    Rico-Cortez, Marisol
    Jönköping University, School of Engineering, JTH, Industrial Product Development, Production and Design.
    Hybrid education: A critical review into challenges and opportunities2023In: Proceedings of the International CDIO Conference, Norges teknisk-naturvitenskapelige universitet , 2023, p. 857-865Conference paper (Refereed)
    Abstract [en]

    Hybrid education is a complex combination of simultaneous face-to-face and online teaching. This model of teaching comes with a wide range of benefits, primarily being able to offer the same content to a wider audience. Hybrid education became an effective form of teaching during the COVID-19 pandemic. In these post pandemic years, the benefit of hybrid education can still be utilized, allowing for improved flexibility in teaching schedules, engaging students in interactive learning, bringing online students closer to the teacher and face-to-face students, and offering education to students who could not otherwise participate. However, with all the benefits of hybrid education, there are some significant challenges which restrict the implementation or hinder the full potential of hybrid education. Some key challenges are student engagement from the online students with the teacher as well as with other students, technological requirements, physical classroom set-up, education of the teachers, and time investment in re-structuring courses. In this article, we review the challenges of hybrid education, strategies to address these challenges focusing on implementation and effectiveness, as well as evaluating student feedback from students at Jönköping University that have been a part of hybrid education. 

  • 25.
    Adolfsson, Evelina
    Jönköping University.
    Framför ditt tal med energi!: En läromedelsgranskning av vad som anses känneteckna god icke-verbal kommunikation vid muntliga framföranden2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Previous studies show that students are often expected to speak in front of a group, but they receive little guidance on how they should proceed. The aim of this essay is to contribute to the area by a critical examination of the advice and exercises that appear in six textbooks for the Swedish subject in upper secondary school. The study focuses solely on body language and voice ("actio") in oral presentations. 

         Through a qualitative text analysis, the study examines what is considered to characterize a good actio according to the textbooks and how students are expected to acquire these abilities. The essay also sheds light on how the content of textbooks can be understood in relation to the theory ”actiokapitalet” (Gelang, 2008). The result show that contact with the audience through gaze, variation in the use of voice and a lack of nervous expressions, is considered desirable. In the textbooks, students are often encouraged to develop actio through listening to feedback. Within actiokapitalet, a holistic perspective on actio is emphasized, as well as the fact that body language and the use of voice depend on the social context. The content of the books can both be considered compatible with, and deviating from, the theory. In the concluding discussion, I claim that ”actiokapitalet” contributes with an in-depth perspective on the textbooks and I call for further studies where the theory is tested in teaching.

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  • 26.
    Adolfsson, Linnéa
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Holgersson, Molly
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    "Det vi gör det gör ju barnen också": En kvalitativ intervjustudie med förskollärare om deras arbete med värdegrunden inom arbetslaget2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att få en uppfattning om hur medvetna förskollärare är om deras eget arbete med värdegrunden inom arbetslaget och om de ser en inverkan på barngruppen. Följande frågeställningar behandlas i studien: Hur beskriver förskollärarna samsynen på värdegrundsarbetet i arbetslaget? Samt hur beskriver förskollärarna att arbetslagets värdegrundsarbete återspeglar sig i barngruppen?  

    Studien har utgått från det sociokulturella perspektivet och genomfördes med kvalitativa intervjuer tillsammans med sex yrkesverksamma förskollärare. Empirin har analyserats med tematisk analys utifrån följande tre teman: värdegrund och samsyn, värdegrund i arbetslaget samt återspegling i barngruppen.

    Resultatet visar att genom diskussioner och revideringar bildar förskollärarna en medvetenhet om deras arbete med samsynen och värdegrunden. Likaså den inverkan arbetslaget kan ha på barngruppen som gestaltas när barnen imiterar förskollärarnas handlingar och beteenden. Resultatet visar även att förskollärarna har svårigheter med att förklara deras eget arbete med värdegrundsfrågorna inom arbetslaget.

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  • 27.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Klang, Nina
    School of Education, Culture and Communication, Mälardalen university.
    Maxwell, Gregor
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Ståhl, Ylva
    Jönköping University, School of Health Science, HHJ. CHILD.
    Ullenhag, Anna
    Karolinska Institutet.
    Participation as the Focus of Intervention:  Cultural Diversity and Universal Characteristics2011In: / [ed] Michael Guralnick, 2011Conference paper (Other academic)
    Abstract [en]

    Participation as a construct can be applied on all ecological levels from participation for individual children in their everyday life to participation for all as a societal goal. It is defined in the ICF-CY as involvement in a life situation. Participation is occurring at the nodal point between children and their environments. Contexts vary with socio-economical standards, culture and geographical characteristics and thus also the expressions of participation. This presentation will discuss cultural diversity in children’s participation in relation to the universal characteristics of participation defined as “being there” and participation defined as “degree of engagement while being there”. The utility of the ICF-CY as a tool to analyze universal characteristics and cultural diversity in conditions for, and actual experiences of, participation are examined in findings from five studies: 1) Maxwell et al. have analyzed national, regional and local educational policy documents in Scotland and Sweden regarding children in need of special support  in relation to conditions for participation and participation; 2) Ståhl et al. have linked and compared ICF-CY codes to information regarding children’s health in Child Health Care and School Health Care and analyzed whether biomedical or participation information is the focus of the information; 3) Adolfsson et al. have collected and compared data from respondents in Sweden, the USA, and Portugal concerning what professionals consider to be important everyday situations for child participation; 4) Klang et al. has studied domains of participation and environment related to child and caregiver interaction in a Russian context to identify factors related to participation; and 5) Ullenhag et al. have studied participation in  leisure activities and  leisure activity preferences  of Swedish children and compared with data from the Netherlands and Canada using the same questionnaire.

  • 28.
    Afrem, Maggie
    Jönköping University, School of Education and Communication.
    Transspråkande i undervisningen: En kvalitativ studie om hur svensklärare beskriver att transspråkande implementeras i det flerspråkiga klassrummet2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In today´s schools more pupils are multilingual. The multilingual pupils carry the language with them as a resource in the teaching and thus tend to develop a deeper and broader knowledge in second language learning. The purpose of the study is to increase knowledge about how teachers describe that translanguaging is implemented in the Swedish subject and how it affects the second language development of the multilingual pupils.The following questions have been answered to fulfill the purpose of the study:

    • In what ways do teachers describe that pupils’ first language affects second language development?

    • In what ways do teachers use pupils’ first language to work on language development?

    • What results do teachers think they can achieve by working translingual?

    A qualitative semi-structured interview study has been conducted with a total of five elementary school teachers with a focus on grades 4-6. All teachers teach the Swedish subject and work in a multilingual school, which includes experience of working with multilingual pupils. The study is based on the sociocultural perspective.The results that emerged in the survey show that all teachers have varied perceptions about translanguaging as a way of teaching. It is visible that translanguaging is implemented in different degrees and in varied ways in the classrooms. The results indicate that the teachers have different amounts of experience and they believe that there are other ways of working to develop the second language. Some of the teachers believe that multilingual pupils’ second language development is promoted through, among other things, interaction with others and digital tools as aids.

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  • 29.
    Agevall, Lena
    et al.
    Linnaeus University.
    Broberg, Pernilla
    Högskolan Kristianstad, Forskningsmiljön Auditing, Organisation and Society (AOS).
    Umans, Timurs
    Högskolan Kristianstad, Avdelningen för Ekonomi.
    The new generation of auditors meeting praxis: dual learning's role in audit students' professional development2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 2, p. 307-324Article in journal (Refereed)
    Abstract [en]

    This paper explores whether and in what way “dual learning” can develop understanding of the relationship between structure/judgement and explores audit student’s perceptions of the audit profession. Work Integrated Learning (WIL) module, serving as a tool of enabling dual learning, represents the context for this exploration. The study is based on a focus group and individual interviews conducted with students performing their WIL. Our data and its analysis indicates that when in a WIL context, students develop awareness of the use of standards and checklists on the one hand and the importance of discretional judgement on the other. Based on these results, we theorise as to how dual learning manifests itself in students’ experiences and understanding of the relationship between structure and judgement.

  • 30.
    Agnell, Julia
    et al.
    Jönköping University, School of Education and Communication.
    Shabo, Martina
    Jönköping University, School of Education and Communication.
    Motivation, motstånd och möjligheter inom tidig skrivutveckling: En litteraturstudie om hur skrivutvecklingen för elever i allmänna skrivsvårigheter kan främjas genom fonologisk medvetenhet och strukturerad skrivundervisning2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Litteraturstudien undersöker hur allmänna skrivsvårigheter relaterar till utvecklingen av fonologisk medvetenhet hos elever i grundskolans yngre åldrar. Litteraturstudien lyfter fram hur lärare kan strukturera sin undervisning för att främja den tidiga skrivutvecklingen. Genom bearbetning av forskningsartiklar inom området skapades en översikt som utgjorde en grund för en sammanställning av forskningsresultatet. Forskningen visar att elever i skrivsvårigheter behöver möta en välstrukturerad undervisning med fokus på att utveckla deras fonologiska medvetenhet. Läraren behöver en god förståelse för hur elevernas skrivförmåga utvecklas för att tidigt kunna stötta de elever som möter hinder. Lärarens inställning visar sig även ha en stor inverkan på elevernas motivation för att skriva. En elev som är motiverad i sitt skrivande tenderar att fortsätta utmana sig själv även vid motgångar. Utifrån de analyserade forskningsartiklarna konstateras att skrivande behöver få en mer central roll i den tidiga undervisningen, trots att läsning och skrivande samspelar.

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    Agnell & Shabo (2023)
  • 31.
    Ahl, Astrid
    et al.
    Umeå Universitet.
    Hill, Anders
    Göteborgs Universitet.
    Malmgren, Lise-lott
    Malmö Högskola.
    Nilhollm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Wingård, Britta
    Specialpedagogik inom lärarutbildningen: En kartläggning utifrån kursplanerna inom de svenska lärarutbildningarna2006Report (Other (popular science, discussion, etc.))
  • 32.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Introduction: Nordic perspectives on human resource management2019In: Human resource management: A Nordic perspective / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, London, UK: Routledge, 2019, p. 1-13Chapter in book (Other academic)
    Abstract [en]

    The Nordic countries consistently rank in top positions of the best places to live and work in the world. They have resilient economies, a well-educated workforce, high labour market participation, job security, and encompassing welfare systems and are facilitated by an institutional context characterised by trust and transparency. Nordic HR practices are embedded in a tradition of workplace democracy, flat organisations, low power distance, open and informal communication, codetermination, and close cooperation between management and labour unions. But the Nordic countries are also embedded in the global economy. This book offers insights into how Nordic HRM responds to global challenges, such as demographic changes, migration, or skills shortages that necessitate inclusionary HR strategies focussed on workforce development.

  • 33.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    La teoría de la motivación como el poder disfrazado2010In: Foucault y el aprendizaje permanente. Gobernando el sujeto / [ed] A. Fejes & K. Nicoll, Xàtiva: Ediciones del CREC , 2010, p. 231-248Chapter in book (Other academic)
  • 34.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Motivation and adult education: a problem solver or a euphemism for direction and control?2005In: Paper presented at the Nordic Conference on Adult Education, Turku, Finland, 2005Conference paper (Refereed)
  • 35.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Motivation in adult education: A problem solver or a euphemism for direction and control?2006In: Paper (2nd edition) presented at workshop on Fouculdian perspectives on adult education. Nyköping, Sweden, 2006Conference paper (Other academic)
  • 36.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Motivation in adult education: A problem solver or a euphemism for direction and control?2006In: Paper (3rd edition) presented at the Nordic Education Research Association, Örebro, Sweden, 2006Conference paper (Other academic)
  • 37.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Motivation in adult education: A problem solver or a euphemism for direction and control?2006In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 25, no 4, p. 385-405Article in journal (Refereed)
    Abstract [en]

    Adults' motivation to participate in continued education is of immediate interest, as lifelong learning is now considered as the solution to the pressing problems of increased levels of unemployment, not least among unskilled workers. Many theories concerning motivation and adult education maintain that individuals are innately motivated to learn, and conclude that motivation problems result from various dispositional, situational and structural impediments. If such barriers are removed, adults will be naturally motivated to educate themselves. This article argues against these theories and maintains that motivation should not be regarded as something residing within the individual. It is rather a construct of those who see it lacking in others. A critical reading of the literature shows how motivation theory stigmatizes people held ‘unmotivated’ in that the theories ascribe motivation problems to the individual, while assuming the basis upon which the problem is formulated for granted, and making those who formulate the problem invisible. Instead of a problem solver, motivation becomes a euphemism for direction and control. This article suggests that motivation should be seen as a relational concept, rather than as residing within the individual. Adults' motivation, or lack of this, is best understood in relation to those who formulate the problem. Instead of asking what motivates adults to study, research should focus on who states that this is a problem, and why, and the reasons for this conclusion. This approach makes the operations of power visible, and demonstrates how the discourse of lifelong learning, as a necessary political response to economic and technological determinism, constructs adults as inadequate.

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    Accepted Manuscript
  • 38.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Motivation och vuxnas lärande: en kunskapsöversikt och problematisering2004Book (Other academic)
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  • 39.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The construction of the adult learner in motivation theory2007In: Adult education - liberty, fraternity equality?: Nordic views on lifelong learning, Turku: Finnish Educational Research Association , 2007, p. 139-160Chapter in book (Other (popular science, discussion, etc.))
  • 40.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The equality work that needs to be done2019In: Human resource management: A Nordic perspective / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, London, UK: Routledge, 2019, p. 105-118Chapter in book (Refereed)
    Abstract [en]

    Gender inequality continues to exist in many organisations, which leads to dysfunctional workplaces and an underexploitation of existing competence. The chapter discusses the most common failures in enforcing gender equality and explains terms such as glass ceiling and vertical-, horizontal-, and internal gender segregation. The chapter examines and deconstructs the most common arguments that are present in the debate on gender equality and ends with an argument for justice, but with a new twist: people who feel that they have been treated unjustly also take up an adversarial stance towards the organisation, irrespective of their gender. Justice is thus a matter of proper resource utilisation.

  • 41.
    Ahl, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Bergmo-Prvulovic, IngelaJönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.Kilhammar, KarinJönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Linnaeus University, Sweden.
    Human resource management: A Nordic perspective2019Collection (editor) (Refereed)
  • 42.
    Ahl, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    A theory of conditional social equality in learning groups2022Conference paper (Refereed)
    Abstract [en]

    This paper is inspired by an observation that challenges the theory of cumulative advantage/disadvantage (CAD). CAD says that not only are we born with unequal conditions, inequalities in any given characteristic, such as money, health, or status increase over time (Dannefer, 2003:327). People with educated parents tend to become well educated, and vice versa, and people with a higher level of education tend to engage in adult learning throughout their lives, while those with only compulsory school do not, which in turn effects their health, well-being and quality of life negatively. CAD is a somewhat deterministic theory, inviting ideas of what could be done to counteract such processes.

    Observations to this effect were made in studies of Men’s Sheds. Men’s sheds are community-based workshops offering men beyond paid work “somewhere to go, something to do and someone to talk to” (Golding 2015). Starting in Australia in the 1990s, it is a growing social movement with over 2000 Sheds worldwide (http://mensshed.org). The target group is largely retired working-class men; a group disadvantaged in terms of education, health, income and social status. However, Sheds attract men from all walks of life; also some well-educated and professional men.

    The Sheds have been found to benefit older men’s learning, health, well-being, and social integration. Traditional class divisions were erased, and participants were able to relinquish stereotypical “macho” male identities in favour of softer, caring identities (Cavanagh, Southcombe, & Bartram, 2014; Golding, Foley, & Brown, 2007; Golding, 2015; Haesler, 2015; Morgan, Hayes, Williamson, & Ford, 2007).

    The keys to their success are:(i) Sheds offer men practical, gender-stereotypical activities,(ii) they are self-organized, so service providers are kept at arm’s length, and(iii) women are not present (Ahl, Hedegaard, & Golding, 2017).

    A somewhat counter-intuitive conclusion is that when older men get to do gender stereotypical activities in gender segregated groups, they are able to relinquish class divisions and gender stereotypes. The research question is therefore: does learning in homogeneous groups challenge patterns of inequality, and if so, what patterns and how?

    Based on participant observations and interviews with “shedders” in three countries we found support for the afore-mentioned observations. Working class men possessed the necessary practical skills to became the teachers of other men – their competence was valued, which erased class divisions. When no women were around to fuss with their health concerns, or with tasks such as cooking, they started to do this for themselves and their mates. However, we also noted that heterosexuality was taken for granted and received conceptions of ethnicity/race were reinforced. Homosexuals and immigrants (or people of the native population) were not acknowledged – they became the new “others” of the group. A new-formed fellowship required an outgroup for its definition. Our conclusion is that learning in homogeneous groups allows the erasure of some inequalities, but reproduces others, and the former appears conditional on the latter. We use these observations to formulate a theory of conditional social equality (CSE) which may provide a partial antidote to cumulative disadvantage.

  • 43.
    Ahl, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Grupphomogenitet som ett sätt att utmana ojämlikhet bland äldre män2022In: Äldres lärande: utblickar och insikter / [ed] C. Bjursell & M. Malec Rawiński, Stockholm: Natur och kultur, 2022, p. 231-249Chapter in book (Other academic)
  • 44.
    Ahl, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Golding, Barry
    Federation University, Australia.
    How the idea of a Men’s Shed travels to Scandinavia2017In: Getting of wisdom – Learning in later life: International Exchange and Conferences, 2017Conference paper (Refereed)
    Abstract [en]

    Australia has around 1,000 Men’s Sheds – informal community-based workshops offering men beyond paid work somewhere to go, something to do and someone to talk to. They have proven to be of great benefit for older men’s learning, health and wellbeing, social integration, and for developing a positive male identity focusing on community responsibility and care. A Men’s Shed is typically self-organized and ‘bottom-up’, which is also a key success factor, since it provides participants with a sense of ownership and empowerment. Men’s Sheds are now spreading rapidly internationally, but the uptake of the idea varies with the local and national context, and so too may the consequences. Our paper describes how the Men’s Shed travelled to Denmark, a country with considerably more ‘social engineering’ than in Australia, where Sheds were opened in 2015, via a ‘top-down’ initiative sponsored by the Danish Ministry of Health. Using data from the study of the web pages of the Danish ‘Shed’ organizations, from interviews with the central organizer, and from visits and interviews with participants and local organizers at two Danish Men’s sheds, we describe how the idea of the Men’s Shed on the Australian model was interpreted and translated at central and local levels. Preliminary data indicate that similar positive benefits as in Australia may result, provided that local ownership is emphasized.

  • 45.
    Ahl, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Golding, Barry
    Federation University, Australia.
    The Nordic translation of “Men’s Shed”, a gendered model for adult learning2017Conference paper (Refereed)
    Abstract [en]

    Research topic/Aim:

    The purpose of this paper is to highlight empirical examples of habilitation effects of an adjusted education for young adults with high-functioning autism. Our paper draws upon findings from a project researched - an IT education called the IT-track  - which is an example of an initiative that has had the intention to help to break the isolation and exclusion in favor of inclusion. The IT-track started in January 2012 and is founded by The European Social Fund (ESF), Region Jönköping, Höglandet’s Coordinating Association and Eksjö Municipality. It targets young people diagnosed with high-functioning autism between 19-30 years old. The IT-track offers upper secondary and university courses in programming, CAD and computer systems, as well as internship experience.

    Theoretical/Methodological framework

    • Supported education
    • Supported employment
    • Sense of coherence

    The study is inspired by ethnographic methodology (Hammersley & Atkinson, 2007), where researchers reside within the environments and situations they want to learn about. Data was collected by way of participant observations, natural conversations, research interviews with students and one focus group interview with the staff (van Manen, 1990). The different data collection methods complemented each other and, taken together, provide a rich description of the students’ experiences of the IT-track.

    Expected findings:

    The context of the present study is focused on (i) the students’ experiences of the IT-track, (ii) the students’ previous school experiences, and (iii) how they relate to their future. The findings involve:

    • Identified adjustments at the IT-track
    • To get structure in everyday life
    • To function better socially with others 
    • Extended horizons of possibility
    • Employment and internship

    Relevance for Nordic adult education and learning research:

    The findings have relevance for Nordic adult education and learning research due to a prior lack of research into Asperger syndrome and education of younger adults. This paper highlights the need for a better understanding of how environments can be adapted in order to be supportive and contributing to learning and habilitation.

  • 46.
    Ahlgren, Jennie
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    En didaktisk analys av universitetskursen "Etik och det moderna samhället"2013In: Högskolepedagogisk reflektion och praktik: Proceedings från Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens / [ed] Mauriz, A.; Mårtensson, K., Lunds universitet , 2013Chapter in book (Other academic)
  • 47. Ahlin, Maria
    et al.
    Jansson, Evelina
    Förskolans inomhusmiljö - en plats för fysisk aktivitet?: En kvalitativ studie om möjligheterna kring fysisk aktivitet i förskolans inomhusmiljö.2021Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att undersöka hur förskollärare förhåller sig till fysisk aktivitet inomhus.De frågor som väglett studien är följande: Vilken syn har förskollärare på sitt ansvar gällandefysisk aktivitet i förskolans inomhusmiljö? Hur hanterar förskollärare barnens spontanafysiska aktivitet i förskolans inomhusmiljö? Hur planerar förskollärare för fysisk aktivitet iförskolans inomhusmiljö? Vilken syn har förskollärare på möjligheter i förskolansinomhusmiljö? Studien utgår ifrån en kvalitativ metod där semistrukturerade intervjuergenomförts. Studien använder sig av innehållsanalys som metod där skillnader och likheterurskiljs. Genom induktiv analys har det transkriberade materialet sorterats genom kodningtill teman. Studiens resultat visar att förskollärarna anser att deras ansvar gällande fysiskaktivitet i inomhusmiljön är viktigt och att förskollärarna har flera strategier för att bemötabarnens spontana fysiska aktivitet. Resultatet visar även att det finns faktorer som påverkarplaneringen av den fysiska aktiviteten inomhus men att förskollärarna beskriver flerapositiva faktorer med att utföra fysisk aktivitet inomhus. 

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  • 48.
    Ahlnér, Matilda
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    "Vi tar in hela världen i klassrummet": En studie om hur lärare beskriver att de arbetar för att ta vara på flerspråkiga elevers språkliga och kulturella erfarenheter i undervisningen2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to the Swedish curriculum the teaching in school must proceed from the pupils’ earlier experiences, language and knowledge (Skolverket, 2016b). The aim with this study is to examine how teachers in grade 1-3 work to make use of multilingual pupils’ linguistic and cultural experiences in a classroom where several languages and cultures are represented. In fulfilling the aim of this study, following questions where given: How do teachers describe that they are working to give the pupils’ linguistic and cultural experiences space in their teaching and in the physical classroom environment?  Which approach is expressed about how much space the pupils’ linguistic and cultural experiences should be offered in the teaching?

    This study is a qualitative study where four teachers have been interviewed, classroom environments have been photographed and educational planning has been reviewed. The material has been analysed by an intercultural and post-structural perspective. The result shows that to gain knowledge about the pupils’ earlier experiences teachers must build relationships with the pupils, which often happens outside the classroom environment. Digital tools and mother tongue tutors are important in the work in making use of the pupils´ different languages in the classroom. The teachers in the study see multilingual and multiculturalism as a resource and they mean that several cultures and languages in a class enrich the teaching. Lastly the result shows that the teachers experience difficulties when it comes to making use of pupils’ earlier experiences in mathematics

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  • 49. Ahlnér, Matilda
    et al.
    Båge, Elin
    "Visst kan vi hjälpas åt?": Samverkans betydelse för nyanlända elevers språkutveckling2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bristande organisation kring nyanlända elever kan skapa oro hos verksamma lärare, som ställer sig frågande till hur undervisning ska organiseras när språket blir ett hinder. Denna litteraturstudie behandlar nyanlända elevers språkutveckling i relation till vetenskapliga teorier om lärande och det faktum att organisationen kring nyanlända elever varierar. Studien beskriver hur utvecklingsekologisk systemteori, sociokulturellt perspektiv och poststrukturellt perspektiv kan sammanföras för att förklara samverkan mellan aktörer som är en del av elevens sammanhang. Syftet är att undersöka forskning som rör samverkan kring nyanlända elever, en samverkan som kan skapa förutsättningar för eleverna att utveckla sitt första- och andraspråk. Studiens vetenskapliga material har samlats in via internetbaserade söktjänster och därefter bearbetats, kategoriserats och analyserats. Urvalet består av rapporter, en avhandling, en masteruppsats, tidskriftsartiklar och kapitel ur antologier. Resultatet visar att det saknas riktlinjer för hur bemötandet ska organiseras och att organisationen kring nyanlända elever varierar. Det framkommer också att en samplanering mellan lärarprofessioner och samarbete med föräldrar bidrar till goda resultat i det språkutvecklande arbetet men det är svårt att organisera. Studiens slutsats är att: Om det finns en fungerande organisation underlättar det samverkan mellan aktörerna vilket i sin tur kan bidra till att de utvecklar interkulturell kompetens. Detta påverkar elevers språkutveckling och skapar förutsättningar för en mer likvärdig utbildning. 

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  • 50.
    Ahlström, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Bergdahl, Margareta
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Jagborn, Camilla
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    "Det borde vara skolans hjärta": En kvalitativ studie av lärares syn på skolbibliotekets roll i den pedagogiska verksamheten2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Syftet med vår studie är att undersöka lärares syn på skolbiblioteket och dess funktion samt om samverkan mellan lärare och skolbibliotekarie sker. Vi vill även undersöka om man kan se något samband mellan de ämnen läraren undervisar i och hur de använder skolbiblioteket.

    Våra frågeställningar är följande:

    • Hur ser lärare på skolbibliotekets roll i den pedagogiska verksamheten?

    • Samverkar lärare och skolbibliotekarier?

    • Kan man se något samband mellan de ämnen läraren undervisar i och hur de använder skolbiblioteket?

    För att få svar på våra frågor har vi utfört en enkätundersökning med öppna frågor på två skolor med lärare som undervisar i år 2–6. Vi lämnade ut 50 enkäter varav 36 besvarades, detta gav en svarsfrekvens på 72 %.

    Resultatet visar att lärarna i vår studie generellt ser skolbiblioteket som en mycket viktig del i skolans verksamhet. Resultatet visar även att de som undervisar i svenska använder mycket skönlitteratur, de som undervisar i samhällsorienterade och naturorienterade ämnen använder mest facklitteratur. Skolbibliotekariens roll ses som viktig och betydelsefull, samarbetet med skolbibliotekarien påverkar synen av skolbiblioteket och är en avgörande faktor för hur det används.

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