Change search
Refine search result
1234567 1 - 50 of 361
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    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.

  • 2. Ahlgren, Jennie
    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)
  • 3.
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Handlingskompetens för hållbar utveckling: Tre berättelser om vägen dit2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the study at hand is to develop knowledge about the process of developing action competence for sustainable development. The overall research question explored is: How do young people experience that they have developed aspects of action competence forsustainable development?

    For the purposes of this study, action competence for sustainable development is defined as willingness and capability to act for changes in individual life style, as well as for structural changes of society, in a way that includes responsibility for present and future generations,globally.

    Life-world phenomenology provides the theoretical foundation of the study. Through purposive sampling, individuals have been found who, through different action strategies, engage in sustainability issues as for example climate change, bio-diversity and social justice. From a larger sample, three young adults have been selected for several life storyinterviews. Data has been analyzed and interpreted by use of narrative methodology.

    The result is presented as three stories, presented as thick descriptions, through whichthe winding paths towards aspects of action competence, as experienced, appear. This is followed by an integrative analysis presenting six themes that have emerged in theanalyses as relevant in the process of developing action competence for sustainable development: emotional reactions; perceived competence; contrasts and normative foundation;action permeation; trust and faith from adults and in adults; and social belonging in contrastto outsidership. Major motives and driving-forces for sustainability actions that emerge inthe stories are: emotional reactions initiating a desire for change and a desire to act; longingfor meaningfulness; a desire to feel comfortable with what you can contribute; and longing for belongingness. The findings are discussed in relationship to previous research and a modelof a possible way to develop aspects of action competence for sustainable development is introduced.

    This dissertation is part of a project supported by Formas, The Swedish Research Council for Environment, Agricultural Sciences and Spatial Planning.

  • 4.
    Almers, Ellen
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Wickenberg, Per
    Lunds universitet.
    Breaking and making norms - Young people’s stories of consumption actions for sustainable development2008In: Values and democracy in education for sustainable development: contributions from Swedish research / [ed] Johan Öhman, Malmö: Liber, 2008, p. 165-186Chapter in book (Other academic)
  • 5.
    Almroth, Sofia
    et al.
    Jönköping University, School of Education and Communication.
    Kangeryd, Ida
    Jönköping University, School of Education and Communication.
    Kan du läsa om du inte förstår vad du läser?: En studie kring hur lärare i årskurs ett till tre beskriver läsförståelse2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur sex lärare i årskurs ett till tre beskriver sitt arbete med läsförståelse samt betydelsen av att ha en god läsförståelse. En kvalitativ metod har använts i form av intervjuer med de sex lärarna, vilka alla är behöriga att undervisa i ämnet svenska. Datamaterialet har analyserats med utgångspunkt i ett fenomenologiskt perspektiv där vi utgått ifrån de två frågeställningarna:

    • Hur beskriver sex lärare i årskurs ett till tre att de arbetar med läsförståelse?

    • Hur beskriver de sex lärarna läsförståelsens betydelse för eleverna?

    Resultatet av studien visar att lärarna arbetar med läsförståelse i olika stor omfattning men alla understryker vikten av att läsa med förståelse och inte enbart med flyt. Lärarna anser att läsförståelse är essentiellt för att eleverna ska kunna fungera i dagens informationssamhälle, men även för deras vidare utbildning och yrkesval. Studien visar även vilka metoder och strategier lärarna använder i undervisningen för att stärka läsförståelsen, där LTG och Reciprok undervisning är två återkommande metoder.

  • 6.
    Alnervik, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS).
    Öhman, Charlotte
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Lidén, Eva
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Barn och vårdnadshavares minnen av deltagande i pedagogisk dokumentation2018In: Tidsskrift For Nordisk Barnehageforskning, ISSN 1890-9167, Vol. 17, no 8Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is to contribute with knowledge of pedagogical documentation with a particular focus on the importance of documentation from a democracy perspective. While there are many studies of pedagogical documentation, few studies explicit examine this practice from the perspective of children and guardians. Analyses, based on focus group data of children ́s and guardian ́s conversations from memories of the children ́s time spent in preschool in relation to educational documentation work, are presented. Pedagogical documentation practice is shown to contribute to the creation of a community of practice at the preschool, which in turn enabled democratic education.

  • 7.
    Alvandi, Nazanin
    Jönköping University, School of Education and Communication.
    Literary Theory in Upper Secondary School: Should It Be Used Before Higher Education?2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay examines the use of literary theory when teaching literature before higher education. The objective isto see how and if the integration of literary theory facilitates students’ engagement with and understanding of literature. The study is conducted with the qualitative method of interviews. Four teachers, certified for upper secondary school, were deemed appropriate to interview about their current use of literary theory, as well as their attitudes towards an increased use of literary theory. Besides the data collected through interviews, this study finds its theoretical foundation in the literary theories feminist, Marxist and postcolonial theory as well as in the Swedish curriculum for English at upper secondary level. Presently, the teachers do not use literary theory distinctly; however, they do consider the use of literary theory together with literature to be beneficial for the students’ understanding of literature and the world around them. Teachers stated that while some students only will grasp the idea of the theories, other students will be able to use and apply them. The curriculum supports the use of literary theory in the core values for students of upper secondary level.

  • 8.
    Andersson, Anna
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Assessment: A Continuous Process that Takes Place at the End?2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

         The hypothesis for this essay is: ”Teachers use assessment methods that are mainly summative and as a consequence student involvement in the assessment process is low, with too little focus on the goals of the education.” The primary aim is to investigate whether or not this hypothesis is true. To answer this, students were asked their opinions about assessment. Also, teachers were asked questions about assessment, to see if there is a correlation between students' and teachers' thoughts. The investigation was conducted through a questionnaire, which 46 students and three teachers answered. The students came from three different ninth grade classes.

         The results from the questionnaires indicate that mainly summative assessment methods are used since, for example, only 50% of the students know how they are being assessed. Also, when giving examples of assignments they get to do in class, most students gave answers that traditionally are connected with summative assessment. The results also show that student involvement in the assessment process is low, as 65% answered that they rarely or never get to self-assess, and they are only involved in planning subject areas sometimes. Also, a majority of 74% would like to have more personal conversations with their teacher about their development. However, most students feel that their teacher is clear about the goals and objectives of assignments.

         The conclusion reached in this essay is that the hypothesis was partly true. The teachers in this study use mainly summative assessment methods, and student involvement in the assessment process is low. On the other hand, teachers are good at explaining the educational goals. In a majority of the questions, students' and teachers' opinions about assessment coincide. However, the opinions differ greatly between the classes in all but two questions.

  • 9.
    Andersson, Ann-Kristine
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Begreppet likvärdig bedömning: En intervjustudie med sex verksamma lärare2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här studien syftar till att utveckla kunskap om hur lärare ser på begreppet likvärdig bedömning vilket är intressant eftersom bedömning och likvärdighet är ständigt aktuella ämnen i skoldebatten. Frågeställningarna rör sig om vad likvärdig bedömning innebär för lärare och vad som är betydelsefullt för den likvärdiga bedömningen. Den metod som används är kvalitativa intervjuer med sex yrkesverksamma lärare. Teoretiska utgångspunkter är sociokulturellt perspektiv (Vygotsky, 1987; Säljö, 2000; Gipps, 1999) med fokus på likvärdighet och alla elevers rätt till utveckling där bedömning är dynamiska kulturella processer som kan användas som verktyg för lärande (Eggen, 2010). I studiens resultat beskrivs hur lärare dels uttrycker att det är omöjligt att uppnå likvärdig bedömning och dels att likvärdig bedömning handlar om hur alla elever ska ges möjligheter till lärande och utveckling. 

    Slutsatser som dras är att likvärdig bedömning har olika betydelser beroende på de studerade lärarnas kunskapssyn. För att elever ska bli bedömda likvärdigt krävs att alla får lika möjligheter till lärande utifrån vad den enskilda individen har för behov och förutsättningar. Det i sin tur kräver hög kompetens hos läraren som måste skapa en undervisning som ständigt anpassas till alla elevers behov och förutsättningar. Diskussion förs utifrån frågeställningarna och de teoretiska utgångspunkterna där begreppet likvärdig bedömning belyses ur sociala, kulturella, ekonomiska och politiska aspekter. 

  • 10.
    Andersson, Emma
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Warenmo, Jessica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    ”Är det här också omsorg?”: En minietnografisk studie som undersöker omsorgspraktiken på en 3-5 årsavdelning2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att utforska en förskolas omsorgspraktik på djupet. Det är en minietnografisk studie som fokuserar på förskollärarnas praktiska arbete med omsorg på en 3-5 årsavdelning, samt förskollärarnas beskrivningar av sina tankar kring omsorgen och deras omsorgsarbete. De omsorgsförklaringar och teorier som framgår i bakgrundskapitlet har vi använt oss utav när vi analyserat materialet genom att återkoppla resultatet till dessa förklaringar och teorier.

    Genom återkommande deltagande observationer samt enskilda och semistrukturerade intervjuer med förskollärarna har vi fått fram vårt datamaterial. Vi använde oss sedan av tematisk analys och fick fram följande tre teman: ”omvårdnad”, ”att hjälpa barn med lek och lekkompisar” och ”att bygga tillitsfulla relationer”. Omvårdnaden i sig anses vara självklar men resultatet belyser vikten av att tänka på hur vi praktiserar omvårdnaden. ”Att hjälpa barn med lek och lekkompisar” och ”att bygga tillitsfulla relationer” är inte lika självklara men än dock visar resultatet att det är en stor del i omsorgsarbetet. I likhet med den tidigare forskningen som beskrivs i bakgrundskapitlet visar datamaterialet även på att omsorgsbegreppet är komplext och lite svårfångat. Omsorgen har en självklar plats på förskolan vi studerat men mycket av förskollärarnas fokus förväntas ligga på lärande och utveckling.

  • 11.
    Andrae, Ester
    Jönköping University, School of Education and Communication.
    Relationen mellan kartläggning och undervisning: Lärares uppfattningar om kartläggningen Hitta språkets påverkan på undervisning i fonologisk medvetenhet2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study was to explore primary school teachers´ conceptions regarding the mapping material Hitta språket’s influence on phonological awareness instruction in Swedish language education. Therefor it was examined what obstacles and opportunities teachers consider this mapping material to have in practice. The study is a phenomenographically inspired interview study taking a sociocultural perspective, where four primary school teachers’ conception linked with the material were analysed. The findings show that all teachers perceived that the mapping material affected the education in phonological awareness. Nonetheless, the effect on content was smaller than that on structure and time. All four teachers perceived various opportunities for education mainly regarding adaptability, structure and opportunities for special efforts. The largest obstacles perceived were that the mapping material was time consuming and the timing somewhat awkward regarding the implementation of certain subject content.

  • 12.
    Aronius, Felicia
    Jönköping University, School of Education and Communication.
    Läsmotivation och läsförståelse hos elever i årskurs 1: En studie om elevers lässituation i hemmet och i skolan2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to examine whether reading motivation affects reading comprehension for a selected group of students in grade 1, as well as what their reading situation looks like. The material has been collected through interviews and has been supplemented with a reading comprehension test and a survey. The material has been analysed on the basis of the subjective theories. Respondents consisted of eleven students and their guardians, as well as two class teachers.

     

    It is possible to see from the results that automated reading has some influence on reading comprehension. However, automated reading does not mean that the learner has reading comprehension. The results show that reading motivation can affect reading comprehension, as the majority of students with good reading comprehension have a positive reading motivation. Through the reading comprehension test it is possible to see which part of the linguistic awareness students have difficulties with. Through the results it is possible to read that the model Reading = Decoding x Understanding x Motivation (Taube, 2007) is correct to some extent.

     

    The conclusions that can be drawn from the results show that the entire students' reading situation is important for a good reading development. Both homes and schools need to create an interest in books and reading and give the students a lot of time that they can devote to reading because the development of good reading capacity takes a long time. 

  • 13.
    Askerlund, Per
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Hur fungerar ekosystemtjänster som verktyg för hållbarhetsarbete på förskolor?2018Conference paper (Refereed)
  • 14.
    Askew, Mike
    et al.
    Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.
    Venkat, Hamsa
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research. Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.
    Abdulhamid, Lawan
    Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.
    Mathews, Corin
    Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.
    Morrison, Samantha
    Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.
    Ramdhany, Viren
    University of Johannesburg, South Africa.
    Tshesane, Herman
    Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.
    Teaching for structure and generality: Assessing changes in teachers mediating primary mathematics2019In: Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7-12 July 2019: Volume 2, Research reports (A-K) / [ed] M. Graven, H. Venkat, A. A. Essien & P. Vale, Pretoria, South Africa: PME , 2019, p. 41-48Conference paper (Refereed)
    Abstract [en]

    From a sociocultural perspective that a teacher’s use of mediational means is central to student learning, this paper presents an analysis of six teachers and their mediating, across a two-three year time gap. Drawing on the Mediating Primary Mathematics framework – developed to examine the type and quality of mediational means – we propose two composite assessments of quality of mediation – extent and depth – that indicate the extent to which teaching addresses mathematical structure and generality. The findings reveal a range of differences in these two assessments for each of the six teachers, but that all six teachers were more coherent in their use of mediational means in the later lesson than in the earlier one. These findings have implications for other schooling systems and researchers seeking to improve the quality of mathematics instruction.

  • 15.
    Askew, Mike
    et al.
    School of Education, University of the Witwatersrand, Johannesburg, South Africa.
    Venkat, Hamsa
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research. School of Education, University of the Witwatersrand, Johannesburg, South Africa.
    Mathews, Corin
    School of Education, University of the Witwatersrand, Johannesburg, South Africa.
    Ramsingh, Valerie
    School of Education, University of the Witwatersrand, Johannesburg, South Africa.
    Takane, Thulelah
    School of Education, University of the Witwatersrand, Johannesburg, South Africa.
    Roberts, Nicky
    Centre for Education Practice Research, University of Johannesburg, Johannesburg, South Africa.
    Multiplicative reasoning: An intervention’s impact on foundation phase learners’ understanding2019In: South African Journal of Childhood Education, ISSN 2223-7674, E-ISSN 2223-7682, Vol. 9, no 1, article id a622Article in journal (Refereed)
    Abstract [en]

    Background: Given the context of low attainment in primary mathematics in South Africa, improving learners’ understanding of multiplicative reasoning is important as it underpins much of later mathematics.

    Aim: Within a broader research programme aiming to improve Foundation Phase (Grades 1–3, 7–9-year-olds) learners’ mathematical performance, the aim of the particular research reported on here was to improve learners’ understanding of and attainment in multiplicative reasoning when solving context-based problems.

    Setting: The research was conducted in a suburban school serving a predominantly historically disadvantaged learner population, and involved teachers and learners from three classes in each of Grades 1–3.

    Methods: A 4-week intervention piloted the use of context-based problems and array images to encourage learners to model (through pictures and diagrams) the problem situations, with the models produced used both to support problem solving and to support understanding of the multiplicative structures of the contexts.

    Results: Cleaning the data to include those learners participating at all three data points – pre-, post-and delayed post-test – provided findings based on 233 matched learners. These findings show that, on average, Grade 1 learners had a mean score average increase of 22 percentage points between the pre-test and the delayed post-test, with Grades 2 and 3 having mean increases of 10 and 9 percentage points, respectively.

    Conclusion: The findings of this study demonstrate that young learners can be helped to better understand and improve their attainment in multiplicative reasoning, and suggest the usefulness of trialling the intervention model more broadly across schools. 

  • 16.
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics. Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Swedish Second Language for Immigrant Students: Slow Lane or Fast Track Forward?2014Conference paper (Refereed)
    Abstract [en]

    The paper reports on teacher and pupil interviews from a case study of a primary school in a highly diverse Swedish urban neighbourhood. It discusses some of the consequences of dividing the school subject Swedish into two separate syllabi (Swedish and Swedish as a Second Language, respectively), both with respect to inclusion and language development opportunities. Implications for teacher training programmes are considered.

    The study examines how primary school teachers teaching Swedish as a Second Language (SSL) and/or Swedish differentiate between these subjects. It looks at how they express their understanding of differences or similarities between aims, methods and teaching approaches, with respect to the needs of their pupils. Tensions and paradoxes are considered, between the ambition to provide equally valid instruction to all pupils, on the one hand, and the segregating mechanisms of distinct subject tracks, on the other. The discussion is placed in the wider theoretical framework of inclusive education (Persson, 2012), and intercultural school development (Lahdenperä, 1998, 2008), as well as drawing on research on Swedish language teaching for immigrants (Fridlund, 2011; Torpsten, 2008; Stroud, 2004).

    In a European perspective, improving education provisions for students with a migrant background is a central concern, aiming to support integration and ensure social cohesion (OECD, 2010; Sirius Literature Review). Migrants are far from being a homogenous group, however. Immigrant communities comprise second or third generation immigrants as well as newly arrived families and refugees, with a very wide range of socio-economic backgrounds and educational needs.

    Several European studies stress that language support is a strategic aspect which impacts migrants’ access to education and the effects of language proficiency on school performance are often underlined. Sweden has been mentioned as a positive example with respect to language support, for providing SSL classes (Sirius Literature Review). Other language-oriented support measures in Sweden include mother tongue instruction and study guidance in the mother tongue (OECD, 2009; Bunar, 2010).

    SSL is taught to newly arrived immigrant students, but also offered as a school subject in mainstream school. The intention of placing newly arrived students in mainstream classes at a relatively early stage is to allow them to benefit from contact with native speakers of Swedish. At same time it is thought that Swedish classes adapted for second language learners will better support their language development.

    In practice, there are numerous problems connected to SSL teaching in mainstream classes (Fridlund, 2011; Skolverket, 2008; Torpsten, 2008). Parents and students are reluctant to choose this option, since it is perceived to provide inferior teaching and is felt to not be equally valuable as a qualification. Officially, the two subjects are supposed to be equivalent, and there are only minimal differences the learning objectives and assessment criteria for exams.

    Not just new arrivals, but all students with some form of migrant background and/or all ’multilingual’ students (speaking other home languages besides Swedish) are categorised as non-native speakers of Swedish. Consequently, such students are often directed to SSL. The final decision of whether a student takes Swedish or SSL rests with the school, not the parents.

    Since December 2013, year 1-6 teachers teachers are required to have at least some qualification in Swedish or Swedish as a Second Language in order to teach SSL (www.andrasprak.su.se). Nevertheless, these requirements are minimal (half a term’s training for years 1-3 and one term for years 3-6) and hardly provide an adequate base, considering the challenges involved.

    Methodology, Methods, Research Instruments or Sources UsedThe study is part of a larger case study of a primary school in a highly diverse urban neighbourhood, examining conditions for intercultural organisational development (Lahdenperä, 2008). Case methodology (Stake, 1995) is used. At this school, there were too few pupils taking the subject Swedish to organise separate classes, so the two subjects Swedish and SSL were taught in mixed classes. Interviews were conducted with six randomly selected teachers (teaching years 2, 4 and 6), teaching Swedish as a Second Language and/or Swedish. The interviews were analysed with respect to how differences and similarities between the two school subjects were described by the teachers. Additionally, attention was paid to how they explained the different or similar teaching approaches that they adopted, and how they related this to their perceptions of pupils’ needs (cf. Lahdenperä, 1998). The term migrant background is in certain European contexts used  for foreign-born students only. In Sweden, the definition used for statistical purposes since 2002 also covers cases where both parents were born abroad. In daily usage, however, the term covers any migrant origin several generations back. The term multilingual (flerspråkig) is also used in Sweden to refer to immigrant communities in a wide sense. Such categorisations have consequences for language support measures and for which track of Swedish pupils are directed towards (Bunar, 2010; Stroud, 2004). Particular attention was therefore paid in the analysis to how categorising terms were used by the teachers. Attention was also devoted to teachers' conceptions of language (marker of identity or skill), and which specific linguistic features and/or competencies the teachers considered to be relevant in the school context. Conclusions, Expected Outcomes or FindingsPreliminary findings suggest interviewed teachers were unsure of the purpose of distinguishing between the subjects Swedish and Swedish as a Second Language, which teaching approaches would be suitable, and which criteria should be applied to direct pupils towards one subject or the other. Several of the underlying contradictions in policy aims and the syllabus for the two subjects could be noticed in the teachers’ descriptions. Contradictions were particularly apparent in how some pupils born in Sweden were categorised as native speakers of Swedish, while others were not. The teachers generally expressed simplified ideas about needs of second language learners. For pupils who were categorised as SSL learners, focus in teaching was placed on on word comprehension, not on higher skills. Pupils categorised as native speakers were perceived to be in need of more challenging approaches, with support of written syntax and structure of texts, enriching variety in expression. The low level of the majority of pupils was felt to be problematic for the stronger pupils, since it was difficult to find time for more interesting activities. Perceptions of pupils’ linguistic proficiency tended to be based on characteristics such as pronunciation (cf. Boyd, 2003; Stroud, 2004), and knowledge of Swedish traditional childrens’ culture. If Swedish language support measures are to be used as a model for other European countries’ efforts, sufficient attention needs to be devoted to the potentially segregating and stigmatising effects of targeted support measures. Adequate teacher training is critical. Conflating different kinds of language skills into an overall notion of language proficiency does not give teachers sufficient guidance for  language development efforts. Similarly, the theoretical conceptualisation of learning processes as divided into mutally exclusive categories applicable for L1 and L2 learners does not appear to help teachers find effective teaching strategies for these highly diverse groups of students.   References

    Boyd, S. (2003). Foreign-born Teachers in the Multilingual Classroom in Sweden: The Role of Attitudes to Foreign Accent. In A. Creese and P. Martin (eds.), Multilingual Classroom Ecologies: Inter-relationships, Interactions and Ideologies, pp 123-135. Clevedon: Multilingual Matters.

    Bunar, Nihad (2010). Nyanlända och lärande. En forskningsöversikt om nyanlända elever i den Svenska skolan (Newly arrived pupils and learning. A review of the research on newly arrived pupils in Swedish school). Vetenskapsrådet (Swedish Research Council).

    Fridlund, L. (2011). Interkulturell undervisning – ett pedagogiskt dilemma: Talet om undervisning i svenska som andraspråk och i förberedelseklasser (Intercultural education – A pedagogical dilemma. Professional talk about the teaching of Swedish as a second language and in preparatory classes). PhD dissertation. Gothenburg University.   

    Lahdenperä, P. (1998).  School Difficulties and Immigrant Background: conclusions about intercultural education. European Journal of Intercultural Studies, 9(3), 297-306.

    Lahdenperä, Pirjo (2008). Interkulturellt ledarskap – förändring i mångfald (Intercultural leadership – change in diversity). Lund: Studentlitteratur.

    OECD (2009). Thematic Review on Migrant Education : Country Background Report for Sweden. Paris: OECD.

    OECD (2010) Thematic Review on Migrant Education: Closing the Gap for Immigrant Students. Paris: OECD.

    Persson, E. (2012): Raising achievement through inclusion, International Journal of Inclusive Education, DOI:10.1080/13603116.2012.745626

    Sirius European Policy Network on the Education of Migrant Children and Young People with a Migrant Background.  Working Package Number 1 – Policy Implementation and Networking. Literature Review Draft.  (accessed at http://www.sirius-migrationeducation.org/ 10 January 2013).

    Skolverket (2008). Med annat modersmål - elever i grundskolan och skolans verksamhet. (With another mother tongue – pupils in compulsory school and school activies) Stockholm: Skolverket (The Swedish National Agency for Education)

    Stake, R. (1995). The Art of Case Study Research. London: Sage.

    Stroud, C. (2004). Rinkeby Swedish and semilingualism in language ideological debates: A Bourdieuean perspective. Journal of Sociolinguistics, 8 (2), 163–230.

    Torpsten, A-C. (2008). Erbjudet och upplevt lärande i mötet med svenska som andraspråk och svensk skola (Offered and experienced learning in the encounter with Swedish as a Second Language and Swedish school). PhD dissertation. Växjö University.

    The National Centre for Swedish as a Second Language (located at Stockholm University) www.andrasprak.su.se

  • 17.
    Axelsson, Amelia
    et al.
    Jönköping University.
    Rosengren, Tina
    Jönköping University.
    ”Huvuduppgiften i att undervisa om läsning är att undervisa om förståelse”: En litteraturstudie om Reciprocal Teaching och dess påverkan på undervisningen i skolan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 18.
    Bergqvist, Ewa
    et al.
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Bergqvist, Tomas
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Boesen, Jesper
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Helenius, Ola
    Örebro universitet.
    Lithner, Johan
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Palm, Torulf
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Palmberg, Björn
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Matematikutbildningens mål och undervisningens ändamålsenlighet: Grundskolan våren 20092009Report (Other academic)
  • 19.
    Bergqvist, Ewa
    et al.
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Bergqvist, Tomas
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Boesen, Jesper
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Helenius, Ola
    Örebro universitet.
    Lithner, Johan
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Palm, Torulf
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Palmberg, Björn
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Matematikutbildningens mål och undervisningens ändamålsenlighet: Gymnasiet hösten 20092010Report (Other academic)
  • 20.
    Bergstrand, Isak
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    ”Spelen är ju typ alltid på engelska…”: Elevers medvetenhet om MMO-spels påverkan på engelskkunskaper2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to inquire into the perceptions of the influence which Massive Multiplayer Online games (MMOs) have on the English language skills of those who play them. This study, like other studies in the same field, departs from a sociocultural perspec-tive. This qualitative study employed semi-structured interviews with participants aged be-tween 12 and 13. The study asked the following questions: How do participants perceive the influence MMOs have on their own and others’ English? How do participants describe the experience of learning English through MMOs? How do participants regard the idea of using MMOs as a tool for English language teaching in a formal educational setting?The interviews were analysed with a fenomenographically inspired model to find a result. The results indicate that participants are aware of the impact MMOs have on their English language skills. This awareness encompassed not only the improvement of English lan-guage skills, but also an awareness of their gaming habits and how they also improve English language skills. Furthermore, participants perceived that it is the social aspect of MMOs which improves English skills, as opposed to the game play mechanics. The majority of the participants are, however, skeptical of the use of MMOs in formal English education.

  • 21.
    Bernhard, J.
    et al.
    ITN, Campus Norrköping, Linköping University, Norrköping, Sweden.
    Carstensen, Anna-Karin
    Jönköping University, School of Engineering, JTH, Computer Science and Informatics.
    "Real" experiments or computers in labs - Opposites or synergies?: Experiences from a course in electric circuit theory2017In: Proceedings of the 45th SEFI Annual Conference 2017 - Education Excellence for Sustainability, SEFI 2017 / [ed] J. Bernardino, J. Rocha,J. C. Quadrado, European Society for Engineering Education (SEFI) , 2017, p. 1300-1307Conference paper (Refereed)
    Abstract [en]

    In this study we report from our experiences designing and re-designing a lab where engineering students studied transient response in electric circuits. In the first version of the lab students had difficulties doing the mathematical modeling of the experimentally measured graphs as it required students' to link the time- and frequency domains as well as the object/event and theory/model worlds simultaneously. In the re-designed lab some computer simulations were included together with the original experiments on real circuits. The simulations opened up for learning and enabled students to establish links that are hard access directly with real experiments. Still doing real experiments is important to secure students ability to make links between models and theories and the physical reality. This study demonstrates that synergetic learning effects can be achieved by a careful design using an insightful combination of real experiments and computer simulations. Hence, we propose that the question of "real" experiments or "virtual" labs using computer simulations are best for students' learning is not an either or question. Rather, it is a question of finding the right blend to achieve synergetic effects.

  • 22.
    Bernhard, Jonte
    et al.
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Fysik och elektroteknik. Norrköping.
    Carstensen, Anna-Karin
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Analysing and modelling engineering students’ learning in the laboratory: A comparison of two methodologies2015Conference paper (Refereed)
    Abstract [en]

    Producing structured, meaningful and useful descriptions (representations) of students’ learning in labs is not straightforward. Two possible approaches are compared here. Students’ courses of action in labs of an electric circuit course were video-recorded, then the activities during the labs were described and analysed using “the learning of a complex concept” (LCC) methodology. Conversations during the full lengths of the same labs were also transcribed verbatim. Subsequent analysis indicates that transcription offers a more detailed representation of the learning and interaction that occurred. However, it is considerably slower than LCC methodology, which can also represent learning in the full length of a lab in some detail. Furthermore, the latter gave a better overview of the analysed labs than transcription and more readily facilitated representation of both learning complexities and linking theory to practice. In conclusion, both methods can play valuable roles in engineering education research, depending on the questions addressed.

  • 23.
    Bernhard, Jonte
    et al.
    ITN, Campus Norrköping, Linköping University, Norrköping, Sweden.
    Carstensen, Anna-Karin
    Jönköping University, School of Engineering, JTH, Computer Science and Informatics. Jönköping University, School of Engineering, JTH. Research area Computer Science and Informatics.
    Karlsson, Kjell
    ITN, Campus Norrköping, Linköping University, Norrköping, Sweden .
    Alternating currents first: Experiences from designing a novel approach to teaching electric circuit theory2016In: 44th Annual Conference of the European Society for Engineering Education - Engineering Education on Top of the World: Industry-University Cooperation, SEFI 2016, European Society for Engineering Education (SEFI) , 2016Conference paper (Refereed)
    Abstract [en]

    BACKGROUND: Commonly in electric circuit theory courses, circuit laws are first introduced in the context of direct current (DC) electricity and first thereafter are alternating currents (AC) introduced. The extension of DC-theory to AC is quite easily done mathematically but is conceptually difficult for students. Engineering students have difficulties in understanding phase relationships and phasor representations in AC-electricity. Indeed, it has been suggested that phase should be seen as a threshold concept.

    PURPOSE: The purpose of this study was to investigate if a re-designed introductory electric circuit course could improve students’ understanding of important concepts in AC-electricity.

    METHOD and COURSE DESIGN: The course was re-designed introducing AC and DC electricity simultaneously. DC was introduced as a special case of AC with requency equals zero. The re-designed course was taught for the first time during the spring semester 2014 and a new textbook was written. A conceptual test was developed and first administered in 2013 to serve as a baseline and in subsequent years to evaluate the revised course. In 2014 the students’ courses of action in selected lab-groups were video-recorded.

    RESULTS: In the first revision cycle many students had difficulties to complete the labs in time. Students revealed a mixed response towards the revised course and the results on the conceptual test showed neglible improvement. In the second cycle revisions the number tasks were reduced and focus was laid on tasks that were identified as most important for contributing to the development of student understanding. As a result the learning gain improved with an effect size (Cohen’s delta) of 0.56. Also the course and the textbook were very well appreciated. In the third cycle only small revisions are made.

    CONCLUSION: The results show that that AC-electricity can be taught concurrently with DC. However, two revisions cycles was needed which demonstrates that curriculum development needs a sustained effort over a considerable period of time with continuous revisions in light of gained experiences. In further revision we will continue to refine the labs and to develop appropriate interactive lecture demonstrations for the lectures and to develop the problems.

  • 24.
    Berntson, Martin
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Kyrkohistoria som en del av religionskunskapsämnets identitet - Reflektioner över läroplan och tillämpning2014In: 14 röster kring samhällsstudier och didaktik / [ed] Hans Albin Larsson, Jönköping: Samhällsstudier & Didaktik , 2014, p. 15-53Chapter in book (Other academic)
  • 25.
    Bertills, Karin
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Student engagement and high-quality teaching in PE2018Conference paper (Other academic)
  • 26.
    Bertills, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Augustine, Lilly
    Jönköping University, School of Education and Communication, HLK, CHILD. School of Education and Environment, Kristianstad University, Kristianstad.
    Quality teaching and student perceived self-efficacy, function and aptitude to participate in PE2017Conference paper (Other academic)
    Abstract [en]

    Background: Students with disability show a trajectory of higher incidence of school failure. High quality teaching and proper support may foster high self-efficacy, as protective factors for successful school outcomes. Physical Education (PE) can provide students with a context in which self-efficacy is promoted. At transition into high school with higher cognitive stakes, developmental changes and individual social identification coinciding, a disability may add to the challenge of success. Investigating self-efficacy as a predictor of achievement operationalized as grade points, student perceived self-efficacy, function and aptitude to participate in PE, and teacher rated teaching quality are examined.

    Method: Three groups were studied, students with 1. Diagnosed disability, 2. Low grades and 3. High grades in PE in year 6. Questionnaires were completed by students in 26 classes including classmates (n=450, 228 boys) and their PE-teachers (n=25). Correlations were analyzed, differentiating groups of students.

    Results: Students with disabilities experience lower general self-efficacy and in PE, and are less apt to participate in PE. Their PE self-efficacy is higher if the classroom climate is good. PE-teachers systematic work with grading has positive effects on academic and movement self-efficacy for students with low grades and on health self-efficacy for students with high grades. Highest effect of perceived socio-cognitive function is displayed in students with low grades, the correlation is stronger in general self-efficacy than in self-efficacy in PE. Students with high grades have higher self-efficacy in general and in PE.

    Conclusions: Student perceived socio-cognitive function is of major importance to students experience of self-efficacy. Most impact is seen on subscales measuring academic and movement self-efficacy.

  • 27.
    Bertills, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue).
    Augustine, Lilly
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Education and Communication, HLK, CHILD. School of Education and Environment, Kristianstad University, Kristianstad, Sweden.
    Student engagement and high quality teaching in PE2018Conference paper (Refereed)
  • 28.
    Bertills, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Dahlström, Örjan
    SIDR, Department of Behavioural Sciences and Learning, Disability Research Division, Linköping University, Sweden.
    Augustine, Lilly
    Jönköping University, School of Education and Communication, HLK, CHILD. School of Education and Environment, Kristianstad University, Kristianstad.
    Quality teaching and student perceived self-efficacy, function and aptitude to participate in Physical Education2017Conference paper (Other academic)
  • 29.
    Bertills, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work.
    Dahlström, Örjan
    Linköping University, Linköping, Sweden.
    Augustine, Lilly
    Jönköping University, School of Education and Communication, HLK, CHILD. Kristianstad University, Kristianstad, Sweden.
    Relationships between physical education (PE) teaching and student self-efficacy, aptitude to participate in PE and functional skills: with a special focus on students with disabilities2018In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 23, no 4, p. 387-401Article in journal (Refereed)
    Abstract [en]

    Background: Students with disability show an increasing incidence of school failure. Quality teaching and appropriate support may foster high self-efficacy, a predictive factor for successful school outcomes. Physical Education (PE) can provide students with a context in which self-efficacy and participation are promoted leading to improved academic achievement. The transition into secondary school can be challenging for many students with increased educational demands, developmental changes and individual social identification coinciding. A disability may add to the challenge of success.

    Methods: Three groups of students, aged 13 years and enrolled in Swedish mainstream schools were targeted (n = 439). Groups included students with 1. A diagnosed disability, 2. Low grades in PE (D–F) and 3. High grades (A–C) in PE. Questionnaires were collected and analyzed from 30/439 students with a diagnosed disability (physical, neuro-developmental and intellectual) from 26 classes, their classmates and their PE-teachers (n = 25). Relationships between student self-reports and PE-teachers’ self-ratings were investigated. Also examined was the potential to which students’ functional skills could predict elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Results were compared with the total sample and between the three target groups (n = 121).

    Results: For students with disabilities, better self-rated teaching skills were related to lower student perceived general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. The impact of classroom climate in PE was more obvious among students with disabilities. Perceived functional skills were associated with elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Better socio-cognitive functional skills had an overall positive effect on all outcomes. Students with disabilities reported results similar to the total sample, the D–F group scored lower and the A–C group higher than the total sample and the disability group. Elevated self-efficacy in PE is six times less probable in students with disabilities, compared to the A–C group.

    Conclusions: Our findings that better teacher planning and grading skills, are detrimental to students disadvantaged by disability is contradictive. Improving the establishment and communication of adapted learning standards at the transition to secondary school is a crucial and a predictive factor for promoting positive school experiences for students with disability. Students with disabilities need to be assured that the intended learning outcomes can be reached by doing activities differently than their typically functioning peers. Consideration of class composition is suggested as a means of promoting a positive learning climate, which would particularly benefit students with disabilities. Allocation of resources to support student socio-cognitive skills would improve experiences for the D–F group and likely promote a positive learning environment.

  • 30. Björklund, C.
    et al.
    Ekdahl, Anna-Lena
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research.
    Runesson Kempe, Ulla
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research.
    Implementing a structural approach in preschool number activities: Effects of an intervention programManuscript (preprint) (Other academic)
  • 31. Björklund, C.
    et al.
    Kullberg, A.
    Runesson Kempe, Ulla
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research.
    Venkat, H.
    Critical ways of using fingers in arithmetic problem solving – a study of Swedish 5-yearolds2018Conference paper (Refereed)
  • 32.
    Björklund, Camilla
    et al.
    University of Gothenburg, Sweden.
    Alkhede, Maria
    University of Gothenburg, Sweden.
    Kullberg, Angelika
    University of Gothenburg, Sweden.
    Reis, Maria
    University of Gothenburg, Sweden.
    Marton, Ference
    University of Gothenburg, Sweden.
    Ekdahl, Anna-Lena
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research.
    Runesson Kempe, Ulla
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research.
    Teaching finger patterns for arithmetic development to preschoolers2018Conference paper (Refereed)
    Abstract [en]

    In this paper we describe the empirical and theoretical meaning behind how finger patterns are taught to facilitate the development of preschool children’s perception of the first ten natural numbers. An intervention programme, informed by Variation theory of learning, included 65 five-year-olds and teachers at seven preschool departments in Sweden. The programme aimed at developing teaching activities and artefacts to promote children discerning necessary aspects of the first ten numbers. The design of the programme is significant to describe and evaluate as basis for forthcoming analyses of the learning outcomes, as a pedagogical approach that stands in contrast to common preschool teaching practice in Sweden is adopted.

  • 33.
    Boesen, Jesper
    Umeå universitet, Beteendevetenskapliga mätningar.
    Bedömarreliabilitet: Med fokus på aspektbedömningen i det nationella B-kursprovet i matematik våren 20022004Report (Other academic)
  • 34.
    Boesen, Jesper
    Umeå University.
    Implementing a creative competence2005In: Proceedings of the Third International SweMaS Conference Umeå, October 14-15, 2003 / [ed] Torulf Palm, Umeå: Department of Educational Measurement, Umeå University , 2005, p. 121-130Conference paper (Refereed)
  • 35. Boesen, Jesper
    Mathematical creativity - is it assessed in teacher made tests?2011In: Voices on learning and instruction in mathematics / [ed] J. Emanuelsson, L. Fainsilber, J. Häggström, A. Kullberg, B. Lindström & M. Löwing, Göteborg: Nationellt centrum för matematikutbildning (NCM), 2011, p. 239-256Chapter in book (Other academic)
  • 36. Boesen, Jesper
    Teacher beliefs on effects of national tests in mathematics for the Swedish upper secondary school2003Conference paper (Refereed)
  • 37.
    Boesen, Jesper
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    The national course tests’ impact on teachers’ written classroom assessment2006Report (Other academic)
  • 38. Boesen, Jesper
    Vilken typ av kunskap (ut)värderas i skolmatematiken?2009In: Matematikdidaktiska frågor: resultat från en forskarskola / [ed] G. Brandell, Göteborg: Nationellt centrum för matematikutbildning (NCM), 2009Chapter in book (Other academic)
  • 39.
    Boesen, Jesper
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Why emphasise imitative reasoning?: Teacher made tests2006Report (Other academic)
  • 40. Boesen, Jesper
    et al.
    Emanuelsson, G.Wallby, A.Wallby, K.
    Lära och undervisa matematik: internationella perspektiv2006Collection (editor) (Other academic)
  • 41.
    Boesen, Jesper
    et al.
    Centre for Educational Sciences and Teacher Research, University of Gothenburg, Gothenburg, Sweden.
    Helenius, O.
    National Centre for Mathematics Education, University of Gothenburg, Gothenburg, Sweden.
    Johansson, B.
    National Centre for Mathematics Education, University of Gothenburg, Gothenburg, Sweden.
    National-scale professional development in Sweden: theory, policy, practice2015In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 47, no 1, p. 129-141Article in journal (Refereed)
    Abstract [en]

    From 2012 to 2016 all teachers of mathematics, in primary through to upper secondary and adult education, in Sweden are to be given the opportunity of receiving state-coordinated professional development (PD), generally involving around one meeting per week for a year. We examine the ways in which this programme and its content are research-based by analysing the design principles of the PD and its content via a review of the underlying documents. We find that the research base for the design of the PD decisions is formulated only partly explicitly in the documentation, as is the case for the content. Nevertheless, the principles still largely conform to internationally recognised research-based models for PD and teacher change. In the discussion we propose that a relatively open design process, involving many stakeholders with knowledge of both theory and practice rather than an analytical examination of previous research, has contributed to the adoption of this format for the PD programme.

  • 42.
    Boesen, Jesper
    et al.
    University of Gothenburg.
    Helenius, Ola
    University of Gothenburg.
    Améliorer l’enseignement des mathématiques: Le cas de la Suède2009In: Revue internationale d'éducation Sèvres, ISSN 1254-4590, E-ISSN 2261-4265, Vol. 51, p. 91-101Article in journal (Refereed)
    Abstract [en]

    This article presents the Swedish action plan for mathematics: the reasons for launching it, its main objectives, and how it was carried out. The authors put forward a fresh view of what mathematics can contribute at school. The action plan aims to generate interest in mathematics among both pupils and the general public. The authors present the actions taken since the action plan was introduced, along with examples of ongoing initiatives.

  • 43.
    Boesen, Jesper
    et al.
    Göteborgs universitet.
    Helenius, Ola
    Göteborgs universitet och Örebro universitet.
    Bergqvist, Ewa
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Bergqvist, Tomas
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Lithner, Johan
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Palm, Torulf
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Palmberg, Björn
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Developing mathematical competence: from the intended to the enacted curriculum2014In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 33, p. 72-87Article in journal (Refereed)
    Abstract [en]

    This study investigates the impact of a national reform in Sweden introducing mathematical competency goals. Data were gathered through interviews, classroom observations, and online surveys with nearly 200 teachers. Contrasting to most studies of this size, qualitative analyses were conducted. The results show that teachers are positive to the message, but the combination of using national curriculum documents and national tests to convey the reform message has not been sufficient for teachers to identify the meaning of the message. Thus, the teachers have not acquired the functional knowledge of the competence message required to modify their teaching in alignment with the reform. The results indicate that for complex reform messages, such as the competency message, to have intended impact on classroom practice, special attention needs to be put on the clarity of the message. To have high-stakes tests, for example, does not alone seem to be sufficient. 

  • 44. Boesen, Jesper
    et al.
    Hellström, Timo
    Lindström, Jan-Olof
    Provbanksförsök fysik A och B samt matematik D våren 19981998Book (Other academic)
  • 45.
    Boesen, Jesper
    et al.
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Lithner, Johan
    Palm, T.
    The relation between test task requirements and the reasoning used by students: an analysis of an authentic national test situation2005Report (Other academic)
  • 46.
    Boesen, Jesper
    et al.
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Lithner, Johan
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Palm, Torulf
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    The relation between types of assessment tasks and the mathematical reasoning students use2010In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 75, no 1, p. 89-105Article in journal (Refereed)
    Abstract [en]

    The relation between types of tasks and the mathematical reasoning used by students trying to solve tasks in a national test situation is analyzed. The results show that when confronted with test tasks that share important properties with tasks in the textbook the students solved them by trying to recall facts or algorithms. Such test tasks did not require conceptual understanding. In contrast, test tasks that do not share important properties with the textbook mostly elicited creative mathematically founded reasoning. In addition, most successful solutions to such tasks were based on this type of reasoning.

  • 47.
    Boesen, Jesper
    et al.
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Palm, Torulf
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Vilka typer av resonemang (ut)värderas i skolmatematiken?: En analys av svenska gymnasieprov2005Conference paper (Refereed)
  • 48.
    Boström, Lena
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Lärande & metod: lärstilsanpassad undervisning jämfört med traditionell undervisning i svensk grammatik2004Doctoral thesis, monograph (Other academic)
  • 49.
    Brikell, Berndt H.
    Jönköping University, School of Education and Communication, HLK, Global Studies. Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Didactics in Social Sciences.
    Uppsatsskrivning i samhällskunskap för ämneslärare: erfarenheter och reflektioner2017In: Framåt uppåt!: Samhällsdidaktiska utmaningar / [ed] Rebecka Florin Sädbom, Mikael Gustafsson & Hans Albin Larsson, Jönköping: Jönköping University , 2017, p. 55-72Chapter in book (Other academic)
  • 50.
    Burman, Maja
    Jönköping University, School of Education and Communication.
    Hur lärare stöttar elevers lärande: En kvalitativ studie om elever i svårigheter inom matematikområdet bråk.2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Mathematics is a major part of a person's life and is necessary for us to work in society. This means that mathematics education should be designed to contribute to an understanding of the different parts of mathematics, so that all students will be able to develop to function in society. However, students have different capability and needs, which need to be considered when the teacher teach. Various adjustments are made in the teaching in various ways to support and guide all students' development and learning.

    The purpose of the study is, based on Shulman's view of PCK, to study how teachers' various knowledge affects the encounter with students in difficulty with fraction in mathematics. The study examines the teachers' reasoning about the difficulties with fraction, which skills the teachers consider necessary to meet and support students in difficulty as well as how teachers' work and how different adaptations can be formed. In order to achieve the purpose of the study, semi structured interviews were used to examine teachers' perceptions of mathematical difficulties in the area fraction.

    The study is also based on the socio-cultural perspective, with focus on teachers 'influence and views on students' learning.

    The study result show that the teachers believe that students are in difficulty regarding fraction of number, order of fractional numbers and understanding of what to divide. Teachers' reasoning about which students are there are difficulties, however, are spread. Some of the teachers believe that fraction is generally a difficult area within mathematics, while other teachers consider that there are only certain parts in the area of fraction that are generally difficult for the students. Further opinions are that students in difficulty with other areas of mathematics are also in difficulty in the area of fraction. The results of the study also show that teachers consider that their experience, knowledge and understanding of the students, as well as knowledge of how the teaching is best designed, are the skills that teachers need to support and guide students in difficulty with the mathematic area fraction. The study's results show, in addition to the above, that the teachers in the study believe that it is important to provide varied and level-based education to support all students in their learning, especially students in difficulty.

    The conclusion of the study is that the teachers' different knowledge of difficulties, students and teaching has a major influence on the support and guidance for students in difficulty.

1234567 1 - 50 of 361
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf