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  • 1.
    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.

  • 2.
    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)
  • 3.
    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.

  • 4.
    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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  • 5. Ahmeti, Marigona
    A Study of Students’ Perceptions and Experiences of Digital Writing Aids in EFL Education2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate students’ perceptions and experiences of digital writing aids in order to explore how students perceive that their EFL language proficiency is impacted by digital writing aids. Semi-structured interviews have been conducted concerning the participants’ perceptions and experiences of digital writing aids and how they perceive that their learning is impacted. Six upper secondary students have been interviewed online. The data is analysed through a sociocultural perspective.

    The results show that the most common writing aids are grammar-, and spelling-checkers and the synonym function. The students also have different perceptions of writing aids. Most of the students find writing aids to be helpful and supportive, however, some students believe that writing aids are too helpful. In conclusion, the results and analysis imply that writing aids affect the development of English proficiency in terms of variety since writing aids help students notice when their writing is too monotonous. It is also concluded that vocabulary is impacted by writing aids, however, it is concluded that the impact on vocabulary is both positive and negative.

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  • 6.
    Al-Badri, Adam
    et al.
    Jönköping University, School of Education and Communication.
    Grahn, Jonathan
    Jönköping University, School of Education and Communication.
    Språkutvecklande arbete i fritidshem med elever med svenska som andra språk: En kvalitativ intervjustudie med fritidslärare2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur fritidslärare beskriver att de arbetar språkutvecklande med elever som har svenska som andraspråk. De forskningsfrågor som ska besvara syftet är följande: 

    - Hur arbetar fritidslärare pedagogiskt med olika språkliga förutsättningar hos eleverna?

    - Hur agerar fritidslärarna för att stötta eleverna i det språkliga samspelet med varandra?

    - Hur arbetar fritidslärarna språkutvecklande på fritidshemmet med elever som har svenska som andraspråk? 

     

    I studien har en kvalitativ metod använts för att undersöka studiens syfte. Tre arbetslag har intervjuats med hjälp av semistrukturerade intervjuer. Sammanlagt deltog åtta respondenter. Resultatet visade på en mångfald beskrivningar av arbetssätt hos deltagarna där metoder som bildstöd, kroppsspråk och en stöttande roll i kommunikationen hamnade i fokus. Hinder för arbetet med språkutveckling som lyftes fram var tidsperspektivet samt stora barngrupper. 

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  • 7.
    Albayatti, Aje
    Jönköping University, School of Education and Communication.
    Historia som det medvetna och omedvetna: Elevers förmåga till historiskt tänkande2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Traditionally, the teaching of history tends to focus on content, where historical learning is reflected in memorizing important dates, events, and concepts about the past. In recent decades, research has drawn attention to a new way of approaching historical learning through understanding causes and effects as well as making connections between different events and stories about the past. Such an approach to historical learning implies a developed capacity for historical thinking. To shed light on this, this survey aimed to investigate the interest students have in history, how they perceive the purpose of history and how they experience the content and implementation of history teaching in upper secondary school. This study is based on semi-structured focus group interviews with 12 students in upper secondary school. The focus group interviews were based on the didactic questions of what, how, and why to achieve developed and qualified answers. The outcomes of the interviews were further interpreted and analysed according to the six sub-components advocated in the Anglo-Saxon history teaching tradition to categorize students' historical thinking skills. The results revealed that students' interest in history has a major impact on how they perceive the purpose of history and how they experience the content and conduct of history teaching insecondary school. Findings also showed that using historical sources is completely excluded from students' responses. The present study forms a foundation for future studies interested in a more practical history teaching approach. Furthermore, it renders insights into the complexities of teaching history from a student perspective, while at the same time points to some opportunities for development towards the teaching practitioner in creating a good history educational plan.

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    History as conscious and unconscious – students' ability to historically thinking. 2022. Albayatti
  • 8.
    Algurén, Beatrix
    Jönköping University, School of Health and Welfare, HHJ. IMPROVE (Improvement, innovation, and leadership in health and welfare). University of Gothenburg, Göteborg, Sweden.
    How to Bring About Change – A Literature Review About Education and Learning Activities for Sustainable Development2021In: Discourse and Communication for Sustainable Education, E-ISSN 2255-7547, Vol. 12, no 1, p. 5-21Article in journal (Refereed)
    Abstract [en]

    Sustainable development and transformational change have become more critical than ever in the era of climate change. The aim of this literature review was to increase knowledge on education and learning activities (ELAs), along with the learning outcomes they address, in the context of higher education for sustainable development (SD) with UNESCO’s eight core competencies for SD as a starting point. The search was conducted in two educational databases, Education Research Complete and the Education Resource Information Center. 153 articles were identified, of which 16 remained after reviewing for inclusion and exclusion criteria. Education and learning activities in ESD were grounded in discussions, reflections and interdisciplinarity by using participatory teaching methods, such as problem-based or experiential learning. Commonly enhanced learning outcomes were knowledge, attitude and collaboration competencies, as well as critical and system thinking. Self-awareness and behavior change, however, were less frequently achieved and the studies addressing behavior frequently recognized inertia to behavior change, despite transferred attitudes and increased knowledge. Although UNESCO outlined behavioral learning objectives as particularly important for ESD, the present review revealed that these had hardly been reached by the used ELA. The paper discusses the complexity of behavior change and proposes an ethics-led and whole-institution approach to tackle some challenges for behavioral action and social activity. There is a need for new educational and learning activities, which have greater transformational potential, by acknowledging the complexity of behavior change.

  • 9.
    Ali, Shadan
    Jönköping University, School of Education and Communication.
    Newly arrived students in English education: A study of difficulties encountered by students learning English as an L32019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate the difficulties newly arrived students encounter when they learn English, both from the perspective of students and of teachers, and how these difficulties materialise in the classroom. The study was carried out through interviews with teachers and newly arrived immigrant students on the language introductory program at an upper secondary school. Interviews were used to investigate teachers' and students' experiences and attitudes. The results show that the most significant difficulties the students encounter occur in connection with listening comprehension, and these appear when the students are tested in hearing comprehension. Important factors that influence students’ listening skills are, among other things, that the students learn two languages simultaneously, and also that they have not developed strategies for listening comprehension. It also emerged that both teachers and students use tools such as pictures in order to facilitate learning. Students also use Google to translate, to some extent. When examining both teachers' and students' responses, it was revealed that they have a negative attitude to learning Swedish and English simultaneously.  This is explained by the fact that they lose focus, and everything becomes confusing. In conclusion, the result shows that there are no advantages to having newly arrived students learn two languages at the same time. According to the participating teachers, the students must be well-grounded in the Swedish language before they start with English. 

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  • 10.
    Aliskovic, Edis
    Jönköping University, School of Education and Communication.
    Formativ bedömning för lärande: En kvalitativ studie om hur lärare i idrott och hälsa arbetar formativt2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att bidra med kunskap om idrott och hälsa lärares upplevelse av att arbeta med formativ bedömning. Studien utgår ifrån följade frågeställningar:

    • Hur beskriver lärarna begreppet formativ bedömning?
    • Hur tillämpar lärarna formativ bedömning i sin undervisning? 

    För att få svar på frågeställningarna genomfördes kvalitativa intervjuer med sju stycken idrott och hälsa lärare för årskurs 7-9.  

    Resultatet visar att lärarna tolkar formativ bedömning som en process där man arbetar stegvis för att vägleda eleven vidare i sin kunskapsutveckling. Tillämpningen sker med återkoppling och feedback. Resultatet visar också att lärarna upplever att tidsbrist hindrar tillämpning av formativ bedömning samtidigt som samtliga lärare i studien är att de anser att eleverna lär sig mer med hjälp av formativ bedömning.

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  • 11.
    Aliu, Erblina
    et al.
    Jönköping University, School of Education and Communication.
    Cicek, Narona
    Jönköping University, School of Education and Communication.
    Att utveckla kritiskt tänkande genom problembaserat lärande: En litteraturstudie om hur elever utvecklar kritiskt tänkande genom att problembaserat lärande används i matematiken2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med litteraturstudien är att undersöka hur problembaserat lärande utvecklar kritiskt tänkande hos eleverna. Syftet besvaras genom frågorna: Är problembaserat lärande effektiv för elevers förmåga att utveckla kritiskt tänkande jämfört med strukturerad undervisning? Vad säger forskningen om kritiskt tänkande och dess förmåga att förbättra lärandet? Hur kan läraren möjliggöra för eleverna att utveckla sitt kritiska tänkande genom problembaserat lärande. Materialet som analyserades i denna litteraturstudie är vetenskapliga artiklar från tre olika databaser. De vetenskapliga artiklarna var internationella studier som har genomförts i olika delar av världen. 

     

    Det insamlade materialet analyserades genom en översiktsmatris och artiklarnas relevans för studien bedömdes genom användningen av innehållskriterier. Resultatet visade att användningen av problembaserat lärande är effektiv i undervisningen samt att den utvecklar elevers kritiska tänkande. Resultatet visade också att lärarens förhållningssätt och det didaktiska perspektivet har en avgörande roll i hur elever utvecklar sitt kritiska tänkande genom problembaserat lärande.  

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  • 12.
    Allegrind, Cecilia
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Vi stickar tillsammans2021In: Livslångt lärande - för välbefinnande, mångfald och delaktighet, Jönköping: Encell - Nationellt centrum för livslångt lärande , 2021, p. 44-45Chapter in book (Other (popular science, discussion, etc.))
  • 13.
    Almers, Ellen
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Östklint, Olle
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Naturvetenskap som allmänbildning - lärarutbildare prioriterar i stoffträngseln2003Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    I debatten om den naturvetenskapliga undervisningen i grundskolan framförs flera möjliga orsaker till att elever under grundskolans senare år tappar intresset för naturvetenskapen. En av dem är stoffträngseln, ett fråga som länge varit aktuell.

    Vår frågeställning har varit: Vilken bild ger lärarutbildare inom det naturvetenskapliga fältet av den viktigaste ”kärnan” av naturvetenskaplig bildning - den kärna som de allra flesta elever bör ha med sig från grundskolan?

    Vi har gjort intervjuer med sju lärarutbildare med olika ämnesbakgrund. Intervjuerna har analyserats genom att vi har kopplat de naturvetenskapliga begrepp de intervjuade nämnt till uppnåendemål för skolår 9. Detta har gett oss en bild av hur intervjupersonerna prioriterar i förhållande till grundskolans kursplanemål för ämnesområdet.

    Några kursplanemål, t ex. kemins ”- ha kunskap om några grundämnen, kemiska föreningar och kemiskt-tekniska produkter.”  har funnits med i många intervjuer och andra,  t ex biologins ”- ha kunskap om vad befruktning innebär” helt har utelämnats. Den naturvetenskapliga kärnan beskrivs ofta utifrån förklaringsmodeller och naturvetenskapens användning i den demokratiska processen.

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    FULLTEXT01
  • 14.
    Almquist, Marie
    et al.
    Jönköping University, School of Education and Communication.
    Lind, Erika
    Jönköping University, School of Education and Communication.
    “Vad är meningen med det här?”: En kvalitativ studie kring hur förskollärare beskriver praktiska färdigheter i förskolan2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår studie är att undersöka förskollärares uppfattningar kring barns praktiska färdigheter i utbildningen samt hur de skapar förutsättningar och möjligheter till barns lärande inom praktiska färdigheter. Våra frågeställningar är: Hur beskriver förskollärare praktisk färdighet i förskolan? Hur skapar förskollärare förutsättningar och möjligheter för barns utvecklande av praktiska färdigheter?Studiens metod är kvalitativ och utgår från en fenomenografisk ansats, där den empiriska datan inhämtades genom semistrukturerade intervjuer med sex förskollärare. I resultatet framkom det att fenomenet praktisk färdighet är ett mångtydigt begrepp. Det är ett begrepp som består av många olika delar som skapar en helhet i form av en individs praktiska färdighet, såsom motoriska färdigheter, sociala färdigheter, självständighet och ansvarstagande samt förmågan att veta hur, vad och varför. Det visade sig att förskollärare behöver reflektera och diskutera vad färdigheten innebär för dem, i syfte för att kunna skapa förutsättningarna och möjligheterna till att barn utvecklar en praktisk färdighet. Flera förskollärare betonar betydelsen av deras eget förhållningssätt och arbetssätt med utgångspunkt i barns intresse och behov.

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  • 15.
    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.

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    Kan du läsa om du inte förstår vad du läser?
  • 16.
    Almén, Lars
    Jönköping University, School of Education and Communication.
    "De har den alltid med sig": Lärares uppfattningar om ett iPad-projekt2013Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Nine teachers have been interviewed about their expectations before and experiences during a project where teachers and pupils will have access to iPads in class. The thesis approach is phenomenological. The purpose of the study is to investigate which impact the nine teachers who teach the pupils expect that the introduction of iPads will have on the daily work in the classroom. Further is the study investigating if, and if that is the case, how the teachers experience that their classroom work have changed since the pupils have got access to iPads in class for a couple of months.

    The research questions of the study are; “Which expectations do the teachers have on the introduction of iPads in the daily work in school?”, and “Which impact do the teachers experience that the iPad have to the teachers and pupils in the classroom?”

    The teachers experienced that with the iPad they could work in a way similar to the way the pupils are used to outside school. Pupils with learning problems were expected to be benefited. The teachers were worried that the pupils would lose focus from class. The teachers experienced need for further education and they were worried about technological problems. After a couple of months with iPads the teachers experienced that class activities had changed for the better. The pupils always brought their iPad in class and they worked more during breaks and at home. They took initiative to help each other and the teachers when technological problems occurred. The teachers experienced that the pupils easy access to e-books benefitted reading and the classroom became calmer. Pupils with learning problems benefitted when all study material where gathered in the iPad. There have been problems with integrating the schools learning portal with the iPad.

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  • 17.
    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.

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  • 18.
    Anderberg, Elsie
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Åkerblom, Annika
    Lunds universitet.
    The epistemological role of language use in children’s explanations of physical phenomena2011In: Cambridge Journal of Education, ISSN 0305-764X, E-ISSN 1469-3577, Vol. 41, no 4, p. 489-505Article in journal (Refereed)
    Abstract [en]

    The article investigates the interplay between the meaning given to certain key expressions and pupils’ understanding of science subject matter, in a qualitative study of learning. The intentional-expressive approach to the epistemological role of language use served as a theoretical frame, within the wider context of phenomenographic research on learning. Data were collected using a particular dialogue structure. Micro-process analysis was employed to examine the data. Two descriptive categories emerged: 1) Exploring the function of meaning, and 2) Inventory of meaning. Pupils who explored the function of meaning related their explanations, both to other expressions, and to their personal understanding of the physical problem. Pupils who made inventories of meaning mostly directed attention towards expressions as words. Emphasis was on correct reproduction of scientific terminology. Inventory of meaning was most common in the dialogues with the fourteen-year-olds, while exploring the function of meaning dominated in dialogues with the ten-year-olds.

  • 19.
    Andersen, Ann-Louise
    et al.
    Jönköping University, School of Engineering, JTH, Product Development, Production and Design, JTH, Production development. Department of Materials and Production, Aalborg University, Aalborg, Denmark.
    Rösiö, Carin
    Jönköping University, School of Engineering, JTH, Product Development, Production and Design, JTH, Production development. Department of Intelligent Production Systems, University of Skövde, Skövde, Sweden.
    Continuing Engineering Education in Changeable and Reconfigurable Manufacturing: Implications of Problem-Based Learning in Industrial Practice*2023In: International Journal of Engineering Education, ISSN 0949-149X, Vol. 39, no 5, p. 1118-1130Article in journal (Refereed)
    Abstract [en]

    Increasingly volatile and complex manufacturing environments make the continuous development of engineering professionals’ knowledge and competences in changeable and reconfigurable manufacturing a major source of competitiveness in manufacturing companies. Enablers of this include modular and platform-based product and manufacturing system design, as well as industry 4.0 related technologies and digitalisation. Therefore, this paper focuses on Continuing Engineering Education (CEE) in changeable and reconfigurable manufacturing and investigates the implications of applying a university-industry collaborative approach to Problem-based Learning (PBL) for CEE in company-settings. The paper builds on a four-year CEE initiative from Swedish manufacturing industry and includes insights from implementing a CEE course in changeable manufacturing, which was designed based on PBL principles and run as an industry-university cooperation for four consecutive years. Implications addressed in the paper relates to (1) PBL as a suitable approach for CEE, (2) Research transfer to industry through PBL-based CEE, and (3) industry-university collaboration for CEE, which provides valuable insights on how to conduct successful CEE in knowledge fields that are fast evolving in order to enable fast industry transitions. 

  • 20.
    Andersson, Angelica
    et al.
    Jönköping University, School of Education and Communication.
    Hellström, Emma
    Jönköping University, School of Education and Communication.
    En digitaliserad läsundervisning och dess påverkan på läsförståelsen: En litteraturstudie om läsförståelseprocessen till en demokratisk läsare.2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna litteraturstudie belyser hur digitala läsverktyg kan skapa möjligheter för elevers läsförståelse. I ett digitaliserat samhälle ställs krav på både skola och lärare vid användning av digitala verktyg i undervisningen. Studiens utgångspunkt har fokus på årskurs 4 – 6 i svenskämnet, men är så väl relevant för samtliga ämnen i grundskolans mellanår. Syftet med studien är att belysa hur digitala läsverktyg som exempelvis surfplattor och datorer, behandlas i forskning inom läsförståelse. Syftet förväntas besvaras genom frågeställningarna vilka berör: likheter eller skillnader inom läsförståelsen vid användning av analoga och digitala medier samt hur elevernas läsförståelse påverkas, främst när de använder digitala verktyg. Vidare kommer en frågeställning beröra vilka konsekvenser ovanstående har för undervisningen. Analyserat material består av nio vetenskapliga artiklar, två rapporter samt tre böcker. Majoriteten av det undersökta materialet har utgångspunkt inom kognitiv teori då de medverkandes individuella kognitiva förmågor har testats. Vid insamling av vetenskaplig litteratur användes olika sökord och söktjänster. Materialet är främst internationella publikationer men studien inkluderar också svenska rapporter och vetenskapliga böcker. Resultatet synliggör olika faktorer som påverkar elevernas läsförståelse, främst positivt, vid användning av digitala läsverktyg. Många elever har i takt med digitaliseringen större tillgång till digitala verktyg i hemmet och har således kunskap samt erfarenhet kring olika medier redan när de kommer till skolan. Om elevernas vanor tas tillvara på ett mer effektivt sätt, kan det möjliggöra positiva resultat i läsinlärningen. I studien uppmärksammas likheter samt skillnader mellan att läsa via digitala medier och analoga medier. Genom en medvetenhet om hur medierna kan nyttjas och läsningen påverkas, kan lärare, elever samt vårdnadshavare känna sig trygga i användningen av digitala verktyg i framtida undervisning.

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  • 21.
    Andersson, Cornelia
    Jönköping University, School of Education and Communication.
    Den undanskymda kvinnan: En analys av framställningen av muslimska kvinnor i läroböcker från LPF94 och GY112019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats syftar till att undersöka hur kvinnan framställs i kapitlen om islam i läroböcker skrivna under LPF94 och GY11. En kombination av kvalitativ innehållsanalys och analysverktyget genustrappan har använts för att få fram ett resultat. Tidigare forskning visar på att läroböcker ofta visar på att mannen framställs som norm och att kvinnliga elever inte alltid känner sig representerade i läroböcker. Texterna i kapitlen om islam har brutits ned och analyserats bit för bit med hjälp av analysverktyget. Resultatet visade på att det fanns en viss skillnad mellan de två läroplanerna, då läroböcker skrivna för GY11 visade på mer fokus på jämställdhet än de för LPF94, även fast även läroböcker skrivna för det sistnämnda hade inslag av jämställdhetsperspektiv. Framställningen av kvinnan skapades ofta utifrån roller som fru och förälder samt att de historiska kvinnorna i islam fick en begränsad plats i läroböckerna.

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    Den undanskymda kvinnan: En analys av framställningen av muslimska kvinnor i läroböcker från LPF94 och GY11
  • 22.
    Andersson, Ewa K.
    et al.
    Department of Health and Caring Sciences, Linnaeus University, Växjö, Sweden.
    Dallora, Ana L.
    Department of Health, Blekinge Institute of Technology, Karlskrona, Sweden.
    Marcinowicz, Ludmila
    Faculty of Health Sciences, Medical University of Bialystok, Bialystok, Poland.
    Stjernberg, Louise
    Department of Care Science, Malmö University, Malmö, Sweden.
    Björling, Gunilla
    Jönköping University, School of Health and Welfare, HHJ, Department of Nursing Science.
    Anderberg, Peter
    Department of Health, Blekinge Institute of Technology, Karlskrona, Sweden.
    Bohman, Doris
    Department of Health, Blekinge Institute of Technology, Karlskrona, Sweden.
    Self-Reported eHealth literacy among nursing students in Sweden and Poland: The eNursEd cross-sectional multicentre study2023In: Health Informatics Journal, ISSN 1460-4582, E-ISSN 1741-2811, Vol. 29, no 4Article in journal (Refereed)
    Abstract [en]

    This study aimed to provide an understanding of nursing students’ self-reported eHealth literacy in Sweden and Poland. This cross-sectional multicentre study collected data via a questionnaire in three universities in Sweden and Poland. Descriptive statistics, the Spearman’s Rank Correlation Coefficient, Mann–Whitney U, and Kruskal–Wallis tests were used to analyse different data types. Age (in the Polish sample), semester, perceived computer or laptop skills, and frequency of health-related Internet searches were associated with eHealth literacy. No gender differences were evidenced in regard to the eHealth literacy. Regarding attitudes about eHealth, students generally agreed on the importance of eHealth and technical aspects of their education. The importance of integrating eHealth literacy skills in the curricula and the need to encourage the improvement of these skills for both students and personnel are highlighted, as is the importance of identifying students with lacking computer skills.

  • 23.
    Andersson, Louise
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Andrén, Marianne
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    "En samvaro mellan vuxna och barn": En studie om hur måltiden kan ses som en demokratisk arena2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur måltiden kan ses som en demokratisk arena genom att ta del av barns och pedagogers uppfattningar. De två frågeställningar studien utgår ifrån är:

    • Hur uppfattar barn möjligheten till eget inflytande under måltiden?
    • Hur kan pedagoger samtala om demokrati i måltidssituationen?

     

    Kleins fem samspelskriterier används som teoretiskt analys verktyg. I studien har både barn och vuxna intervjuats. Resultatet visar att samspelskriterierna kan underlätta det demokratiska arbetet i förskolans måltid.

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  • 24. Andersson, Maria
    et al.
    Cedervall, Disa
    "Att vara rastvärd är ju inget skitjobb direkt": Tio fritidslärares beskrivningar av yrkesrollen inom den obligatoriska delen av skolan2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 25.
    Andersson, Michaela
    et al.
    Jönköping University, School of Education and Communication.
    Forssblad, Jennifer
    Jönköping University, School of Education and Communication.
    Fritidshemmets systematiska kvalitetsarbete med fokus på nyanlända elever2018Independent thesis Basic level (university diploma), 180 HE creditsStudent thesis
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  • 26.
    Andersson, My
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare.
    Jonsson, Clary
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare.
    “De ger oss kreativitet och låter oss ha roligt, men hjälper oss när vi är ledsna eller blir skadade”: En kvalitativ studie om elevers perspektiv på fritidslärarens yrke2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att synliggöra och bilda förståelse för vad elever anser att lärare i fritidshems uppdrag är. Frågor som vi vill besvara i studien är hur elever uppfattar vad läraren i fritidshemmets uppdrag är, samt vad elever uppfattar att det viktiga i fritidshemmets uppdrag är. Studien har genomförts med en kvalitativ metod i form av gruppintervjuer med elever som är inskrivna på fritidshem på två olika skolor.

    Resultatet visar att eleverna anser att lärare i fritidshemmets uppdrag är socialt och att de finns där för elevernas skull. Elever vill att lärare i fritidshem ska prata lugnt, vara snälla och lyssna på dem. De tycker att fritidslärare inte ska vara för stränga eller bli jättearga. Uppdraget innefattar planering, att hjälpa till i den obligatoriska skolan, hålla i ordning i lokaler samt hjälpa till när elever gör sig illa eller hamnar i konflikt.

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  • 27.
    Andersson, Pia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Palmer, Henrietta
    University of Gothenburg.
    The promise of scaffolding: a metaphor and living practice for transdisciplinary inquiry2023In: Handbook of transdisciplinarity: Global perspectives / [ed] R. Lawrence, Cheltenham, UK: Edward Elgar Publishing, 2023, p. 28-43Chapter in book (Refereed)
    Abstract [en]

    Scaffolding is becoming an increasingly common concept in transdisciplinary research. However, there is some uncertainty about what scaffolding as a practice means for the research process, other than the wide-ranging use of tools and facilitated methods. In this chapter, we start from a societal need to co-create knowledge for complex thinking on complex issues as we argue that learning is central and that scaffolding has an important role to play in promoting learning as both process and process outcome. The chapter examines scaffolding both as metaphor and practice, and how these perspectives of scaffolding have bearings on transdisciplinary projects. We build our discussion from two components: an imaginary walk on the construction site and diverse principles and practices for complex thinking taken from varying disciplinary discourse where collaborative processes are central. We continue by developing a model for scaffolding from a systemic approach - a learning system - based on previous learning models. The chapter concludes with a discussion on the promises and pitfalls of scaffolding in transdisciplinary research and how scaffolding opens new avenues for transdisciplinary processes.

  • 28.
    Andersson, Sara
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research. Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Carlsson, Caroline
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF).
    Barn med rätt till särskilt stöd i förskolan: En intervjustudie om förskollärares kunskaper och erfarenheter kring undervisningen med barn i behov av särskilt stöd i förskolan2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte var att undersöka hur förskollärarna beskriver arbetet att inkludera barn med behov av särskilt stöd i undervisningen. Studien utgick ifrån en kvalitativ metod med standardiserade intervjuer med åtta verksamma förskollärare från olika förskolor inom två kommuner. De frågeställningar som skulle undersökas var hur förskollärna beskriver sitt arbete med att inkludera barn med behov av särskilt stöd i förskolans undervisning samt vilket stöd förskollärarna anser att de får från rektor och specialpedagog. Studiens teoretiska utgångspunkt är den sociokulturella teorin då den handlar om hur samspelet tillsammans med andra individer möjliggör lärande och utveckling. I studien kopplas samspel ihop med inkluderingsarbetet. Det görs även en anknytning till Reggio Emilia filosofin då en del av studiens förskollärare arbetar utifrån filosofin. Resultatet visar på att samtliga av förskollärarna är eniga om att dela upp barnen i mindre grupper gynnar inkluderingsarbetet med barn i behov av särskilt stöd. För att alla barn ska ges möjlighet att bli inkluderade behöver förskollärarna veta hur arbetet bör utformas. Resultatet visar även på att rektorerna ska ansvara för att tillgodose förskolorna med resurser för de barn eller barngrupper som är i behov av extra stöd, det visar dock på att en del kommuner brister i detta utifrån intervjuerna. 

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  • 29.
    Andersson, Veronica
    et al.
    Jönköping University, School of Education and Communication.
    Elfström, Charlott
    Jönköping University, School of Education and Communication.
    Svensson, Birgitta
    Jönköping University, School of Education and Communication.
    Förskolegården en plats för lek och lärande: En studie om hur förskollärare använder utemiljön som verktyg för barns lek och lärande2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I Läroplanen för förskolan (Lpfö-98) kan vi läsa att "utomhusvistelsen bör ge möjlighet till lek och andra aktiviteter både i planerad miljö och i naturmiljö" (Skolverket, 1998/2010, s. 7). Syftet med studien är att undersöka hur nio förskollärare i södra Sverige uttrycker att de använder sig av förskolegården i den dagliga verksamheten och vilken betydelse utemiljön har för barnens lek och lärande.

    Våra frågeställningar är följande:

     Hur anväder föskolläarna föskolegåden i den dagliga verksamheten?

     Hur tar förskollärarna tillvara på barnens intresse på förskolegården?

     Hur ser föskolläarna påsin delaktighet i möet med barnen?

    Resultatet visar att samtliga förskollärare i studien anser att det sociala samspelet är viktigt. Flera av förskollärarna uttrycker att deras lyhördhet och engagemang är av stor betydelse i barnens lek. Samtliga betonar vikten av gårdens utformning, att den ska erbjuda barnen en varierad miljö med föränderligt material. Intervjuerna har varit kvalitativa och har utförts med nio förskollärare i tre olika kommuner i södra Sverige. I diskussionen reflekteras det kring hur förskollärarna ser på sin gård som ett pedagogiskt verktyg men också hur förskollärarna ser på sin roll i arbetet med barnen.

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  • 30.
    Arbhede Sandberg, Filip
    et al.
    Jönköping University, School of Education and Communication.
    Wiklund, Jonathan
    Jönköping University, School of Education and Communication.
    Samverkans möjligheter: En kvalitativ studie om samverkan mellan lärare i fritidshem och idrottsledare i olika föreningar2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att undersöka hur lärare i fritidshem och idrottsledare i idrottsföreningar upplever samverkan kring elever som går i fritidshem och vad den kan bidra med när det gäller deras lärande och utveckling. Följande frågeställningar har formulerats: Hur samverkar fritidslärare och idrottsledare i idrottsföreningar med varandra? Vad upplever parterna att samverkan mellan fritidshem och idrottsföreningar kan bida med när det gäller elevers utveckling och lärande? Studien använde en kvalitativ metod där data samlats in genom semistrukturella intervjuer. Datamaterialet har tolkats genom fenomenologisk ansats och där igenom analyserats genom Georgis analysmetod. I resultatet framgår det att fritidslärarna och idrottsledarna anser att fysisk aktivitet är positivt för elevernas fysiska och psykiska hälsa. Det framgår även att eleverna får möjlighet att skapa nya sociala relationer samt att elevernas koncentrationsförmåga och arbetsminne påverkas positivt av fysisk aktivitet. Resultatet beskriver även vilka utvecklingsmöjligheter det finns i denna form av samverkan. Enligt fritidslärarna och idrottsledarna finns det flera olika sätt att utveckla samverkan mellan verksamheterna. Det kan till exempel handla om mer ekonomiska resurser för skolan och föreningarna, fler olika idrotter samt en kontinuitet där eleverna lär känna idrottsledarna för att skapa en trygghet för eleverna i arbetet med samverkan.

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  • 31.
    Areskoug Josefsson, Kristina
    Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare. Jönköping University, School of Health and Welfare, HHJ, Dept. for Quality Improvement and Leadership. University West, Trollhättan, Sweden; Oslo Metropolitan University, Oslo, Norway.
    Work integrated learning for a working life in academia – experiences from working with PhD-students during the covid-19 pandemic2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 35-36Conference paper (Refereed)
    Abstract [en]

    Few PhD-students have a clear plan for their coming career after completion of their PhD-studies. There can be dreams of starting new enterprises, combining research with innovations in practice, or to pursue a career in academia. In health and welfare research schools there are many PhD-projects involving single PhD-students, as well as part-time PhD-students whose project is connected to their workplace. Research shows risk of low wellbeing and high levels of stress among PhD-students, together with feelings of isolation and impostor syndrome (Seeber and Horta, 2021, Schmidt and Hansson, 2018). Such negative feelings negatively impact the outcome of the PhD period and may also affect the future career of the PhD-student. To promote and sustain PhD-students health and wellbeing, there is a need to test activities that can decrease experienced negative stress during the PhD-period as well as enhancing academic competencies like academic leadership, academic writing skills and pedagogical skills. In addition, successful academics should have excellent competence in their field, collaborate with stakeholders and engage in impact activities. Thus, the PhD period needs to provide work integrated learning in academia to provide learning opportunities to develop those skills. Research concerning PhD-students’ wellbeing and progress shows that the supervisor has an extremely important role for completion of the PhD and for the wellbeing of the student (Buirski, 2022). However, there are limited resources set up for PhD supervision and mentoring, which can create stress and mismatch in needs and capacities between the supervisor and the PhD-student. During the covid-19 pandemic the risk of losing pace in PhD-projects increased, in addition to disconnectedness with academy due to digital instead of physical meetings. However, this change also provided opportunities for novel and pragmatic ways of structuring supervision and enhancing the self-efficacy of the PhD-students. The purpose is to present learnings and outcomes of work-integrated learning project in academia for PhD-students.

    The focus is on two novel learning activities: online writing retreats and online monthly meetings, which were tested during the covid-19 pandemic. The aim of the learning activities was to encourage the PhD-students to be the leaders of their projects, to collaborate with others to find their role in academia, and learn the trade of being an academic, while practicing doing so, and promote wellbeing during the PhD period. The project has been performed with Plan-Do-Study-Act (PDSA) in biannual evaluation cycles. The PDSA is a quality improvement tool focusing on the translation of ideas and intentions into action (Reed and Card, 2016). The iterative structure of PDSA is well suited to promote learning of a tested change and help shape organizational culture for the better (Reed and Card, 2016). Evaluation data includes number of participants, types of spin-offs from the learning activities, and participants’ oral and written feedback on the learning activities. The collected data was analyzed from the perspective of usefulness of the learning activities related to theories of work-integrated learning.

    Online structured digital writing retreats

    Open to more than the PhD-students supervised by the facilitating supervisor (any PhD-student who considered themselves in need of learning better academic writing structure, master students who wanted to become PhDstudents, other supervisors who wanted to see how a digital writing retreat worked). This activity showed participants the importance and diversity of academic writing. The participants chose their own writing tasks, report on their progress, and plan for their next step – but being their own controller and thus actively practicing self-leadership. At the same time the participants shared their feelings of participating in the writing retreat when reporting their writing progress – thus creating a social, international, and interdisciplinary forum, increasing their networks and enhancing feelings of belonging. This in turn ignited cross-project collaboration, thematic discussions and sharing of scientific literature of importance. As facilitating supervisor, I participated on the same level as other participants, sharing my writing progress and feelings related to academic writing.

    The 1-hour monthly meetings for PhD students supervised by the same supervisor

    The meetings were co-designed by the PhD-students, where the first meeting developed from a shared practical problem concerning digital data safety. Coming meetings were then co-designed depending on experienced needs by the PhD-students. The PhD-students were in different phases of their PhD-process; thus, they could bring in varied perspectives and share learning with each other on the academic processes. They could also discuss issues that they considered important, such as being asked to review for a journal or being asked to teach at bachelor or master programs. Such collaborative working discussions across projects and disciplines are important in academia and the meetings were used to solve problems in academic practice and to test scientific ideas. As the meetings also were led in turn by the participating PhD-students, academic leadership skills were practiced in this setting. As participating supervisor, I had a more passive role than in traditional supervision meetings, and the meetings were inspirational and provided opportunities for shared learning.

    Outcomes from the novel learning activities

    The PhD students themselves describe how they have both acquired increased academic skills, and that the online writing retreats have been important in decreasing negative stress, creating a safe social environment which has been important for their wellbeing. The shared learning activities also presented a view of how to work together in academia, which may support the students when thinking of their future career and if this is to relate to academia. As a supervisor, I can clearly see that the activities have enhanced self-efficacy, leadership skills, cross-disciplinary collaboration, national and international networks and decreased dependency on supervisors. The additional bonus of those work-integrated learning activities has been the good progress of the participants’ projects and joy at work!

  • 32.
    Areskoug Josefsson, Kristina
    et al.
    Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare. Jönköping University, School of Health and Welfare, HHJ, Dept. for Quality Improvement and Leadership. University West, Trollhättan, Sweden; Oslo Metropolitan University, Oslo, Norway.
    Folkman, A. K.
    Faculty of Social Sciences at the University of Stavanger, Stavanger, Norway.
    Being and becoming critical friends as a sustainable support function in academic work2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 99-100Conference paper (Refereed)
    Abstract [en]

    As we strive to teach our students to think critically about health and well-being in professional work, based on cooperation, life-long learning, and sustainability in working life, we need to meet the challenge of applying strategies to achieve this in academia as well. Stolle et al. (2018) underline the need to better understand CF as a research tool, to improve ourselves as self-study researchers versus teacher educators. We need to collaborate, to establish safe ways of working and negotiate shared understandings to develop and growth in professional academic achievement. Addressing sustainability challenges is most effective when coproduced by academics and non-academics in a way that provides solutions and contributions to the related scientific body of knowledge (Schneider et al., 2021). This presentation explores CF as a sustainable support function based on our experiences in a co -produced research project in a Norwegian municipality. The research question is: What characterizes CF as a sustainable support function in a follow-up research project in a Norwegian municipality?

    The case

    The municipality has an ongoing innovation project “The team around the teacher and the pupil (2019 –2023)”. This project has a public health- and preventive perspective based on experienced challenges in the local school setting. The focus of the project is to strengthen the pupils’ learning environment and learning outcomes, by involving the reorganization of interdisciplinary and interprofessional resources to promote coping, belonging and good mental health in all the primary and secondary schools in the municipality (Folkman et al., 2020). The research group was interdisciplinary and worked in close collaboration with the municipality´s project leaders. The project also included master students’ projects. The engagement of master students in a co -produced research project provides the students with work-integrated learning experience of research with practice.

    Theory

    Co-production of knowledge must explicitly recognize multiple ways of knowing and doing (Schneider et al., 2021). CF involves trusting relationships, productive tensions, and two-way learning as mechanism (Knowles et al., 2018; Stolle et al., 2018). The connection between reflection and CF (Stolle et. al, 2018), aligns with core participatory mechanisms that enable ‘dialogue and iteration’ and authentic involvement (Knowles et al., 2018; Norén & Wallin, 2018). Conflicting agendas require that parts reflect on the principles of respect and solidarity to ensure a broader collective goal and that each agenda can be met while maintaining the integrity of the overarching goal of the research (Page, 2022). Reflection is a meaning-making process highlighting relationships (Stolle et al., 2018).

    Method and analysis

    The research question led to an integrated analytic process (Strøm & Fagermoen, 2012), based on the project documents, reports, and articles from the project. The deductive analysis involved the interpretation of the data to explore characteristics of CF as sustainable support in work integrated learning. Two themes emerged through the analysis process: CF and knowledge production in the project and CF: mandate and role.

    Results

    CF and knowledge production in the project There was a period of initial negotiations between the project leader and the research group, as the project leader wanted to develop a research design suitable to support the objectives and aims of the project. Therefore, work as critical friends, started by critical questions from the research group about the operationalization of research objectives in the project and the pre-planned measures of intended results. There were negotiations of understanding in the processes of developing a contract and research plan and considering knowledge from both parties. This time-consuming process was ongoing through the follow-up research, as new perspectives and results emerged. However, this also led to a closer collaboration with more school staff and leaders in the municipality, which was beneficial for understanding the results from the project.

    CF: mandate and role

    Co-production in the research process took place in a field of tension, where the project leaders and the researchers acted as critical friends to each other. The underlying tension, based on the project leader`s mandate, role and knowledge of the context, and the research groups roles and competence in research methodology, proved to enhance the learning for both parties and encompassed continuous need for dialogue. However, through CF the research of the project was also used to inform and improve the project, and then provide additional collaborative research topics. The controverses advanced a dynamic co-creative learning process, linked to knowledge of practice-based evaluation research in this context, but also a nearer friendship that obliged.

    Discussion

    Our results show, that that CF in co-production between practice and research can contribute to promoting the legitimacy of the research contribution in the field of practice the project deals with, supported by Schneider et al., (2021). For researchers’ objectivity and integrity in the research process is essential, but this can be experienced as conflicting with project leaders’ views and need for measurable outcomes. Reflecting rooted in a scientific inquiry, can serve as generating new meaning and learning opportunity for both parties (Stolle et al., 2018). The results underpin the importance of understanding one’s language and respecting each other’s knowledge when coproducing together with academia and practice (Schneider et al., 2021). To push our thinking and learning asking critical questions, can be limited by being “best friends” (Stolle et al., 2018), thus hav ing different views are an asset. Agreement must be reached about different roles, responsibilities and knowledge, and how the objectives of each stakeholder can be achieved (Page, 2022). The participating students could have been even more involved in the CF dialogues. They were invited to result presentation meetings, but work-integrated learning would have been enhanced if they had been able to participate on more equal terms.

    Conclusion

    This paper presents joint learning from a mainly online CF experience, formed by mutual respect and leading to increased learning and increased value of research outcomes. The value of research collaboration and support with CF is increased. This is important in academia and for a sustainable work situation for research ers. The project also provided work-integrated learning for students, but this could have been further enhanced.

  • 33.
    Aronius, Felicia
    Jönköping University, School of Education and Communication.
    Lärarens roll vid lässvårigheter i årskurs 1-3: En litteraturstudie om god kunskap om läsinlärning och lässvårigheter2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Undersökningens syfte är att sammanställa vad den didaktiska forskningen kommit fram till angående hur lärare kan upptäcka lässvårigheter hos elever i årskurs 1–3 utifrån ett läsinlärningsperspektiv, samt hur lärarens kunskaper, inställningar och metoder påverkar elever i lässvårigheter.

    Litteraturen som använts i denna studie har hittats genom informationssökning i tre databaser, ERIC, PsycINFO och SWEPUB. Tre doktorsavhandlingar och sex vetenskapliga artiklar har använts för att få fram resultatet.

    Resultatet visar att flera forskare anser att lärare behöver ha kunskap inom de olika problemområden som elever kan uppleva under läsinlärningen. Det betyder att lärare behöver ha kunskap om hur läsinlärning är uppbyggt för att kunna förstå vad det är eleven har svårigheter med. Resultatet visar även att läraren vanligtvis upptäcker lässvårigheter på grund av brister inom fyra områden och därmed är det extra viktigt läraren har kunskap inom de fyra områdena. Utöver det visar forskning att identifiering av elever i lässvårigheter bör ske så tidigt som möjligt, helst innan eleven börjar i årskurs ett. Anledningen till att identifiering bör ske tidigt är för att eleven inte ska hamna efter resten av klassen. Dock visar forskningen att flertalet lärare har en inställning till lässvårigheter som kallas ”vänta-och-se” pedagogik. Det innebär att lärarna väntar med att identifiera lässvårigheter hos eleverna eftersom de tror att svårigheterna beror på elevernas mognad. Den här attityden kan orsaka mer svårigheter för eleverna och därmed minska deras läslust. När läraren har identifierat lässvårigheter hos en elev behöver de har tillräckligt med kunskap om metoder för att stödja eleven. Läraren behöver ha kunskap om olika metoder och kunna vara flexibel i sin undervisning eftersom det kan finnas många olika sorters lässvårigheter som kräver olika metoder i en klass. Därmed behöver bra lärare ha god kunskap om läsinlärning, lässvårigheter och metoder, dessutom behöver läraren ha en inställning att vilja identifiera lässvårigheter så tidigt som möjligt.

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  • 34.
    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. 

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  • 35.
    Ask, Kristine
    et al.
    Norges Teknisk-Naturvitenskapelige Universitet, Department of Interdisciplinary Studies of Culture, Trondheim, Norway.
    Abidin, Crystal
    Jönköping University, Jönköping International Business School, JIBS, Media, Management and Transformation Centre (MMTC). Centre for Culture and Technology (CCAT), Curtin University, Perth, Australia.
    My life is a mess: self-deprecating relatability and collective identities in the memification of student issues2018In: Information, Communication and Society, ISSN 1369-118X, E-ISSN 1468-4462, Vol. 21, no 6, p. 834-850Article in journal (Refereed)
    Abstract [en]

    In this paper, we investigate memes about student issues. We consider the memes as expressions of a new networked student public that contain discourses that may fall outside the mainstream discourse on higher education. The paper is based on content analysis of 179 posts in the public Facebook Group ‘Student Problem Memes’, combined with a nine-month media watch and a discussion workshop with 15 students. Through self-deprecating humour, students create an inverse attention economy of competitive one-downmanship, where the goal is to display humorous failure instead of perfect appearance. Our analysis shows that students use humour to express, share, and commiserate over daily struggles, but also that the problems related to work/study balance and mental health, are experienced as a persistent feature of student living. We also analyse limitations of meme-based publics, emphasizing processes of inclusion and exclusion through specific vernaculars of visual and discursive humour where issues related to gender, race, orientation, class, and ability are sidelined in favour of relatable humour. 

  • 36.
    Asp, Anna Asp
    et al.
    Jönköping University, School of Education and Communication.
    Gustafsson Ahlin, Cornelia
    Jönköping University, School of Education and Communication.
    "Makt låter så negativt, fast vi måste ju ha det": En kvalitativ studie om hur förskollärare talar om hur den vuxnes makt verkar i leken.2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien har varit att bidra med kunskaper kring hur förskollärare talar om den vuxnas makt i barns lek i förskolan. Studien har utgått från följande frågeställningar: 

    ·   Hur talar förskollärare om den vuxnes makt i leken i förskolan?  

    ·   Hur talar förskollärare om hur makten kan verka i leken i relation mellan vuxen och barn?  

    I studien har en kvalitativ ansats legat till grund där nio förskollärare uppdelat i tre fokusgrupper använts för insamlandet av empirin. I fokusgruppssamtalen har ett dilemma och två frågor diskuterats, som legat till grund för det resultat som framkommit under studien. I resultatet syns tre större delar som berör hur förskollärare talar om makt som ett laddat begrepp, hur någonting kan ske på ett ögonblick samt de vuxnas styrning i leken. I slutsatserna syns vikten om att tala om makt i förskolan, hur den vuxnes förhållningssätt påverkar samt yttre faktorer som spelar in i barns lek.  

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  • 37.
    Avby, Gunilla
    Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare. Stockholm Univ, Dept Educ, Stockholm, Sweden..
    An integrative learning approach: combining improvement methods and ambidexterity2022In: Learning Organization, ISSN 0969-6474, E-ISSN 1758-7905, Vol. 29, no 4, p. 325-340Article in journal (Refereed)
    Abstract [en]

    Purpose

    This paper aims to explore whether the principles behind improvement methods and the underlying learning orientations of ambidexterity have the potential to support the managing of ideas for implementation.

    Design/methodology/approach

    By combining improvement methods and ambidexterity, this study presents a pragmatic framework for innovative working with a scientific underpinning linked to organizational learning.

    Findings

    The descriptive stages in the plan-do-check-act method for improvement are instructive in their focus on progress and helpful in untangling the more explanatory nature of ambidexterity to frame innovative working.

    Research limitations/implications

    Although the framework's usefulness for innovative working is subject to future studies, the implementation, validation and results of the framework in pilot research may contribute to the body of knowledge.

    Practical implications

    The proposed framework can be used in teaching the key role of strategic leadership to explore and exploit over time. The framework has the potential to guide innovative working in practice by making better use of the employees' tacit knowledge in such a way that they are empowered to explore new ways of defining problems and searching for solutions to improve organizational performance. The results of the implementation will impact the employees' quality of life.

    Originality/value

    This study advances the current understanding of how the seemingly contradictory activities of exploration and exploitation can model an integrative learning approach.

  • 38.
    Avby, Gunilla
    Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare.
    Organizing for deliberate practice through workplace reflection2016In: Supporting learning across working life: Models, processes and practices / [ed] Billett, Stephen; Dymock, Darryl; Choy, Sarojni, Springer, 2016, p. 75-90Chapter in book (Refereed)
  • 39.
    Avby, Gunilla
    et al.
    Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare.
    Engström, Annika
    Jönköping University, School of Engineering, JTH, Supply Chain and Operations Management.
    Kjellström, Sofia
    Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare.
    Bergmo-Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Fabisch, Anna
    Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare.
    Shaping leadership development systems to the work context2022Conference paper (Refereed)
    Abstract [en]

    The paper seeks to identify patterns of leadership development in different organization contexts with the aim of contributing to improved understanding of how the context shapes the leadership development system (LDS).

    Design/methodology/approach: This study is based on the initial phase of a 4-year collaborative research project on LDSs. Data was collected in the five collaborative partner organizations and based on four data sources: 1) company visits; 2) internal documentation; 3) external information (websites); and 4) company presentations at an on-line workshop.

    Findings: The results show a strong focus on individual leader development, and at least partly, confirms the under-use of developmental assignments and relationships as shown in previous studies. All organizations outsource leadership development to different degrees. However, leadership development is not only structured through different methods, it is also dependent on the organization context in the form of leader forums and meetings. An identified pattern is that the smaller organizations are more dependent on external resources, and the larger organizations tailor company-wide programs for their unique needs together with external consultants. Furthermore, the LDS is believed to be an effective change agent in the adaptive process of transforming.

    Originality: This study contributes to the research on leadership development by advancing the current understanding of how leadership development interacts with the context of the organization.

    Practical implications: This study highlights the need for leaders and HR professionals to acknowledge contextual issues when choosing practices used for developing the leadership in the organization.

  • 40. Axelsson, Jennie
    Högläsning och lässtrategier: En kvalitativ studie om hur lärare i årskurs 2 arbetar med högläsning och lässtrategier för att utveckla elevers läsförståelse2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 41.
    Axelsson, Leontina
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare.
    Karlsson, Louise
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare.
    Fysisk aktivitet och rörelseglädje på fritidshemmet: En retrospektiv jämförande analys2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Fysisk aktivitet och rörelseglädje är två centrala begrepp i fritidshemmets verksamhet. Dessa är två begrepp som behöver finnas med i fritidslärarnas planering för fritidshemmet. Utifrån resultatet är det få fritidslärare som kände att planeringen av fysisk aktivitet och rörelseglädje är enkelt och utan motgångar.

    Denna studie var en kvalitativ studie med syfte att undersöka om det har blivit någon skillnad för fritidslärarna hur de arbetade medvetet kring fysisk aktivitet och rörelseglädje nu och för åtta år sedan. Metoden för insamling av data var semistrukturerade intervjuer där fritidslärare fått besvara på hur de ser på fysisk aktivitet och rörelseglädje på deras fritidshem. Följdfrågor uppkom under intervjuerna som skapade ett djup i resultatet. 

    Resultatet visade att det fanns skillnader på hur den fysiska aktiviteten och rörelseglädjen har förändrats på en åtta års period. I resultatet besvarades teman som skapades under analysmetod vilket var följande leken, utflykter, musik & dans, lokaler & områden på & utanför skolan, material, redskap, utbildning, planeringstid, elevernas intresse, väder, teknik, budget, elevernas motivation, gruppstorlek och fritidslärarna.

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  • 42. Axelsson, Sandra
    et al.
    Broholm, Vilma
    "Lärande och kunskap är aldrig tungt att bära": Vårdnadshavares uppfattning om lärandet i fritidshemmet2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår studie var att undersöka hur vårdnadshavare uppfattar lärandet på fritidshemmet. Frågeställningarna som finns med i denna studie handlar om att ta reda på och synliggöra vad vårdnadshavare uppfattar att fritidshemmet arbetar med för lärande, samt vad vårdnadshavare anser att deras barn lär sig i fritidshemmet. För att få svar på vårt syfte och våra frågeställningar använde vi oss utav en kvalitativ enkät med öppna frågor.  Enkäten utformades i två format. Respondenterna fick då möjlighet att välja mellan att svara på enkäten i pappersform eller genom en QR-kod på nätet. Respondenterna består utav vårdnadshavare från fyra fritidshem på två skolor. Resultatet visade att vårdnadshavare uppfattade att det sociala lärandet var det som fritidshemmet arbetade mest med, det samma gällde för värdegrunden som också är något vårdnadshavarna har uppfattat att fritidshemmet arbetar med. Överlag visar resultatet att vårdnadshavarna är nöjda med fritidshemmets lärande och att de tycker verksamheten är betydelsefull för deras barns lärande. Några vårdnadshavare ansåg däremot att de inte hade tillräckligt med insyn i hur fritidshemmets verksamhet bedrivs eftersom kommunikationen upplevs bristfällig.

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  • 43.
    Backman, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Svensson, Pernilla Helena
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Musik som pedagogiskt redskap i förskolan: En intervjustudie om hur sex verksamma förskollärare uttrycker att de väver in musik i barns lärande2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka vilken betydelse förskollärarna anser musik har för yngre barns utveckling. Tidigare forskning inom området visar att musik i förskolornas pedagogik är att föredra då musik främjar barns utveckling inom flera områden, exempelvis språk och motorik. I bakgrunden framkommer bland annat olika arbetssätt på hur förskollärarna kan använda sig utav musik i den pedagogiska verksamheten. Studien är uppbyggd utifrån en kvalitativ metod baserad på strukturerade intervjufrågor. Studiens resultatdel visar på förskollärarnas uttryck kring hur de ser på musik som ett pedagogiskt redskap i förskolan. Förskollärarna uttrycker att musik är ett bra pedagogiskt redskap på så vis att musik har förmågan att fängsla alla barn, även de barn som är under språkutvecklig. Förskollärarna uttrycker också att musik är ett bra hjälpmedel för att stimulera barns motorik.

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  • 44.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication.
    Analytical-methodological entanglements. On learning to (re)notice what, where, when, why and by whom in the re-search enterprise2024In: Re-theorising Learning and Research Methods in Learning Research / [ed] C. Damşa, A. Rajala, G. Ritella, & J. Brouwer, Abingdon: Routledge, 2024, p. 83-104Chapter in book (Other academic)
  • 45.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Epistemic and Existential, E2-sustainability. On the need to un-learn for re-learning in contemporary spaces2023In: Frontiers in Communication, E-ISSN 2297-900X, Vol. 8, article id 1081115Article in journal (Refereed)
    Abstract [en]

    This paper contributes to a re-thinking, un-learning, and re-learning agenda by interrogating some core ideas and assumptions related to contemporary societal and planetary concerns, including concerns within the research enterprise. Transcending the first step that calls for pausing and re-thinking, this paper troubles universalizing vocabularies that naturalize conceptual framings and ways/waves-of-being in research and educational practices. Furthermore, it illuminates the ways in which scholarship has become complicit in re-cycling and re-creating reductionistic ideas that loop back into educational practices. Its overarching argument aligns with an emergent call within research and higher education for going beyond its universalizing monolithic ethos that has become naturalized in contemporary digital-analog entangled existence. Framed as alternative theorizing that is variously termed post/decolonial/southern thinking, these emergent perspectives are part of the introspection that is critically needed in mainstream academia, in particular in the Learning Sciences. This paper argues that this is needed to contribute to both Epistemic and Existential sustainability, i.e., E2-sustainability. E2-sustainability enables transcending issues of environmental-, economic-, social-, and cultural-sustainability: E2-sustainability assumes and includes these. Marked by alternative conceptual framings and pushed by a mobile gaze, this theoretical paper argues that major and minor shifts in thinking are needed for attending to contemporary societal and planetary challenges. E2-sustainability in the scholarly realm has relevance for transcending ethnocentrically framed biases and siloed framings of contemporary education and higher education, including teacher education. Troubling key, taken-for-granted universalizing truths and using the areas of language and educational scholarship as illustrative points of departure, this paper raises concerns regarding the outsourcing of important educational agendas to technologies, including digitalization on the one hand and concepts that build on contentious assumptions on the other hand. It is such default outsourcing that is troubled through a curiosity-driven multiversal and global-centric mobile gaze wherein both northern and southern knowledge-regimes need to be privileged. The theorizing presented in this paper builds on a Second Wave of Southern Perspectives (SWaSP) framing that has relevance for both north-centric and south-centric scholarship, including writing research. Explicitly multi/inter/cross/trans-disciplinary, this work is relevant to Epistemic and Existential sustainability given its non-allegiance to the imaginaries of mono-disciplinarity, nation-state essences, or universalisms.

  • 46.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Going beyond oral-written-signed-irl-virtual divides. Theorizing languaging from mind-as-action perspectives2017In: Writing & Pedagogy, ISSN 1756-5839, Vol. 9, no 1, p. 49-75Article in journal (Refereed)
    Abstract [en]

    The multidisciplinary research presented in this paper focuses everyday life and social practices that can be characterized by the use of one (or more) language variety, modality or register. Conceptual ideas that arise from explorations based upon empirical analysis of situated and distributed so called monolingual and multilingual oral talk, written communication, signed interactions and embodiment in and across virtual and in-real-life settings inside and outside higher education and schools are presented and discussed. Using sociocultural and decolonial perspectives on language-use or languaging, analytical findings from traditionally segregated fields of study – Literacy Studies, Bilingualism, Deaf education, Language Studies – are juxtaposed. An overarching concern here is framed by the continuing dominance of structural linguistic positions and demarcated fields within the Language and Educational Sciences that frame didactical thinking. The work presented here highlights concerns regarding established concepts like ‘bilingualism’ and ‘codes’ and suggests more empirically relevant alternatives like ‘chaining’, ‘languaging’, ‘fluidity’, ‘timespace’ and ‘visual-orientation’ from ethnographically and netnographically framed projects where data-sets include everyday life in virtual settings and educational institutions in the global North. Focusing social practices – what is communicated and the ways in which communication occurs – challenges currently dominant monolingual and monological perspectives on human language broadly and oral, written and signed languaging specifically.

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  • 47.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication.
    Vigmo, Sylvi
    Gothenburg University, Sweden.
    Doing N/Ethnography in the Nexus of Language Learning and Technology: Trends and Looking Ahead2024In: The Bloomsbury Handbook of Language Learning and Technology / [ed] R. Hampel & U. Stickler, London: Bloomsbury Academic, 2024Chapter in book (Refereed)
  • 48.
    Bajrami, Mirre Mergime
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare.
    När kommunikationen brister...: Fritidslärares berättelser om arbetet med integration av nyanlända barn i fritidshem2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

     

    Den stora ökningen av nyanlända barn under de senaste åren har inneburit stora utmaningar för skolan. Syftet i studien är att skapa kunskap om hur fritidslärare beskriver sitt arbete med integration av nyanlända barn i fritidshemmets verksamhet.

    • Hur beskriver fritidslärare det första mötet med det nyanlända barnet?
    • Hur beskriver fritidslärare att de förbereder sig för att ta emot nyanlända barn?
    • Hur beskriver fritidslärare vilka resurser de har tillgång till på fritidshemmet för integration av de nyanlända barnen?

    Ett sociokulturellt perspektiv på lärande, språk och utveckling har tillämpats i studien. Studien bygger på en kvalitativ ansats där semistrukturerade intervjuer har använts som metod. I resultatet framkommer det att det första mötet med ett nyanlänt barn har stor betydelse. Den största svårigheten som beskrivs är kommunikationen i mötet med nyanlända barn och vårdnadshavare. Ytterligare resultat som framkommit i studien är att resurser såsom modersmålslärare ska finnas tillgängligt i fritidshemsverksamheten för att stödja det nyanlända barnets språkutveckling.

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  • 49.
    Barkhuus, Louise
    et al.
    University of California, San Diego, California, USA.
    Lecusay, Robert
    University of California, San Diego, California, USA.
    Social infrastructures as barriers and foundation for informal learning: Technology integration in an urban after-school center2012In: Computer Supported Cooperative Work: The Journal of Collaborative Computing and Work Practices, ISSN 0925-9724, E-ISSN 1573-7551, Vol. 21, no 1, p. 81-103Article in journal (Refereed)
    Abstract [en]

    In this paper we explore the relationship between social learning environments and the technological ecologies that practitioners, learners, and researchers develop to sustain them. Through an examination of ethnographic research conducted at an urban after-school learning program we show how social, technological and power infrastructures influence learning and interaction in this setting. Adopting a holistic approach we examine how technologies are integrated into activities in this program to support the learning of the after-school youth. We emphasize both positive and negative infrastructures that contribute to the learning environment and discuss how identifying these infrastructures are one of the first steps towards understanding and informing technology design in informal learning settings.

  • 50.
    Barkhuus, Louise
    et al.
    University of California, San Diego, USA.
    Lecusay, Robert
    University of California, San Diego, USA.
    Technologies and social learning in an urban after-school center2011In: Proceedings of the 2011 ACM annual conference on Human Factors in Computing Systems Extended Abstracts, 2011, p. 273-282Conference paper (Refereed)
    Abstract [en]

    In this paper we explore this relationship between social learning environments and the technological ecologies that practitioners, learners, and researchers develop to sustain them. Through an examination of ethnographic research conducted at an urban after-school learning program we gain insight into social, technological and power infrastructures that influence learning and interaction in this setting. Adopting a holistic approach we examine how technologies are integrated into activities in this program to support the learning of the after-school youth. We emphasize both positive and negative infrastructures that contribute to the learning environment and discuss how identifying these infrastructures are one of the first steps towards understanding and informing technology design in informal learning settings.

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