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  • 1.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Chaib, Christina
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Falkner, Carin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Ludvigsson, Ann
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Kvalitetsarbete i vuxenutbildning2015Report (Other academic)
    Abstract [sv]

    Svensk vuxenutbildning har en anrik tradition och är internationellt erkänd. Det är också ett utbildningsområde som är i ständig förändring för att anpassa sig till samhällets behov. Förändringarna kan handla om konjunkturanpassningar och det har med tiden skett en ökad orientering gentemot arbetsmarknaden. På kommunnivå har denna förändring manifesterat sig i byte av ansvarig nämnd eller organisering i nya nämnder där vuxenutbildning och arbetsmarknad möts.

    Det är kommunen som ansvarar för vuxenutbildningen men samtidigt finns det nationella regler som ska efterlevas. Att bedriva ett systematiskt kvalitetsarbete är en sådan övergripande regel. Det är dock inte självklart vad som ska ingå i detta arbete och hur det ska bedrivas. Målbilden för vuxenutbildning har delvis olika betoning på nationell respektive kommunal nivå och denna spänning ska hanteras i verksamheten på skolnivå.

    Den här studien ger en aktuell inblick i hur verksamhetschefer och rektorer, som representanter för huvudmannen, ser på kvalitet och det systematiska kvalitetsarbetet i sin verksamhet. Den kvalitativa studien återges i en empirinära beskrivning där olika aspekter av kvalitetsarbetet behandlas utifrån de intervjuades perspektiv. Ett framträdande drag är den heterogenitet som präglar vuxenutbildning. Förutom mål så finns en stor variation i termer av utbud, målgrupp, anordnare och det sätt på vilket kommunen har valt att organisera arbetet. Vi har i diskussionsavsnittet lyft fram följande aspekter som vi diskuterar mer utförligt eftersom de har bäring för en precisering av kvalitetsarbetet:

    • Kvalitetsarbete i vuxenutbildningsverksamhet kan innebära att individerna tvingas växla mellan anpassning och motstånd. Anpassning handlar om att det finns många mål och styrdokument för vuxenutbildning och det är de professionellas uppdrag att utföra och följa dessa mål. Samtidigt uppstår situationer som ger en upplevelse av att kvalitetsarbete inte alltid handlar om kvalitet och då uppstår motstånd. Det kan till exempel ske om kvalitetsarbetet bedrivs utifrån alltför generella modeller och system vilket kan bli irrelevant och ibland även skadligt för utbildningen. Att undvika rapportering i ett statistiksystem som ger en missvisande bild kan vara ett uttryck för motstånd.
    • Den centrala/nationella organiseringen av vuxenutbildning har en ”stuprörskaraktär” medan den verksamhetsnära organiseringen i kommunerna uppvisar nämnder där exempelvis arbetsmarknad och vuxenutbildning samsas. I mindre kommuner kan detta också innebära att utöver den formella vuxenutbildningen så har man ett bredare utbud som ska möta vuxnas behov av lärande och utbildning. I storstäderna kan ledningen för vuxenutbildning sitta i egna lokaler som inte behöver finnas i anslutning till utbildningen. I mindre städer kan vuxenutbildning arrangeras med ”allt under ett tak”. Det här påverkar också synen på kvalitetsarbetets roll och innehåll.
    • Den offentliga marknaden har olika karaktär beroende på om den ligger i kommuner med hög befolkningstäthet (storstadsregionerna) eller i kommuner med lägre befolkningstäthet. Olika förutsättningar gör att konkurrens eller kollaboration kan vägleda organiseringen av vuxenutbildning. I storstadsregionernas kommuner går det att konstruera konkurrens inom vuxenutbildning men många små kommuner har liten eller ingen egen vuxenutbildning och måste samarbeta i nätverksliknande konstellationer för att uppfylla sitt uppdrag att erbjuda vuxenutbildning.
    • Kvalitetsarbete, som en form av granskning, kan få både positiva och negativa effekter i verksamheten. Vi har kallat detta ”den onda” och ”den goda” granskningen. Den goda är helt enkelt när granskning får önskade positiva effekter och den onda är när granskning ger oväntade eller negativa effekter. En central del i kvalitetsarbete borde vara att ifrågasätta konstruktionen av kategorier och mått eftersom de får följder för verksamheten. Anledningen är att det inte finns en given utgångspunkt utan vad som avses med kvalitet etableras i samtal och dialog med berörda intressenter.

    Utifrån den genomförda studien presenteras även två slutsatser som har betydelse för det systematiska kvalitetsarbetet:

    1. Vi argumenterar för att utbildning har en särart, utöver att vara en produkt eller tjänst, som bör beaktas inför genomförande av kvalitetsarbete och utformning av kvalitetsmätning/kvalitetssystem. Med tanke på att kundbegreppet vunnit mark inom vuxenutbildningsvärlden är det relevant att diskutera skillnaden mellan en kund och en studerande.
    2. Kvalitet i vuxenutbildning utgår från målområden med olika karaktär och för att fånga upp och tydliggöra olika dimensioner i kvalitetsarbetet har vi utarbetat en kvalitetstypologi med tre dimensioner: demokratisk, pedagogisk och administrativ kvalitet. En indelning på de här tre dimensionerna möjliggör att administrativ kvalitet kan fortsätta att mätas men behandlas som ett separat område. Det öppnar upp för att använda sig av andra sätt att bedriva kvalitetsarbete inom de övriga två dimensionerna.
  • 2.
    Falkner, Carin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Leisure-time Centre.
    Att bilda sig själv genom att spela datorspel2005Conference paper (Refereed)
  • 3.
    Falkner, Carin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Leisure-time Centre. Örebro universitet.
    Att leda barn och ungas fritid – två utbildningars olika praxis2009In: Folkhögskolans praktiker i förändring / [ed] Gustavsson, Bernt; Andersdotter, Gunnel & Sjöman, Lena, Lund: Studentlitteratur , 2009, p. 225-244Chapter in book (Refereed)
  • 4.
    Falkner, Carin
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare.
    Dataspill – et eksempel på danning i barnehagen2013In: Danning i barnehagen: perspektiver og muligheter / [ed] Steinsholt, Kjetil & Øksnes, Maria, Oslo: Cappelen Damm Akademisk, 2013, p. 227-242Chapter in book (Refereed)
  • 5.
    Falkner, Carin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Leisure-time Centre. Örebro universitet.
    Datorspelande som bildning och kultur: en hermeneutisk studie av datorspelande2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the dissertation is to understand the playing of computer games based on its own conditions, and questions are asked such as what is the meaning constructed around playing and themselves as players, what is the social construction of playing and how can playing computer games be understood from the perspective of youth culture? A basic interest in the thesis is to contribute to the understanding of Bildung in an informal context outside the institutions, activities and genres that traditionally stand for Bildung.

    The empirical investigation that forms the basis of this thesis is in the form of presence at various LANs and interviews with players. The research perspective includes a hermeneutic point of departure and playing computer games is interpreted and understood from three perspectives: playing com- puter games as a meaning of Bildung (play and mimesis), as social meaning (friendship and community) and as cultural (style).

    The results demonstrates that playing computer games is something the player does to relax, to have fun and it makes the time that passes mea- ningful. For dedicated players, playing computer games is a longing for community. To be a member of a community provides the opportunity to become someone in relation to the others. To participate in the community of players is a way to achieve understanding about how one is expected to behave in a larger community, that is to say society. The players are not much interested in clothes and fashion. Alcohol and other drugs are disapproved. Not stealing from others in the LAN, helping each other and sharing both knowledge and material things are also ways of expressing style.

    Playing computergames is Bildung and the experiences and insights wich playing can provide should have a place in a vision regarding Bildung in our time. The teachers and the school should make use of the free-time experiences that young people take with them to school. 

  • 6.
    Falkner, Carin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Leisure-time Centre. Linköping universitet.
    En nordisk bildningstradition utmanad2010Conference paper (Other academic)
  • 7.
    Falkner, Carin
    Örebro universitet.
    Fritidens mening2010In: Folkhögskolans praktiker i förändring II / [ed] Bernt, Gustavsson & Gunnel, Andersdotter, Örebro: Örebro universitet , 2010, p. 125-147Chapter in book (Refereed)
  • 8.
    Falkner, Carin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Leisure-time Centre. Örebro universitet.
    Fritidens mening2009Conference paper (Refereed)
  • 9.
    Falkner, Carin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Leisure-time Centre. Linköpings universitet.
    I folkbildningens gränsland – Agenter i krig och fred2011Conference paper (Refereed)
  • 10.
    Falkner, Carin
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Linköpings universitet.
    I folkbildningens gränsland. Agenter i krig och fred2013In: Bildning och demokrati - nya vägar i det svenska folkbildningslandskapet / [ed] Bjurström, Erling & Harding, Tobias, Stockholm: Carlsson Bokförlag, 2013, p. 177-222Chapter in book (Refereed)
  • 11.
    Falkner, Carin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Leisure-time Centre.
    Ungdomars datorspelande – en bildande sysselsättning2004Conference paper (Refereed)
  • 12.
    Falkner, Carin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Ludvigsson, Ann
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Fritidshem och fritidspedagogik - en forskningsöversikt2016Book (Other academic)
  • 13.
    Falkner, Carin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Leisure-time Centre.
    Ludvigsson, Ann
    Jönköping University, School of Education and Communication, HLK, School Based Research, Leisure-time Centre.
    God kvalitet i fritidshem: Grund för elevers lärande, utveckling och hälsa2012Report (Refereed)
  • 14.
    Falkner, Carin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Öksnes, Maria
    Norges teknisk-naturvitenskaplige universitet i Trondheim.
    Knutas, Agneta
    Norges teknisk-naturvitenskaplige universitet i Trondheim.
    Ludvigsson, Ann
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Kjaer, Björg
    Aarhus Universitet.
    The position of play in Scandinavian after-school programs2015Conference paper (Refereed)
    Abstract [en]

    After-school programs (SFO/fritidshem) in Denmark, Norway and Sweden are places for learning and teaching oriented projects. Politicians in all the three countries explicitly express an interest for the potential of childhood and play as support of school life. In a general comment on article 31 UN warns against an increasing pressure for learning. A consequence of this is that children`s free spontaneous play is marginalized and that children’s spontaneous play is under pressure. Our point of departure is that play is a central part of the (free)time that children spends inside institutional framework. With this as our backdrop we will do a close reading of how play is presented in the official documents regarding children`s institutionalized leisure in after-school programs in Denmark, Norway and Sweden. Such a reading makes this study relevant for Nordic educational research. The interpretation of the official documents is made particularly from the concept of inläsning and utläsning as Säfström (1999) describes it. Our reading show that there is room for interpretation and that the official documents are open to an understanding of play as something instrumental. This is in line with what we interpret as a dominating perspective on play where play is viewed as a learning tool. Our reading also shows that the documents are open to a change of perspective where play is regarded for its own value. This is not only an opportunity – it is an obligation, which the general comment from UN (2013) has pointed out the seriousness of.

  • 15.
    Ludvigsson, Ann
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Högskolan i Borås.
    Falkner, Carin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Fritidshem - ett gränsland i utbildningslandskapet: Lärare i fritidshems institutionella identitet2019In: Nordisk tidsskrift for pedagogikk og kritikk, E-ISSN 2387-5739, Vol. 5, p. 13-26Article in journal (Refereed)
    Abstract [en]

    The leisure-time centre is an essential part of the Swedish education system. It is positioned as a borderland in the educational landscape, between preschool, preschool class and compulsory school. Conflicting expectations and different conditions influence the fulfilment of teacher in leisure-time centres tasks. Against the background of the position of leisure-time centres within the education system and the major structural changes carried out during recent decades, this article describes how teachers in leisure-time centres perceive their mission and the importance of the structural conditions surrounding the leisure-time centre. This article analyses how the teachers construct their identities within the institution. The empirical data consists of two focus group interviews. The teachers describe their identities in such terms as ‘team player’, ‘flexible but inflexible in some situations’, and ‘professional and logistical’. Central to the teachers’ mission is creating the conditions for security, which they achieve through being clear in their leadership, through their approach to students and parents and through organizing activities to manage the students and maintain order. The teachers consider their educational mission to be unclear. They also cite a general problem of principals who lack sufficient knowledge about the leisure-time centre, which results in a lack of leadership. 

  • 16.
    Ludvigsson, Ann
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Falkner, CarinJönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Symposiet Fritidshem - kunskap i gemenskap i backspegeln: En efterskrift redigerad av Ann Ludvigsson och Carin Falkner2014Collection (editor) (Other (popular science, discussion, etc.))
  • 17.
    Øksnes, Maria
    et al.
    Norges teknisk-naturvitenskapelige universitet (NTNU).
    Falkner, Carin
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare.
    Ludvigsson, Ann
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare.
    Knutas, Agneta
    Norges teknisk-naturvitenskapelige universitet (NTNU).
    Kjær, Bjørg
    Danmarks Pedagogiska Universitet (DPU).
    The leisure of childhood in after School programs: a Nordic model?2012Conference paper (Refereed)
    Abstract [en]

    With Rousseau the romantic idea of the leisure of childhood was established. This notion is associated with childhood as an isolated space for children`s play. Ideologically, after school programs build on this freedom, at the same time we see an increasing institutionalization of childhood with political decisions pointing towards instrumentalisation. Thus, children often meet prearranged programs structured by pedagogues with educational aims for institutional activity. As such, children`s leisure time might be as confining as school and work (cf. Kleiber 1999). There seems to be an expectation that the content of after school programs should be useful for development of formal knowledge in school. We suggest that a ”hurry sickness” (cf. Elkind 1984) steer pedagogues in a certain direction focusing on an academical and theoretical knowledge grounded in developmental psychology. This might reduce children`s opportunities to get varied experiences in their play and leisure. The aim of our study is to explore the possibilities everyday life in after school programs and children’s opportunity to creatively express themselves in other ways than in school and maybe transgress institutional educational aims and intentions. what kind of experience do they get? Theoretically, we are inspired by philosophers as Gadamer, Bakhtin and Arendt in an attempt to move beyond the emphasis on humans as cognitive and intellectual beings. We are also inspired by new institutional theory as a tool for reflection. This will give as an opportunity to highlight the culture in after school programs (Brunsson & Olsen, 1990; Johansson, 2002). To answer our research questions we will conduct three case studies (cf. Yin 2003), one in each country. Data is gathered through shadowing, observations, interviews, and documents. The study is expected to generate knowledge about on the way pedagogues in after school programs relate to cultural and institutional grounds, and to what degree they open for children’s transgressing activity. We hope this study will give us deepened understanding of what kind of experience after school programs in the three countries offer children and in what way pedagogues relate to what might be a transcending institution, how do they relate to cultural and institutional contexts.

  • 18.
    Øksnes, Maria
    et al.
    Norges teknisk-naturvitenskapelige universitet (NTNU).
    Knutas, Agneta
    Norges teknisk-naturvitenskapelige universitet (NTNU).
    Ludvigsson, Ann
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Carin, Falkner
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Kjær, Bjørg
    Danmarks Pedagogiske Institut (DPU), Aarhus universitet.
    Lekens rolle i skandinaviske skolefritidsordninger og fritidshjem2014In: Barn, ISSN 0800-1669, Vol. 32, no 3, p. 107-122Article in journal (Refereed)
    Abstract [en]

    In a general comment on article 31 UN warns against an increasing pressure for learning. A consequence of this is that children`s free spontaneous play is marginalized and that children’s spontaneous play is under pressure. With this as our backdrop we will do a close reading of how play is presented in the official documents regarding children`s institutionalized leisure in after-school programs in Denmark, Norway and Sweden. Our reading show that there is room for interpretation and that the official documents are open to an understanding of play as something instrumental. This is in line with what we interpret as a dominating perspective on play. Our reading also shows that the documents are open up to a change of perspective where play is regarded for its own value. 

1 - 18 of 18
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