Change search
Refine search result
12345 1 - 50 of 242
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    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

  • 2.
    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. 

  • 3.
    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.

  • 4.
    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.

  • 5.
    Almroth, Sofia
    et al.
    Jönköping University, School of Education and Communication.
    Kangeryd, Ida
    Jönköping University, School of Education and Communication.
    Kan du läsa om du inte förstår vad du läser?: En studie kring hur lärare i årskurs ett till tre beskriver läsförståelse2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

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

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

    • Hur beskriver de sex lärarna läsförståelsens betydelse för eleverna?

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

  • 6.
    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.

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

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

  • 8.
    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.

  • 9.
    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.

  • 10.
    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.

  • 11. 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
  • 12.
    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
  • 13.
    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.

  • 14.
    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.

  • 15.
    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. 

  • 16.
    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. 

  • 17.
    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)
  • 18. 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
  • 19.
    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.

  • 20.
    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.

  • 21.
    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.

  • 22.
    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, 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.

  • 23.
    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.

  • 24. Bergendorff, .
    et al.
    Grankvist, M.
    Nordström, Gunilla
    Inlärning kräver trygghet1994In: Att lära efter plugget: kvalitativa undersökningar av vuxnas studiesituation / [ed] Agnieszka Bron-Wojciechowska; Lena Porsander, Stockholm: Stockholms universitet, Pedagogiska institutionen , 1994Chapter in book (Other academic)
  • 25.
    Bergkvist, Ann
    et al.
    Jönköping University, School of Education and Communication.
    Molin, Helen
    Jönköping University, School of Education and Communication.
    Ansvar… det var en svår fråga: Elevers tankar kring ansvar2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Ansvar är ett begrepp som används flitigt inom samhället och synnerhet inom den svenska sko-lan. Trots att begreppet är välbekant för oss alla, görs olika definitioner. Syftet med studien var att söka förståelse för elevers syn gällande ansvar för sitt skolarbete. Vi ville också undersöka om det fanns några skillnader när det gällde synen på ansvar mellan elever med höga respektive låga meritvärden. Den kvalitativa studien genomfördes med hjälp av semistrukturerade inter-vjuer på en högstadieskola. Analysen av resultatet visade att eleverna har svårt att definiera be-greppet ansvar och att ingen gemensam definition finns. De har dock lättare att förstå och för-klara innebörden av begreppet. När det kommer till att definiera vad det innebär att ta ansvar för sitt skolarbete kan eleverna räkna upp många olika exempel på vad det innebär. Eleverna är medvetna om att andra elever tänker olika om begreppet ansvar och att ansvarstagandet ser olika ut. Förväntningar från omgivning såsom föräldrar, kamrater och lärare har betydelse om ansvarstagande sker. Eleverna anser att de har möjligheter att ta ansvar i skolan och att ansvars-nivån är lagom i förhållande till ålder. Ett ökat ansvarstagande tror de kan leda till en stökigare och rörigare lärmiljö. Det går inte att göra entydiga kopplingar mellan ansvar och meritvärden, likheter och skillnader finns men kan förklaras utifrån andra faktorer.

  • 26.
    Bergmo-Prvulovic, Ingela
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Stockholms universitet, Institutionen för pedagogik och didaktik.
    Sundelin, Åsa
    Tracing the Framing on Learning Dimensions in Career Guidance Practice2016Conference paper (Refereed)
    Abstract [en]

    Under the umbrella of lifelong learning strategies, career guidance has received increased attention as part of such strategies. In Sweden, educational and vocational guidance is regarded as an educational practice. Nevertheless, by bringing together results from two different studies, a paradox regarding learning dimensions in career counselling is disclosed. Swedish guidance counsellors neither describe themselves or their professional practice in educational or pedagogical terms. At the same time, a study of career conversations with young migrants reveal the educational function as essential and that guidance counsellors clearly are supporting learning processes. The paradox discloses that the professional language of guidance counsellors seems to be insufficient in terms of learning dimensions in career guidance practice. Developing a theoretical framework and professional language for learning dimensions in counselling processes is therefore an urgent issue. By relating the results from the above mentioned two studies to the triangular model of learning developed by Knud Illeris, this paper seeks to discuss and trace a framing on learning dimensions in career guidance.  

  • 27.
    Bergnéhr, Disa
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten..
    Att handleda en doktorand - en relationell balansgång som fordrar flexibilitet och struktur2013In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 3, no 3, p. 173-185Article in journal (Refereed)
    Abstract [sv]

    Handledning är av central betydelse för en doktorands arbete och genomströmning. I föreliggande studie granskas kriterier för att handledningen ska uppnå hög kvalitet. Frågorna som står i fokus är: Vad karaktäriserar bra handledning, och hur kan handledningens kvalitet värderas och stärkas? Diskussionen baserar på tidigare forskning, styrdokument och intervjuer med några erfarna handledare. Resultaten tyder på att strukturellt och formaliserat stöd i forskningsmiljön såväl som vid handledningsträffarna gynnar handledningens kvalitet och doktorandens möjligheter att vid disputation nå examensmålen. Handledaren behöver vara flexibel och reflexiv i sitt förhållningssätt, eftersom doktoranders behov och förutsättningar skiljer sig och också förändras under utbildningens gång. Samtidigt behöver handledaren förhålla sig till olika krav, vilka kan skapa dilemman och leda till en svår balansgång i handledningen. Viktigt är att handledaren tar ansvar för att handledningen och relationen fungerar väl för samtliga inblandade parter, och uppmuntrar till samtal om problem och svårigheter när de uppstår. Samtidens krav på effektivitet och genomströmning fordrar arbetsplatsens och kollegiets stöd i handledningen, med ett kollektivt ansvar för doktorandens utbildning och utveckling.

  • 28.
    Bergström, Malin
    et al.
    Jönköping University, School of Education and Communication.
    Levin, Fanny
    Jönköping University, School of Education and Communication.
    En studie om förskollärares syn på stress hos barn.2012Independent thesis Basic level (degree of Bachelor), 20 credits / 30 HE creditsStudent thesis
  • 29.
    Bernhard, Jonte
    et al.
    Department of Science and Technology, Linköping University, Norrköping, Sweden.
    Carstensen, Anna-Karin
    Jönköping University, School of Engineering, JTH, Computer Science and Informatics.
    Davidsen, Jacob
    Department of Communication and Psychology, Aalborg University, Aalborg, Denmark.
    Ryberg, Thomas
    Department of Communication and Psychology, Aalborg University, Aalborg, Denmark.
    Practical Epistemic Cognition in a Design Project - Engineering Students Developing Epistemic Fluency2019In: IEEE Transactions on Education, ISSN 0018-9359, E-ISSN 1557-9638, Vol. 62, no 3, p. 216-225, article id 8703388Article in journal (Refereed)
    Abstract [en]

    Contribution: This paper reports engineering students' practical epistemic cognition by studying their interactional work in situ. Studying "epistemologies in action'' the study breaks away from mainstream approaches that describe this in terms of beliefs or of stage theories.

    Background: In epistemology, knowledge is traditionally seen as "justified true belief'', neglecting knowledge related to action. Interest has increased in studying the epistemologies people use in situated action, and their development of epistemic fluency. How appropriate such approaches are in engineering and design education need further investigation.

    Research Questions: 1) How do students in the context of a design project use epistemic tools in their interactional work? and 2) What are the implications of the findings in terms of how students' cognitive and epistemological development could be conceptualized?

    Methodology: A collaborative group of six students were video recorded on the 14th day of a fifth-semester design project, as they were preparing for a formal critique session. The entire, almost 6 h, session was recorded by four video cameras mounted in the design studio, with an additional fifth body-mounted camera. The video data collected was analyzed using video ethnographic, conversation analysis, and embodied interaction analysis methods.

    Findings: The results show that the students use a wealth of bodily material resources as an integral and seamless part of their interactions as epistemic tools, in their joint production of understanding and imagining. The analysis also suggests that students' epistemological and cognitive development, individually and as a group, should be understood in terms of developing "epistemic fluency.'' 

  • 30.
    Berntson, Martin
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Kyrkohistoria som en del av religionskunskapsämnets identitet - Reflektioner över läroplan och tillämpning2014In: 14 röster kring samhällsstudier och didaktik / [ed] Hans Albin Larsson, Jönköping: Samhällsstudier & Didaktik , 2014, p. 15-53Chapter in book (Other academic)
  • 31.
    Berntzen, Agnes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Läsförståelse: En kvalitativ studie om sex lärares beskrivningar av läsförståelseundervisningen i årskurs 1 och 22018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Undersökningar från PISA visar att läsförståelsen i Sverige har varit dalande i flera år. Densenaste undersökningen från 2015 visar dock motsatt resultat. Syftet med dennakvalitativa studie är att ta reda på hur lärare arbetar medläsförståelseundervisning. Forskningsfrågorna i studien är Vad beskriverlärare utifrån sina egna erfarenheter är betydelsefulla inslag i undervisningenför elevers läsförståelseutveckling? Hur utmanar och stöttar lärarna enskildaelever i läsförståelseutvecklingen?  Studien grundar sig på den sociokulturellateorin och beskriver att elevers läsförståelseutveckling sker i ettsocialt samspel, när lärare vägleder, stöttar och utmanar eleverna. Resultatetvisar att högläsning, grupparbete och att motivera eleven är betydelsefullainslag i undervisningen. Elever stöttas med hjälp av olika redskap såsomdigitala enheter eller läshjälp från läraren.

  • 32.
    Bertills, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue).
    Augustine, Lilly
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Inclusive teaching skills and student engagement in physical education2019In: Frontiers in Education, ISSN 2504-284X, Vol. 4, no 74Article in journal (Refereed)
    Abstract [en]

    Including students with disabilities in school-based Physical Education (PE) is common practice. However, little is known about students’ engagement and interaction in this environment and how it is related to PE teaching skills. Student engagement and interaction patterns were therefore observed. A multiple time-sampling method was used to perform observations of individual, contextual and environmental aspects of student engagement in school-based PE lessons. Three groups of students, aged 14 (n = 94), with: (1) Disabilities (n = 23), (2) Low grades (n = 27), and (3) High grades (n = 44) were compared. Students, independent of group, showed relatively high engagement in PE. The observed frequency of linking lesson content to PE syllabus in combination with using a vibrant affective tone when instructing was used as an indicator of high-/low-level teaching skills. Higher student engagement was observed in environments with high-level PE teaching skills, which included more whole group teaching, a higher frequency of student-teacher communicative proximity and more instructions. Students with disabilities and with low grades were more often observed in whole group activities, students with high grades in small group activities. The primary type of support provided to students with disabilities in PE seemed to consist of communicative proximity to the teacher. They were more often observed to be close to the teacher. Our results suggest that proximity to the teacher may serve as an indicator of inclusive teaching. In high-level teaching environments, teachers were more frequently in communicative proximity to all students, which facilitates learning. Lessons were also more focused (physically and academically) and technical devices and music were used for teaching purposes. More complex lesson content requires more instructions and our results show that, despite more instructions, all student groups were more on-task. Implied from our observations is that lesson complexity, the structuring of whole/small group formats, teacher proximity, and student engagement are aspects to consider when studying school-based PE. More instructions, closer communicative proximity and higher student engagement in high-level teaching provide students with more learning opportunities and facilitate feed-back and feed-forward, and individual support to students with disabilities.

  • 33.
    Berwari, Heve
    et al.
    Jönköping University, School of Education and Communication.
    Braim, Hero
    Jönköping University, School of Education and Communication.
    Att undervisa om slöja: En undersökning om hur sex lärare undervisar om slöjan i religionsundervisningen om islam2015Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A study about how six teachers teach about the veil in the teaching of islam

  • 34.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    A virtual study in higher education2018In: INTED 2018 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2018Conference paper (Refereed)
    Abstract [en]

    A study visit is when an individual or a group visits a site to learn about the context and to exchange knowledge with the people at the site. Study visits are often connected to efforts to create intercultural understanding within a course. Traditionally, study visits are connected to geographical sites: students travel to other countries or visit organisations relevant to their education and training. With the development of online environments, virtual study visits are emerging as an alternative to traditional study visits. This paper explores a virtual study visit. The purpose of the virtual study visit was for students to prepare for a laboratory exercise by getting familiar with the context where the exercise would take place. The virtual environment where the study visit took place was a model of the Foundry School they would visit later in the course. There were nine students in the course, and the results of their evaluation of the virtual study visit are presented in the paper. The discussion centres on the students’ perception of the virtual study visit in the course as well as a general consideration of how a virtual study visit can provide additional value in a higher education course. Some unique features of an educational virtual environment, which cannot be achieved in traditional classroom education, are discussed in the paper. The conclusion is that a virtual study visit can provide flexibility in time and space and the possibility to zoom between micro and macro levels in the model of the building. To achieve educational goals, both teachers and students need to engage in the preparation as well as in the virtual study visit itself.

  • 35.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Active ageing through work and learning2014Conference paper (Refereed)
    Abstract [en]

    The demographic changes, with an ageing population in many countries, are usually seen as a financial problem and the solution is to discuss a higher retirement age. In Sweden, the government is working with changes on several levels to make it possible to continue working later in life. This discussion is however paradoxical. People who are sick or worn-out are afraid of being forced to prolong their work life. People, who want to continue working, cannot stay because of employers’ negative attitude towards older employees. To work longer can be a way for individuals to stay active which promotes good health and well-being, but the discussion needs to include alternative solutions and a broader perspective, not just prolonging working life. Work is often equal to fulltime employment and the role of learning throughout (work)life is seldom addressed. In addition, one often forgets to ask the older adults themselves about their experience and opinion in this matter. We talk about them and not with them.

    The purpose of this paper is to study the role of work and learning in older adults lives. A survey was distributed in four pensioner's associations in one of Sweden’s county’s. 232 individuals replied and out of these, 83 (35,8%) have worked in some form after retirement. Only four of these had worked fulltime. About half had worked for payment and the rest had worked for non-profit organizations. The primary context for learning activities was to be involved in a study circle.

    Based on the results of this study, there was an expressed need for individual flexibility and adjustment so that pensioners could stay active and productive on their own terms. In today’s working life, flexibility is usually a demand on the workforce but rarely expected from employers. There is also a lack of the systematic integration of education in a lifelong perspective.

  • 36.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    E-mentorship for lifelong learning2019In: INTED 2019 Proceedings, 2019, p. 9750-9759Conference paper (Refereed)
    Abstract [en]

    It has long been known that mentorship programs can provide both vocational and psycho-social support and development opportunities for program participants. Mentorship has proven itself to be a superior way to learn ‘on the job’, as this education and training are based on problem-oriented learning relevant for the specific work setting. It has been reported that traditional educational approaches with a fixed curriculum are not efficient when it comes to meeting an organizations’ needs and that it might be difficult, or even impossible, to apply what one has learned when one returns to one’s workplace. Problem-oriented learning that takes place at the workplace, as an alternative to traditional courses, has many advantages; for example, such learning can be linked to everyday tasks. The digitalization of mentorship can benefit from knowledge that has been developed within traditional mentorship programs, and in particular the structure of a program. At the same time, technological development can allow for the introduction of new and innovative ways of working with lifelong learning in organizations. This paper addresses the potential benefits from e-mentorship for workplace learning. E-mentorship and mentorship systems have been studied before but not to a large extent. Based on the continuous development of digital tools and the digitalization of work practices, there is a need to understand if and when these tools can contribute to strengthening mentorship aimed at workplace learning. A model for strategic mentorship that was developed to assist mentorship in the foundry industry is presented: Strategic Mentorship for Inclusion, Learning, and Equality (SMILE). The model is discussed in relation to three advantages with e-mentorship: (i) flexibility in time and space, (ii) variety of learning formats and, (iii) access to global expertise. The general conclusion is that since the model covers several aspects of inclusion in working life, with respect to the individual’s whole life-situation, e-mentorship may not be the most functional approach. Since psycho-social support is central in the model, in-person mentorship is preferred since this kind of mentorship tends to be more interactive. When it comes to online learning and e-mentorship, there are several tools that support interactivity, but they still have limitations compared to the physical meeting. The model also comprises several different areas which makes the mentorship more complex than just discussing a single task or problem. E-mentorship can however be a very good complement when there is need for flexibility in time and space, variety of learning formats and, access to global expertise. Finally, the organizational support from managers, in terms of structure and resources, determines what can be done. The provision of education to build competencies in mentorship as well as ICT skills are other aspects to include if there is a need to work strategically with mentorship and e-mentorship.

  • 37.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    EMIL’s EY 2012 Programme of Events: Report from Encell – National centre for lifelong learning in Sweden2012Other (Other (popular science, discussion, etc.))
  • 38.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Kartläggning av lärande mellan generationer och utvärdering av utbildningsaktiviteter i projektet Affärsnytta och sociala medier2013Other (Other academic)
  • 39.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Knowledge management technology supporting individual learning preferences2013Conference paper (Refereed)
    Abstract [en]

    This conceptual paper focuses on variations in the preferred learning spaces of knowledge workers and resulting implications for the construction of an effective knowledge management technology system. The discussion in the paper is based on the cross-reference of ideas from literature on Knowledge Management (KM) and Experiential Learning Theory (ELT). When developing a Knowledge Management Technology (KMT) system, the technological possibilities are often the point of departure. Based on the discussion in this paper, I propose that the knowledge workers’ learning styles should be the proper point of departure. The paper presents a conceptual model based on the concept of learning spaces. An important finding is that data base technology is over-emphasized. Instead, more attention should be given to the role of ICT and social media in managing knowledge. This paper answers to calls for a focus on the knowledge worker in KM.

  • 40.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Organizing for Intergenerational Learning and Knowledge Sharing2015In: Journal of Intergenerational Relationships, ISSN 1535-0770, E-ISSN 1535-0932, Vol. 13, no 4, p. 285-301Article in journal (Refereed)
    Abstract [en]

    The increased age diversity in society challenges organizations to rethink the purpose and structuring of learning. This article proposes that an intergenerational learning (IL) approach can be useful for addressing the emergent needs, since IL implies a reciprocal process of learning and knowledge development. Taking an IL approach involves a shift from “succession of knowledge” to “co-creation of knowledge” in knowledge-sharing efforts. This shift becomes crucial as the digital generation enters the workforce. This paper presents insights from a case where students and entrepreneurs were engaged in an IL project to learn about business advantages and social media.

  • 41.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Sweden’s Senior University: Bildung and fellowship2019In: The university of the third age and active ageing: European and Asian-Pacific perspectives / [ed] M. Formosa, Cham: Springer, 2019, p. 131-142Chapter in book (Refereed)
    Abstract [en]

    The chapter provides an overview of the Swedish Senior University movement and explores why individuals choose to participate in the organised learning activities. Currently, there are 34 Senior Universities across the country and they have a total of 25,000 members. They are organised as independent associations but linked to the Swedish Folkuniversitet system, one of ten educational associations that exist in the Swedish Folkbildning organisation (a ‘general level’ education structure for adults). When one asks participants in Senior Universities why they are involved in the association’s activities, two main points are generally raised. First, that they wish to further their education by acquiring new knowledge, and secondly, that they aspire to be part of a social community with other, like-minded and same-aged peers. Senior Universities are self-organised associations, and they mainly attract people with academic backgrounds. Hence, Senior Universities should only be regarded as one of several possibilities for people at a later stage of the life course to engage in learning activities. The Senior University is seen as something positive for those who are active in the movement, but there are several different reasons why people attend.

  • 42.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Björklund Carlstedt, Anita
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. Jönköping University, School of Health and Welfare, HHJ. ADULT. Jönköping University, School of Health and Welfare, HHJ. ARN-J (Aging Research Network - Jönköping).
    Bridge jobs2019In: Encyclopedia of Gerontology and Population Aging / [ed] D. Gu & M. E. Dupre, Cham: Springer, 2019, p. 1-6Chapter in book (Other academic)
  • 43.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Engström, Annika
    Jönköping University, School of Engineering, JTH, Supply Chain and Operations Management.
    A Lewinian approach to managing barriers to university–industry collaboration2019In: Higher Education Policy, ISSN 0952-8733, E-ISSN 1740-3863, Vol. 32, no 1, p. 129-148Article in journal (Refereed)
    Abstract [en]

    Calls are made by governments, university management and industry to increase university–industry (U–I) collaboration to find solutions for societal and economic problems that are too complex to be tackled within one sector alone. Researchers are often expected to realise these ideas, but when it comes to everyday research and knowledge development, individuals may encounter barriers to accomplishing this. The paper presents an empirical study of researchers’ view on U–I collaboration. Our focus in the analysis, inspired by the Lewinian field theory, is on the hindering forces that might create barriers to collaboration from a researcher’s perspective. Contrary to the previously used approaches taken in force field analysis, we perform a qualitative study, which might be better suited for this framework. In the literature on U–I collaboration, ‘orientation-related’ and ‘transaction-related’ barriers have been identified. In our analysis, we discuss hindering forces on the individual, intra- and interorganisational levels. In total, we find 18 key areas to identify possible hinders for collaboration and based on a Lewinian perspective, we suggest that removing hindering forces can benefit U–I collaboration. The paper recognises the need to regard universities as equal partners in U–I collaboration for sustainable knowledge production.

  • 44.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Engström, Annika
    Jönköping University, School of Engineering, JTH. Research area Industrial Production.
    Barriers to managing knowledge and learning in university: Industry cooperation2016Conference paper (Refereed)
    Abstract [en]

    Calls are made by governments, university management, and industry to increase university–industry cooperation to find solutions for societal and economic problems that are too large and complex to be tackled within one sector alone. These actors want to stimulate knowledge development and learning in university – industry cooperation to achieve innovation and growth. Researchers are often expected to take charge for realizing these ideas but when it comes to everyday research and knowledge development, individuals may encounter barriers for doing this. In this paper, we present an empirical study of researchers’ view on university – industry cooperation. Our focus in the analysis, inspired by the Lewinian field theory, is on the hindering forces that might create barriers for cooperation from a researcher’s perspective. Contrary to the previously used approaches taken in force field analysis, we perform a qualitative study which might be better suited for this framework. In the literature on cooperation and collaboration, ‘orientation-related’ and ‘transaction-related’ barriers have been identified. In our analysis, we also find other hindering forces related to person-task fit, identity, career and resources. These barriers are found on the individual and societal level, in addition to the previous two categories that are on the organizational level.

  • 45.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Florin Sädbom, Rebecka
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Mentorship programs - a way to inclusion and diversity at the workplace2017Conference paper (Refereed)
  • 46.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Florin Sädbom, Rebecka
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Mentorship programs in the manufacturing industry2018In: European Journal of Training and Development, ISSN 2046-9012, E-ISSN 2046-9020, Vol. 42, no 7/8, p. 455-469Article, review/survey (Refereed)
    Abstract [en]

    Purpose

    This paper aims to present a literature review of studies of mentorship programs in the manufacturing industry so as to lay a theoretical basis for learning at work.

    Design/methodology/approach

    A literature review with focus on mentorship programs in the manufacturing industry was used. A search for relevant peer-reviewed articles, in four databases, rendered 315 hits, but only one article dealt with mentorship programs in an industry similar to the manufacturing industry. Thus, it is concluded that there is a lack of research on this area. The selection criteria were broadened so as to include 16 articles on mentorship programs for learning at work.

    Findings

    Three dominant areas emerged from this review: definitions of mentorship, characteristics of a good mentor and mentorship program structures. The establishment of a mentorship program requires a clear purpose; contextual knowledge; and adaption to the profession, the organization and to individual needs. In addition to their findings, the authors discuss relationships in mentoring programs, what can be understood by “reading between the lines” and the ongoing digitalization of mentorship programs.

    Originality/value

    Mentorship has proven itself to be a superior way to learn on the job. This paper provides practical information about establishing mentorship programs in the manufacturing industry, with a particular focus on the moulding industry.

  • 47.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Florin Sädbom, Rebecka
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Strategiskt mentorskap: Mentorskapsprogram för arbetsplatsförlagt lärande2017Report (Other academic)
    Abstract [sv]

    Mentorskap erbjuder ett överlägset sätt att lära sig yrkeskunskap och för attsocialiseras in på arbetsplatsen enligt flera studier som vi har tagit del av. Den här rapporten presenterar en modell för ett strategiskt mentorskap som utvecklades i ett ESF-projekt och jämför den med forskningslitteratur om mentorskapsmodeller för arbetsplatslärande.

    SMILE-modellen utvecklades baserat på tidigare kunskaper och erfarenheter från Ingjuta-projektet. SMILE är en akronym för strategiskt mentorskap för inklude- ring, lärande och jämlikhet. Modellen består av följande fyra delar:

    • Ledningens stöd. På vilket sätt är mentorskap en strategisk fråga i organi- sationen och hur stödjer ledningen detta med konkreta insatser?

    • Inkludering. Hur samverkar företaget med andra aktörer så att individens livssituation som helhet fungerar?

    • Lärande. Vilka verktyg och metoder har de anställda tillgång till för att stödja sitt eget och andras lärande?

    • Jämlikhet. Hur uppmuntras och tillvaratas variation och olikheter på ett jämlikt sätt och till företagets bästa?

    Ledningens stöd är avgörande för att de övriga tre ska fungera.

    I litteraturstudien återkom följande områden:

    • Innebörden av mentorskap. Det finns flera sätt att definiera mentorskap men i grunden handlar det om överföring av kunskap från en erfaren person till en annan person med mindre erfarenhet. För att betona vikten av att både mentor och adept fortsätter utvecklas har vi i den här rapporten definierat mentorskap som en lärandesituation då två individer möts för att ge varandra inspiration och vägledning för att vidareutvecklas, ofta i relation till ett yrke.

    • Mentorns egenskaper. Mentorskapsprogram är inte starkare än de mentorer som ingår och i rapporten går vi igenom en rad egenskaper och förmågor som en effektiv mentor ska ha. Centralt är att fungera som en förebild och att kunna ge både positiv och negativ återkoppling för att stödja denyrkesmässiga och den psykosociala utvecklingen. En viktig bit är att arbeta med utveckling av en mentor eftersom mentorskap är något annat än yrkes- kunskap. Med andra ord, en erfaren och kunnig medarbetare är inte samma sak som en erfaren och kunnig mentor.

    • Mentorskapsprogram. Utbildning och träning som sker på arbetsplatsen har flera fördelar: det är ofta kostnadseffektivt, det kan anpassas till individens och organisationens kompetensbehov och det kan vara ett sätt att ta tillvara medarbetarnas kompetens. De programstrukturer som beskrivs i den här rapporten poängterar en bredare ansats där yrkeskunskaper sätts i relation till andra kompetenser. Ledningens stöd uttrycks genom att erbjuda organisatoriska förutsättningar som främjar lärande och förändring.

    • Effekter av mentorskap. Effekter avser den förändring som sker efter en viss insats men eftersom forskning kan ha olika karaktär och ansatser valde vi en bredare definition. Med effekter menar vi de slutsatser som visar på effekter eller som kan förväntas få effekter när de tillämpas i en konkret situation. Utifrån artiklarnas slutsatser framträder programstrukturer, mentorns egenskaper och förmågor, e-mentorskap, IT-system och kvinnors karriär som centrala områden.

    Rapporten avslutas med ett avsnitt där vi presenterar några konkreta rekommendationer för den som ska starta ett mentorskapsprogram i sin organisation.för den som ska starta ett mentorskapsprogram i sin organisation.

  • 48.
    Björk, Jessica
    Jönköping University, School of Education and Communication.
    Kränkningar i fritidshemmet: Lärares förståelse av kränkningar och arbetet med att motverka dessa2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här undersökningen är att bringa kunskap om vad lärare i fritidshem anser vara kränkningar och kunskap om hur de arbetar för att motverka dessa i fritidshemmet.

    • Vad har lärare i fritidshem för förståelse av begreppet kränkningar?
    • Hur beskriver lärare i fritidshem att de arbetar för att motverka kränkningar i fritidshemmet?

    Studien är kvalitativ och för insamling av empirin har semistrukturerade intervjuer använts.

    Fem lärare i fritidshem har intervjuats och efter bearbetning och analys av empirin, har studien fått ett resultat. Studiens resultat presenteras under olika teman. I resultatet framkom att lärarna anser att en kränkning är när en elev känner sig kränkt, oavsett om det är en fysisk, verbal, psykosocial eller kränkning via digitala verktyg. Fritidshemmen där lärarna är anställda har arbetssätt och rutiner för att motverka kränkningar.

  • 49.
    Björklund, Camilla
    et al.
    Department of Education, Communication and Learning, University of Gothenburg, Sweden.
    Kullberg, Angelika
    Department of Pedagogical, Curricular and Professional studies, University of Gothenburg, Sweden.
    Runesson Kempe, Ulla
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research. Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.
    Structuring versus counting: critical ways of using fingers in subtraction2019In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 51, no 1, p. 13-24Article in journal (Refereed)
    Abstract [en]

    The idea of using fingers as a key component in arithmetic development has received a great deal of support, much of which is based on neuroscientific evidence. However, this body of work pays limited attention to how fingers are used and possible different outcomes in arithmetic problem solving. The aim of our paper, based on an analysis of 126 observations of 4–5-year-olds solving a simple subtraction task, is to discuss different ways of using fingers, with some of the ways appearing more, and others less, powerful. The analysis suggests there is much more complexity to children’s finger-related strategies than prior research has indicated. Empirical findings in our study point to the decisive effects of different ways of using fingers, and in particular for either keeping track of counted units or for presenting a structured awareness of number. Three ways of using fingers emerge in the analysis, which are discussed in relation to their rate of success in solving the subtraction task and with attention to why the differences matter for the success rate. Through this discussion we suggest that the complexity of how fingers are used must be considered. 

  • 50.
    Blomén, Amanda
    Jönköping University, School of Education and Communication.
    ”Språket är ju liksom hela vi på något sätt”: En kvalitativ studie om lärares uppfattningar av multimodalt lärande och estetiska lärprocesser i läsförståelseundervisningen2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to the current curriculum, the students should be given the opportunity to process text through varied aesthetic expressions. Likewise, previous research demonstrates the significance of offering students different forms of expression to show comprehension. The aim of this qualitative interview study is therefore to clarify how active teachers in preschool class and grade 1-3 relate to multimodal and aesthetic text work as a tool in teaching reading comprehension. Data in the form of seven teacher interviews were analyzed with sociocultural theory as the starting point. The result of the study shows that the concept of multimodal learning and aesthetic learning processes are perceived as utilizing different modes of expressions that is seen either as a complement to or a further development of a content. The teachers perceive multimodal learning and aesthetic learning processes as a tool in teaching reading comprehension in various ways, including as a tool for bodily expression and development of imaginative ability. Aesthetic and multimodal text work is not given the same amount of space in in the teachers' teaching of reading comprehension, ranging from a continuous feature to sporadic occurrences. Still, the verbal and written language holds a superior role. The teachers identify different challenges when integrating aesthetic and multimodal text work, such as stress and lack of time.

12345 1 - 50 of 242
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf