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  • 151.
    Kjellström, Sofia
    et al.
    Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare. Jönköping University, School of Health and Welfare, HHJ. IMPROVE (Improvement, innovation, and leadership in health and welfare).
    Golino, Hudson
    Universidade Salgado de Oliveira, Brazil.
    Hamer, Rebecca
    International Baccalaureate, The Hague, Netherlands.
    Van Rossum, Erik Jan
    University of Twente, Netherlands.
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Psychometric properties of the Epistemological Development in Teaching Learning Questionnaire (EDTLQ): An inventory to measure higher order epistemological development2016In: Frontline Learning Research, ISSN 2295-3159, Vol. 4, no 5, p. 22-54Article in journal (Refereed)
    Abstract [en]

    Qualitative research supports a developmental dimension in views on teaching and learning, but there are currently no quantitative tools to measure the full range of this development. To address this, we developed the Epistemological Development in Teaching and Learning Questionnaire (EDTLQ). In the current study the psychometric properties of the EDTLQ were examined using a sample (N= 232) of teachers from a Swedish University. A confirmatory factor and Rasch analysis showed that the items of the EDTLQ form a unidimensional scale, implying a single latent variable (eg epistemological development). Item and person separation reliability showed satisfactory levels of fit indicating that the response alternatives differentiate appropriately. Endorsement of the statements reflected the preferred constructivist learning-teaching environment of the response group. The EDTLQ is innovative since is the first quantitative survey to measure unidimensional epistemological development and it has a potential to be used as an apt tool for teachers to monitor the development of students as well as to offer professional development opportunities to the teachers.

  • 152.
    Klaesson, Frida
    Jönköping University, School of Education and Communication.
    Läsförståelsestrategier – verktyg för att förstå en text: En kvalitativ studie om hur fem lärare använder sig av läsförståelsestrategier för att utveckla elevers läsförståelse2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to examine how five active teachers in grades 1-3 use reading comprehension strategies in their teaching to develop students’ reading comprehension. Based on the aim, three questions were formulated: What different reading comprehension strategies are used by the teachers? In which teaching context are reading comprehension strategies used? What do the teachers regard as important in the work on reading comprehension strategies? The study is based on a qualitative method where semi-structured interviews have been conducted. The informants in the study are five qualified teachers, active for at least three years in grades 1-3. The collected material has been transcribed and analyzed from a sociocultural perspective. The result of the study shows that teachers use ”Läsfixarna” which is a part of the material ”En läsande klass”. The teachers work in various ways with reading comprehension strategies. They use reading aloud, homework focusing on reading comprehension and reading, book discussions, reading groups and reading comprehension in various school subjects. The teachers believe that discussion and dialogue, scaffolding and guidance, varied working methods, starting in time, motivation and repetition are important factors while working with reading comprehension strategies.

  • 153.
    Kroksmark, Tomas
    Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    The stretchiness of learning the digital mystery of learning in one-to-one environments in schools2016In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 21, no 1, p. 35-52Article in journal (Refereed)
    Abstract [en]

    The aim of the study is to generate knowledge of how teachers change their teaching and how pupils change their learning as a consequence of working in One-to-One environments in schools. The result shows that teachers and students are changing their relation to teaching and learning when school is digitized. The most important dimension of this change is that content related knowledge of the digitized learning in a one-to-one school, is a prerequisite for improved quality and better results in schools where digital artefacts are used. The results also show in what ways teachers must understand that knowledge is stretched between analogue and digital teaching and learning in the classroom.

  • 154.
    Kärnekull Molin, Magdalena
    Jönköping University, School of Education and Communication.
    Att läsa eller inte läsa, det är frågan: Hur lärare tacklar stereotypa skildringar i äldre skönlitteratur2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is about how teachers cope with racist stereotypes in classic literature. For the study I’ve interviewed six teachers from different grades and schools. I’ve asked them different questions; some of them dealt with how the teachers viewed classic literature in general and the other questions dealt more about how they coped with the racist stereotypes in some of the books.

    I’ve analyzed the teacher’s answers from a postcolonial/critical literary/literary pedagogical point of view and then discussed my results. My conclusions are that the teachers tried to find books that fitted the specific class and that they kept the pupils level and interests in mind when choosing literature.

    The teachers always considered the schools values and principles before selecting books. They found it difficult defining classic literature, but most of them stated that a classic book dealt with questions that are thought to be important regardless of time and place. The teachers had different opinions when it came to the racist stereotypes in some of the books that we consider classic literature in the Western world. Some of them argued that dealing with racism are part of the job, while others thought that a discussion about racist stereotypes required a certain age and matureness among the pupils.

  • 155.
    Landin, Sebastian
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Valvassori, Alexander
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Inflytande och delaktighet i fritidshemmet: En kvalitativ studie om elevers uppfattningar av inflytande och delaktighet i fritidshemmet2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I dagens skolor ska demokratiska medborgare formas, men vad uppfattar eleverna själva att de får vara med och bestämma samt hur delaktiga är de i beslutsfattande processer? Vad innebär inflytande och delaktighet för eleverna?

    Syftet med studien är att undersöka hur elever uppfattar att de har inflytande och delaktighet i fritidshemmet. Utifrån ovanstående syfte har vi formulerat följande frågeställningar:

    • Vad är elevers uppfattningar av inflytande och delaktighet?
    • Hur uppfattar eleverna sitt eget inflytande i fritidshemmets verksamhet?
    • Hur uppfattar eleverna sin egen delaktighet i fritidshemmets verksamhet?

    Studien utgår ifrån en kvalitativ forskningsmetod med en fenomenografisk ansats. Sex stycken elever deltog i intervjuerna. Studien utgår från barns perspektiv där elevers uppfattningar skulle synliggöras, tolkas och analyseras. Shiers (2001) modell som synliggör elevers inflytande och delaktighet användes som ett raster genom hela studien, med avsikt att synliggöra dess nivåer från inflytande till delaktighet i verksamheten. Analysen gav en övergripande bild av elevers uppfattningar utifrån de olika nivåerna. Resultatet visade att eleverna använde sig av en förslagslåda i fritidshemmet för att få sin röst hörd och såg förslagslådan som den största vägen till inflytande. Eleverna ville bli mer delaktiga i beslutsfattande processer som att få vara med och bestämma vad som ska köpas in till fritidshemmet samt när eleverna ska få vara inomhus och utomhus.

  • 156.
    Lazzarino, Lucio
    Jönköping University, School of Education and Communication, HLK, CHILD.
    LANGUAGE RELATED OUTCOMES OF BILINGUAL EDUCATION IN PRESCHOOL AND PRIMARY SCHOOL: A SYSTEMATIC REVIEW FROM 2000 TO 20162017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Good language skills are essential to academic success. Immigrant and refugee children who enter school without previous knowledge of the societal language are more prone to failure and need of special support. The aim of this study is to describe bilingual educational program used in preschool and primary school and to examine their outcomes related to language development, both for the home language (L1) as well as the school language (L2). 17 studies were identified through a systematic literature review. Results showed a predominance of the transitional bilingual education (TBE) and two-way immersion (TWI) models in bilingual education. Language related outcomes confirmed the finding from previous literature that bilingual education doesn't inhibit L2 acquisition. Also, confirming previous literature, advantages of bilingual programs over monolingual ones are proven hard to confirm. However, several methodological issues addressed by the previous meta-analysis seem to generally persist in the most recent literature. The results of this study reiterate the need for more high- quality study in the field. Moreover, future research should also include experimentation with different languages. Finally, this argues the interest to further study and implement bilingual education programs to better accommodate the need of children with a migration background. 

  • 157.
    Lecusay, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Building zones of proximal development with computer games in a U-C Links after-school program2014In: International Journal of Research in Extended Education, ISSN 2196-3673, Vol. 2, no 2, p. 13-26Article in journal (Refereed)
    Abstract [en]

    There is widespread agreement that further research is needed in order to identify afterschool program characteristics useful for understanding why some programs are more successful than others. The bulk of recommendations put forth by researchers, practitioners and policy makers focus on observable characteristics of the afterschool setting as a whole. While these characteristics can be recorded on checklists for later aggregation into a quantifiable evaluation of the system, it is important to remember that they are the products of interactional processes. In the present analysis I focus on the dynamic human interactions that comprise these system-level evaluations. Drawing on video documentation of adult-child computer mediated activities in a UC-Links afterschool program, I illustrate how UC-Links design principles – which focus on the creation of cultures of collaborative learning – promote the learning and development of participating youth. In particular, I show how implementation of these principles support one of the key tasks in achieving quality teachinglearning after school: the successful negotiation of a common ground of engagement between interlocutors in an instructional interaction.

  • 158.
    Lecusay, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Telementoring Physics: University-Community After-school Collaborations and the Mediation of the Formal/ Informal Divide2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    For several decades improvement of science education has been a major concern of policy makers concerned that the U.S. is a “nation at risk” owing to the dearth of students pursing careers in science. Recent policy proposals have argued that provision of broadband digital connectivity to organizations in the informal sector would increase the reach of the formal, academic sector to raise the overall level of science literacy in the country.

    This dissertation reports on a longitudinal study of a physics telementoring activity jointly run by a university-community collaborative at a community learning center. The activity implemented a digital infrastructure that exceeds the technical and social-institutional arrangements promoted by policy makers. In addition to broadband internet access (for tele-conferencing between students at the community center and physicists at a university), supplemented by digital software designed to promote physics education, the activity included the presence of a collaborating researcher/tutor at the community learning center to coordinate and document the instructional activities.

    The current research revealed a fundamental contradiction between the logic, goals, and practices of the physics instructors, and the corresponding logic, goals, and practices of the participants at the community learning center. This contradiction revolves around a contrast between the physicists’ formal, logocentric ways of understanding expressed in the ability to explain the scientific rules underlying physical phenomena and the informal, pragmatic orientation of the youth and adults at the learning center.

    The observations in this dissertation should remind techno-enthusiasts, especially in the arena of public education policy, that there are no turnkey solutions in “distance” science education. Technically “connecting” people is not equivalent to creating conditions that expand opportunities to learn and a functioning socio-technical system that supports learning. Secondly, for designers and practitioners of informal learning in community-university collaborative settings, it is critically important to understand distance learning activities as developing “cross-cultural, ” collaborative encounters, the results of which are more likely to be hybrids of different ways of learning and knowing than the conversion of informal learning into a tool for instruction that will allow youth to “think like physicists.” 

  • 159.
    Lecusay, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Unanticipated Applications of Digital Technologies in an After-school Physics Telementoring Activity2010Conference paper (Refereed)
  • 160.
    Lee, Hoe Chung-Yeung
    et al.
    School of Occupational Therapy and Social Work, Curtin University, Perth, WA, Australia.
    Flavell, Helen
    Faculty of Health Science, Curtin University, Perth, WA, Australia.
    Parsons, Dave
    School of Occupational Therapy and Social Work, Curtin University, Perth, WA, Australia.
    Parsons, Richard
    School of Occupational Therapy and Social Work, Curtin University, Perth, WA, Australia.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. School of Occupational Therapy and Social Work, Curtin University, Perth, WA, Australia.
    Developing agentic learners for 21st century practice: A pedagogic approach in occupational therapy2016In: Journal of Allied Health, ISSN 0090-7421, E-ISSN 1945-404X, Vol. 45, no 1, p. 8-13aArticle in journal (Refereed)
    Abstract [en]

    In this paper, an approach to teaching occupational therapy students how to create orthoses, whilst at the same time developing higher-order critical thinking, reflective, and clinical reasoning skills is described. The scaffolded nature of the learning activities, incorporating Kolb's reflective learning cycle, was used to support students' capacity for clinical reasoning and better prepare them for clinical placement. The peer-assessment element was also designed to support the experiential learning by allowing students to test their evaluation of hand orthoses, compare their assessment with an expert's, and identify areas for improvement. Students who demonstrated higher grades for the written reflection assessment showed better agreement with the experts (smaller bias, p<0.01). This study concluded there was a correlation between students' capacity for reflective thinking and the development of clinical reasoning. Furthermore, the reflective writing exercise encouraged students to generalise their skills beyond the classroom. The approach and findings of this study are relevant to a range of allied health professions through providing a process to support the development of higherorder critical thinking, reflection, and reasoning skills. Furthermore, the study provides an evidence base to demonstrate that higher reflective skill capacity and critical thinking are crucial to creating agentic learners.

  • 161.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Sandblom, Elisabet
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Dive iN – Diversity as Normality2017Conference paper (Refereed)
  • 162.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Sandblom, Elisabet
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Haglind, Therése
    Erik Dahlbergsgymnasiet, Jönköping, Sweden.
    Dive iN – Diversity as Normality: A substudy on usage of digital resources across subjects in upper secondary school2018Conference paper (Refereed)
  • 163.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Sandblom, Elisabet
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Haglind, Therése
    Erik Dahlbergsgymnasiet, Jönköping, Sweden.
    In/ex/clusive communication in upper secondary school settings. The challenge of digital resources2018Conference paper (Refereed)
  • 164.
    Lindman, Frida
    Jönköping University, School of Education and Communication.
    "Du är ju inte din dyslexi": Anpassningar och strategier som används i läs- och skrivundervisningen för elever med dyslexi2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to provide knowledge of the adjustments and strategies special pedagogues and remedial teachers use in teaching contexts to discuss how class teachers can support reading and writing development for pupils with dyslexia in the classroom. With this study, I want to find answers about how the work around dyslexia pupils looks like and what assistance and support class teachers can receive from special pedagogues or remedial teachers. In the background, information is presented that may be of importance for the understanding of the study. The study is based on a socio-cultural perspective which is presented in the theory section. I have chosen to implement a qualitative study in which I used semi-structured interviews with three special pedagogues and two remedial teachers. The study's results indicate that the primary cause of dyslexia is that the pupil has a reduced phonological awareness, which has consequences for the pupil's spelling and word decoding. To know if a pupil is dyslectic, a pedagogical survey is conducted by the school´s special pedagogue to see if there are indications of dyslexia. The methods used in literacy teaching are similar to pupils with dyslexia and for pupils with reading and writing difficulties. What most often differ are compensatory tools in the form of iPad or computer. It also turns out that pupils with dyslexia can practice their difficulties but need to find strategies to develop them. It is also presented in the result that it is fruitful to work with the “Bornholmsmodellen” in pre-school class. This favors all pupils, but especially pupils with dyslexia, as they can train the phonological awareness early by using games about language. Although the role of special pedagogues in the school is to work for the pupil and remedial teachers with the pupil, they are rarely in the classroom but they can meet the pupil for intense training periods and, for example, giving the class teacher support in the form of tips on adjustments and interventions and evaluate these. There is not one specific way of working that fits pupils with dyslexia. All pupils are different and the teaching should be individualized according to the individual pupil's conditions. If the teaching is individualized, the classroom will be inclusive, this assume good conditions for having a school for all kind of pupils which Sweden’s elementary school's curriculum establishes (Skolverket, 2016).

  • 165.
    Lindqvist, Gunilla
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    SENCOs: vanguards or in vain?2013In: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802, Vol. 13, no 3, p. 198-207Article in journal (Refereed)
    Abstract [en]

    In Sweden today, special educational needs coordinators (SENCOs) are educated at universities to help resolve educational problems related to children in need of special support at three levels, that is, the organisational level, the classroom level and the individual level. Before the education of SENCOs was created in the early 1990s, special teachers were the occupational group that worked primarily on an individual level. Children's school problems were then seen as individual deficits. SENCOs can be seen as vanguards in changing an educational system from primarily focusing on an individual perspective to a broader focus on the entire learning environment. How has the occupational role of SENCOs affected schools? The overall aim of this study is to investigate possible changes within a school system when the introduction of a new occupational group, SENCOs, challenges established structures. More specifically, this paper studies how different occupational groups view where and in what ways SENCOs work and should work. Three different questionnaires are the basis of this analysis of SENCOs' present situation within the Swedish educational system. A number of interesting findings were detected in this study. For example, several occupational groups respond that SENCOs should work with individually taught special education. Meanwhile, a pattern emerges in which SENCOs seem to have partly established a new work role. However, little is known about how these changes affect children in need of special support.

  • 166.
    Lindqvist, Gunilla
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Making schools inclusive? Educational leaders' views on how to work with children in need of special support2013In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 17, no 1, p. 95-110Article in journal (Refereed)
    Abstract [en]

    Educational leaders have a comprehensive responsibility for how preschools and schools work with children in need of special educational support. The aim of this research is to study how educational leaders (a) explain why children have problems in schools, (b) consider how preschools/schools should help children in need of special support and (c) the role they believe that Special Educational Needs Coordinators (SENCOs) should have in such work. Educational leaders (N = 45) working in preschools and regular compulsory schools in a Swedish municipality responded (100%) to a questionnaire. According to the results of this study, this group seems to view difficulties in schools as being caused primarily by individual shortcomings. Educational leaders often advocate solutions that are closely linked to the work of special educators. The educational leaders believe SENCOs should work with supervising staff and focus on documentation and evaluations. Preschool leaders attribute children's need of special support to teachers more often than their colleagues in compulsory schools.

  • 167.
    Lindqvist, Gunilla
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Nilholm, Claes
    Malmö University.
    Promoting inclusion? ‘Inclusive’ and effective head teachers’ descriptions of their work2014In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, no 1, p. 74-90Article in journal (Refereed)
    Abstract [en]

    The purpose of the reported interview study from Sweden is to contribute to our understanding of how head teachers can promote inclusive practices. Five head teachers were selected from a larger sample of head teachers working in compulsory schools (6–16) according to specific criteria in order to obtain head teachers who work effectively and express inclusive values relative to a relational perspective. The interviews were semi-structured, and a thematic analysis was performed. Head teachers’ strategies were in focus. The theoretical point of departure is critical pragmatism. Overall the five head teachers reported similar strategies. The head teachers describe the importance of educational leadership through observation and participation in activities in the classrooms. They advocate flexibility in the solutions provided for students in need of special support preferring solutions carried out in the regular classroom by the class/subject teacher. Head teachers see special educational needs coordinators (SENCOs) as important partners in their work towards more inclusive practices. Head teachers express the importance of consensus among their staff. They seem to welcome government’s increasing demands and steering concerning how head teachers should manage their schools. Finally, it is discussed whether the head teachers can be said to work ‘inclusively’ and, more generally, the methodological challenges researchers must confront in studies concerning ‘inclusive’ education.

  • 168.
    Linholm, Ebba
    et al.
    Jönköping University, School of Education and Communication.
    Dürango, Sara
    Jönköping University, School of Education and Communication.
    Undervisning i ett flerspråkigt klassrum: En litteraturstudie om flerspråkiga elevers språkutveckling2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Under de senaste decennierna har det skett en stor förändring kring språksituationen i Sverige, eftersom migrationen hela tiden ökar och vi blir ett mer mångkulturellt land. Det innebär att det ställs högre krav på lärare och den planerade undervisningen i skolan. Den här litteraturstudien behandlar vad forskning säger om språkutvecklande undervisning för flerspråkiga elever och vilken effekt flerspråkighet som resurs har på elevers språk- och kunskapsutveckling. Syftet med litteraturstudien är att undersöka, analysera och sammanställa forskning som behandlar språkutvecklande undervisning i svenska för flerspråkiga elever i åldrarna 6-12 år. Frågeställningar som resultatet ska ge svar på är följande:

    • Vilka arbetssätt gynnar flerspråkiga elevers språkutveckling?
    • Vilken effekt har den flerspråkiga elevens resurser på dess språk- och kunskapsutveckling?

    Metoden för den här litteraturstudien har utgått från nationell och internationell forskning. Studiens resultat grundar sig framför allt i det sociokulturella perspektivet och visar att interaktion och samtal, språklig stöttning och transspråkande undervisning är gynnsamma arbetssätt för flerspråkiga elevers språkutveckling. Resultatet visar även att effekten av elevers möjlighet till användning av sina språkliga resurser i undervisningen bland annat leder till positiva attityder till flerspråkighet, språk- och kunskapsutveckling samt stärkt identitet hos eleverna. Vidare kan det bidra till en samverkan mellan hemmet och skolan, vilket innebär att även vårdnadshavare blir engagerade i sina barns språk- och kunskapsutveckling. En slutsats som därmed dragits är att flerspråkighet som resurs bör tas tillvara i klassrummet för att gynna alla elevers språkutveckling.

  • 169.
    Lundberg, Ellen
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Leisure-time Centre.
    Göthesson, Cecilia
    Jönköping University, School of Education and Communication, HLK, School Based Research, Leisure-time Centre.
    Grundskollärare i F-3:s uppfattningar om fritidshemmet2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 170. Magnusson, Jesper
    et al.
    Fokoe, Abel
    Konflikthantering på fritidshemmet: En studie kring barns och fritidspedagogers syn på konflikter och konflikthantering2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien var att undersöka hur pedagoger och barn upplever att konflikter kan lösas. De teoretiska utgångspunkter som använts är ett sociokulturellt perspektiv, som beskriver hur individer samspelar med varandra och ger ett barns perspektiv, som innebär att se och förstå barns handlingar och beteenden från deras perspektiv. Undersökningen som ligger till grund för arbetets resultat genomfördes med hjälp av en kvalitativ undersökningsmetod. Barn och pedagoger valdes ut och gav sitt godkännande till att delta i undersökningen genom att skriva under tillståndsblanketter som hade lämnats ut till två utvalda skolor. I barnens fall skickade vi också med tillståndsblanketter till vårdnadshavare för att läsa igenom och skriva under. Barnen som deltog svarade på frågor, följdfrågor och diskuterade tillsammans med varandra i fokusgruppssamtal på respektive skola. Pedagogerna deltog i enskilda intervjuer där de svarade på frågor samt följdfrågor. Olika frågor hade konstruerats till barnen och pedagogerna och hade utformats så att de skulle kunna vara till hjälp vid att besvara forskningsfrågorna. Resultatet av undersökningen bestod av beskrivningar av både barnen och pedagogerna där de beskrev hur de brukar gå tillväga för att hantera och lösa konflikter. Resultatet av undersökningen visade på att barn ofta använde sig av bland annat närkontakt, tröst och regler vid konfliktlösningar. Pedagogerna beskrev att de brukar lösa konflikter genom samarbete med kollegor samt genom att lyssna och observera konfliktsituationer. Vidare beskrev pedagogerna att de arbetade förebyggande för att motverka framtida konflikter.

  • 171.
    Malmqvist, Elina
    Jönköping University, School of Education and Communication.
    Allt är inte så svart eller vitt: En kvalitativ studie om hur lärare inkluderar critical literacy i undervisningen.2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The first chapter of the curriculum describes the school’s obligations, which partly implies that students after they graduate, should reason and discuss on the basis of knowledge and ethical considerations express viewpoints and so indicate a critical approach (Skolverket, 2017d, s.13). A critical approach can be developed thru critical literacy. The purpose of this thesis is therefor to study how working teachers in primary- and middle school are working in order to develop critical literacy. The study are based on the research questions:

    -Within which areas in teaching are critical literacy brought up? 

    -Which tools are used to develop critical literacy?

    -What do teachers consider is their role in teaching that concerns critical literacy? 

     

    The thesis is based on interviews with four teachers. The interviews are semi-structured and the teachers have been selected by available range. The result shows that gender, ethic, culture and norms are aspects that the teachers handle in relation to the school subjects art, general science, social science and Swedish. The teachers brought up different types of tools that can be helpful while developing critical literacy, for example discussions, iPads, books, pictures and educational material were mentioned. The results also shows that there are factors that the teachers have to consider and these were the pupils, planning and time for planning and also that they hade to be role models by having a critical approach. 

  • 172.
    Mati, Linda
    Jönköping University, School of Education and Communication.
    Anpassad skrivundervisning för flerspråkiga elever.: En beskrivning av fem lärares undervisningsinnehåll.2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 173.
    Mattus, Maria
    Jönköping University, School of Education and Communication, HLK, Media and communication science.
    Wikipedia som lärkontext - ett resonemang om hur engagemanget i wikiproduktionen bidrar till det livslånga lärandet2014In: Utbildning och lärande, ISSN 1653-0594, Vol. 8, no 1Article in journal (Refereed)
  • 174.
    Melin, Daniéla
    Jönköping University, School of Education and Communication.
    "Nedskräpning förbjuden": Elever på mellanstadiet resonerar kring nedskräpning, källsortering och föroreningar2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this qualitative study is, through focus group interviews investigate what pupils in grades 5-6 can and reason about waste sorting, littering and pollutions. The study examines how sustainable development is presented in the curriculum's introductory parts and curricula, how the three dimensions of sustainability are defined and previous research within the subject. The result that emerged visualizes how 20 pupils at an Eco-School and a non-Eco-school look at littering and sorting waste. The results of the survey indicate that the pupils are well acquainted with today's environmental problems, and they know how to counteract with these. The pupils on the Eco School did remarkably not show more knowledge about for example sustainability. However, it is demonstrated that the majority of the pupils at both schools hold a nonchalant approach to the problems, place these on other individuals and postpone the problems before them. Finally, the study discusses the introduction of a new topic in the curriculum, who carries the responsibility and how the teachers can engage their students to work for a better planet.

  • 175.
    Messina Dahlberg, Giulia
    et al.
    Dalarna University.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    (Im)mobilities and transnational identity positions on-the-go: language learning in glocal spaces2015Conference paper (Refereed)
  • 176.
    Messina Dahlberg, Giulia
    et al.
    Dalarna University.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Learning as access and learning as participation: (im)mobilities and transnational identity positions in cyber communities2014In: Swedish-Indian International Research Conference LanDpost, Languaging and Diversity in the age of post-colonial glocal-medialization.: Central Institute of Indian Languages. 15-17 October 2014. Mysore, India, Mysore, India: CIIL , 2014Conference paper (Refereed)
    Abstract [en]

    Theoretical and methodological framework

    Sociocultural and postcolonial perspectives on culture, language and identity allow us to empirically investigate how students in cyber communities negotiate and co-construct SpaceTime as a single dimension during the institutionally framed agenda of an online language course focused in this study. Here ‘correct’ languaging or language-use is both a means and a goal in itself. Students gather from all over the world to access the virtual classroom in order to participate and learn the target language. In the online space of the virtual classroom, there is no common locality beyond the pieces of local spaces that individuals can enter. This entering shapes the encounters inside the shared space of the virtual classroom. Such disrupted space is what frames (in terms of constraints and affordances) participation and learning in cyber communities. We argue that in order to understand and empirically study such encounters (or sites of engagement) it is fruitful to use the epistemological lenses of TimeSpace as well as the postcolonial concepts of Third Space and Hybridity. This, we argue, allows us an analytical shift in focus, from what happens inside a space or a community, to what occurs at the boundaries, in-between (virtual) spaces. This is done through a multi-scale analysis of mundane interaction at the micro and meso scales. An augmented conversation analysis (CA) of the interaction at the micro scale allows us to attend to the transmodal and translingual nature of the online encounters. The analysis at the meso scale permits a mapping of the interpenetration of students’ geopolitical spaces in the online site to understand the ways in which students’ (im)mobilities are afforded and constrained by/in cyber educational spaces.

     

     

    Research questions

    Our interests here relate to accounting for how students make sense of the transnational, -lingual, -modal nature of the virtual classroom of which they are members. Going beyond essentialistic theories of language learning, communication and identity, we consider the virtual classroom in terms of a Third Space, a site of transition “between the subject of a proposition […] and the subject of enunciation” (Bhabha, 1994: 53), which entails both an aperture but also a closure to what it means to communicate digitally, through an internet connection across geopolitical borders. This fluidity of positions and languaging (Garcia, 2009), occurring in and across the boundaries of the students’ multiple offline and online communities offers alternative ways of considering how human beings categorize the world in terms of identity, language and culture (Bagga-Gupta, Hasnain & Mohan, 2013) as they endeavor to belong to (and analyze) a group, a community, a tradition.

     

    Empirical material explored

    The empirical data focused here is drawn from a large project at the Communication, Culture and Diversity, CCD research group in Sweden (www.oru.se/humus/ccd/) which includes 80 hours of naturally occurring interactional materials, generated through screen recordings of online sessions of an Italian for Beginners course offered by a Swedish university (www.oru.se/english/research/CINLE, Dahlberg & Bagga-Gupta, 2013).

     

    Preliminary findings

    Our preliminary findings suggest that interactional spaces of virtual courses are co-created by members in the situated-distributed practices across space and time. The epistemologies of ‘SpaceTime’ in such open-spaces are contingent upon members’ (im)mobility in that they are participants in different constellations distributed in online-offline spaces simultaneously. This means that students’ physical locations and embodied dimensions are a part of the online space of the virtual classroom in that they shape and mould the participation trajectories and therefore their access ‘inside’ the virtual site. We illustrate how this multifaceted and multidimensional aspect of virtual encounters is crucial in (institutionally framed) Technology Mediated Communication (TMC) and how it empirically challenges the monolithic, monolingual essentialistic tradition of one language, one nation, one culture.

     

    How the study is related to LanDpost

    The theoretical/methodological underpinnings of the study as well as its preliminary findings are related to the aims and scope of LanDpost through its interests in conceptualizing human beings’ languaging though an empirically informed discussion. The study also aims to show how multisite research in today’s digitalized society (at least in the Global North) relate to the tensions and contradictions which question the assumption of i) what is real vis à vis virtual? ii) what is technologically mediated? and, consequently iii) the often used dichotomy face-to-face/online communication. Such issues are central to the agenda of LanDpost. Our study revisits the complexities of languaging and diversity, especially in light of an essentialistic ontology of here/there, real/virtual, I/the Other which continues to heavily permeate the discourse about online education and telecollaboration in present times.

     

    References

    Bagga-Gupta, S., Hasnain, I. S., Mohan, S. (2013) Introduction: (Re)searching Language, Culture and Identity. In I. Hasnain, S. Bagga-Gupta & S. Mohan (Eds). Alternative Voices. (Re)searching Language, Culture & Identity… England: England: Cambridge Scholars Publishing.

    Bagga-Gupta, S. (2013) The Boundary-Turn. Relocating language, identity and culture through the epistemological lenses of time, space and social interactions. In I. Hasnain, S. Bagga-Gupta & S. Mohan (Eds). Alternative Voices. (Re)searching Language, Culture & Identity… England: England: Cambridge Scholars Publishing.

    Bhabha, H.K. (1994) The Location of Culture. New York: Routledge

    Garcia, O. 2009. Bilingual education in the 21st Century. Malden MA: Wiley-Blackwell

    Messina Dahlberg, G., Bagga-Gupta, S. (2013) Communication in the virtual classroom in higher education: Languaging beyond the boundaries of time and space, Learning, Culture and Social Interaction 2 (3). http://dx.doi.org/10.1016/j.lcsi.2013.04.003

  • 177.
    Mousa, Jenny
    et al.
    Jönköping University, School of Education and Communication.
    Hourmz, Nina
    Jönköping University, School of Education and Communication.
    Nyanlända elevers erfarenheter i en svensk skola: En kvalitativ studie2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Nyanlända elevers erfarenheter i en svensk skola – en kvalitativ studie Newly Arrived Students' Experiences in a Swedish School - a Qualitative Study

    Den senaste tiden har antalet flyktingar från Syrien och Irak ökat drastiskt i Sverige på grund av oroligheterna som förekommer i dessa länder. Detta bidrar till att den svenska skolan har fått ta emot många nyanlända elever. Syftet med denna studie är att undersöka och beskriva de nyanlända elevernas erfarenheter av mötet med den svenska skolan. Mer detaljerat beskrivs de nyanlända elevernas upplevelser av mötet med det svenska språket, undervisningen samt mottagandet i den svenska skolan. Studien är baserad på en kvalitativ undersökningsmetod med intervjuer som redskap att samla data. De nyanlända eleverna får sin utbildning på gymnasie- och vuxnivå. 

    Frågeställningarna som berörts i denna studie är följande:

    •       Hur upplever eleverna mötet med det svenska språket i den svenska skolan?
    •       Hur upplever eleverna undervisningen i den svenska skolan?
    •       Hur upplever eleverna mottagandet i den svenska skolan?

    I studiens resultat framkommer en ambivalent erfarenhet av mötet med den svenska skolan, det vill säga både ett positivt och ett negativt möte. Det svenska språket upplevs som både svårt och inte svårt. Undervisningen uppfattas som både inkluderande och strukturerad samt inte inkluderande och ostrukturerad. Mottagandet ses både som välvilligt och inte välvilligt.

  • 178.
    Mörberg, Ellen
    et al.
    Jönköping University, School of Education and Communication.
    Öhling, Camilla
    Jönköping University, School of Education and Communication.
    “Allting inne går att ta ut, men allting ute går inte att ta in!”: En studie om förskollärares syn på utomhusmiljön som lärmiljö.2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna kvalitativa studie är att genom fyra semistrukturerade intervjuer av förskollärare få en inblick i hur de ser på utemiljön som lärmiljö med inspiration av ett relationellt perspektiv. Följande frågeställningar ligger till grund för studien:

     

    • Hur talar förskollärarna om förskolans utomhusmiljö?
    • Hur används utemiljön i den dagliga verksamheten?

     

    Resultatet av studien visar att det finns en medvetenhet om utemiljöns potential som lärmiljön men att det skiljer sig i om den ses som ett komplement till inomhusmiljön eller som en del av verksamheten. Flertalet förskollärare ser sig själva som ett redskap att använda i barnens lärande och utveckling och att deras roll i att erbjuda utforskande och lärande miljöer är att tolka och skapa. Resultatet visar också att det krävs närvarande och engagerade pedagoger för att uppmärksamma vad varje nytt möte med miljö eller andra personer innebär och vilka möjligheter det i sin tur skapar.  Utemiljön är ett begrepp som innefattar både gården, skogen, närmiljön och ibland ännu längre bort. Gården ses som en bra miljö för barnen att använda hela sitt rörelsespektra i och vår tolkning av studien är att den tillskrivs mer pedagogiskt värde än vad miljön bortom staketet gör. 

  • 179.
    Naaman, Perla
    Jönköping University, School of Education and Communication.
    Lärares användning av boksamtal: En kvalitativ studie baserad på lärarintervjuer om hur boksamtal används i grundskolans tidigare år.2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Book talk is a method that teachers use in the classroom because they want to be able to talk about the book together. The purpose of this study is to investigate how teachers use book talk in teaching. The aim of the study is to answer the following questions:

    • How do the teachers describe their book conversations in practice?
    • What role do the teachers describe that they have in a book conversation?
    • What benefits do teachers see with book conversations for the students' development?

    The method used in the study is qualitative interviews and there were five teachers that participated from two different schools. The theory that is the basis to the study is the socio-cultural perspective. The result showed that teachers' use of book conversations had similarities but also differences. Teachers use book conversations to develop students' reading comprehension and facilitate their difficulties.

  • 180.
    Nabbing, Emelie
    Jönköping University, School of Education and Communication.
    ”Bara för att man kan läsa så är det ju inte säkert att man har förståelse”: En kvalitativ studie angående hur sex lärare i årskurs 2 beskriver att de arbetar med lässtrategier2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Reading comprehension is something that has been shown to be necessary in processing text in all primary school subjects (Alatalo, 2011). Despite that importance, a survey conducted by the Programme for International Student Assessment [PISA] 2012 (referenced in Skolverket, 2013) shows that the reading comprehension of Swedish pupils has dropped, in comparison with previous investigations.

     

    The purpose of this study is to examine how six teachers in second grade describe how reading strategies are used in teaching to develop pupils’ reading comprehension. The study is based on the sociocultural perspective, which gave space to do research about learning and developing. The material was gathered through qualitative interviews in order to take part of the teachers’ descriptions. The result has been organized in five themes; context in different subjects, different forms of joint connection, individual context and the teacher as a tool in teaching and different methods, models and gear as tools in teaching.

     

    The conclusion is that the teachers describe that they are teaching reading strategies in different contexts to develop their students' reading comprehension. It also reveals that the variation in how they work with the reading strategies depends on the context in which they teach. Henceforth, the result shows that the teachers use several different types of tools in teaching reading strategies, tools that the teachers highlighted as crucial for students to develop reading comprehension. 

  • 181.
    Nilsson, Johanna
    Jönköping University, School of Education and Communication.
    Val av läsinlärningsmetoder: En kvalitativ studie om vad som påverkas lärares val av läsinlärningsmetoder i årskurs 12019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 182.
    Nilsson, Pernilla
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Georgsson, Jessica
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Här är skjortan, kör hårt: En kvalitativ studie om nytillträdda produktionsledares upplevelse av introduktionsprocessen2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to create a deeper understanding of how newly employed managers experiences of the orientation program and furthermore what aspects that was of relevance from a manager point of view. The study was conducted at a factory with approximately 1500 employees. A qualitative research design was used in the study with empirical data retrieved from semi-structured interviews with ten newly employed production leaders. The analysis of data has been conducted with inspiration by a phenomenological research approach. The results portray the production leaders different experiences of their work orientation. The result shows that the work orientations have not been standardized and furthermore lacked time frames, with the result that the process has been experienced unstructured and vague. Several of the newly employed mangers, for instance, experienced that the organization did not create useful conditions for them to succeed in their role as production leaders.  Further aspects that were highlighted as important during the work orientation included a mentor and the support from colleagues. In conclusion, we believe that through a distinct structure and clear information from the organization, they would been able to develop a more productive work orientation for their production leaders.

  • 183.
    Nordquist, Sara
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Johansson, Malin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Menar du med penna eller dator?: En litteraturstudie om hur datorer påverkar elevers skrivutveckling2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Skrivning är en central del av undervisningen för elever i årskurs 4–6. Under vår verksamhetsförlagda utbildning har vi märkt att elevers attityder till skrivande ser olika ut beroende på om texten skrivs för hand eller på dator. Litteraturstudien undersöker hur användandet av datorer i undervisningen påverkar elevers skrivutveckling i årskurs 4–6. De frågeställningar som besvaras är:

    • Vad är avgörande för att en datorbaserad undervisning ska bli gynnsam för elevers skrivutveckling?

    • Vilka effekter har datorn på elevers skrivutveckling?

       

    Litteraturstudien bygger på internationell och nationell forskning om hur en datorbaserad undervisning påverkar elevers skrivutveckling med utgångspunkt i årskurs 4–6. Även forskning gällande övriga elever i grundskolan samt gymnasiet har inkluderats. Studien innehåller tio vetenskapliga artiklar, en doktorsavhandling samt ett konferensbidrag.

     

    Resultatet av litteraturstudien visar att datorn har positiva effekter på elevers skrivande då de upplever att de kan ägna mer tid åt textens innehåll och mindre tid åt formandet av bokstäver och eventuella stavfel. Litteraturstudiens resultat visar att för att användandet av datorer ska vara gynnsamt krävs det att eleverna ges möjligheter att utveckla sina kunskaper om datorns utformning och hantering. Litteraturstudiens resultat visar även att lärares intresse och kunskaper är avgörande i alla årskurser, för att datorn ska kunna användas som ett arbetsverktyg i undervisningen. Slutligen har vi i litteraturstudien kommit fram till att lärare behöver erbjuda en varierad undervisning där eleverna ges möjlighet att skriva texter både för hand och med dator för att tillgodose alla elevers förutsättningar och behov.

  • 184.
    Nordström, Gunilla
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Vuxnas lärande otydligt inslag i lärarutbildningar2004In: KOM: kommunikation mellan kommunala vuxenutbildare, ISSN 0347-4445, Vol. 30, no 2, p. 40-41Article in journal (Other (popular science, discussion, etc.))
  • 185.
    Nyqvist, Jessica
    et al.
    Jönköping University, School of Education and Communication.
    Sjöberg, Michelle
    Jönköping University, School of Education and Communication.
    Leker man fortfarande i förskoleklassen?: En kvalitativ studie med förskoleklasslärare kring lekens förekomst i förskoleklass och deras delaktighet i den2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 186.
    Ojala, Tove
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Levinsson Sjögren, Rebecca
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Lässvårigheter som ett resultat av bristande läsutveckling och motivation: En litteraturstudie om lässvårigheter i de yngre åldrarna2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med litteraturstudien är att granska vad forskning säger om lässvårigheter hos elever i de yngre åldrarna.

    • Vad beror lässvårigheter på och vad kan det leda till hos eleven?
    • Vilka metoder finns för att förebygga och åtgärda lässvårigheter?

    Detta examensarbete är en litteraturstudie där vetenskapliga publikationer analyserats. Resultatet visar att lässvårigheter främst beror på brister i läsutvecklingen, framför allt bristande fonologisk medvetenhet. Motivation är också en bidragande faktor till att brister i läsutvecklingen uppstår. Att eleven har låg motivation beror ofta på att föräldrarna har en negativ inställning till läsning, men det kan också bero på andra sociala faktorer. Miljön i klassrummet är även en faktor som påverkar eleven, exempelvis stora klasser och ett tävlingsinriktat klassrum. För att förebygga att eleven får låg motivation är digital teknik användbart.

    Det viktigaste är att försöka förebygga lässvårigheter tidigt genom att arbeta med läsutvecklingen redan i förskola och förskoleklass. Att arbeta tillsammans i klassen och lära ihop motverkar också lässvårigheter. Det är även viktigt att uppmuntra elevens läslust och skapa motivation hos eleven genom exempelvis dagliga lässtunder.

  • 187.
    Olsson, Lena
    et al.
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Bengtsson, Staffan
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue). Jönköping University, School of Health and Welfare, HHJ. 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.
    Huus, Karina
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Nursing Science. Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Elgmark Andersson, Elisabeth
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Kåreholt, Ingemar
    Jönköping University, School of Health and Welfare, HHJ, Institute of Gerontology. Jönköping University, School of Health and Welfare, HHJ. ARN-J (Aging Research Network - Jönköping).
    Social service utilisation in relation to class setting - a longitudinal study among children with mild intellectual disability in Sweden2020In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591XArticle in journal (Refereed)
    Abstract [en]

    TThe aim of this study was to investigate if the type of class setting is related to the utilisation of disability-related services and child welfare services outside school over time among children with mild intellectual disability (ID). A quantitative study with a longitudinal and comparative design was carried out including data from archival records concerning service utilisation among 405 children. Children in special classes were more likely than children integrated into regular classes to utilise disability-related services. Integrated children who changed school setting from regular classes to special classes were more likely to begin to utilise such services and to increase the number of services utilised, compared to children who remained integrated. Professionals in social services and schools may need to improve their collaboration around families of children with mild ID when assessing needs and providing services. Special attention may need to be devoted to children integrated into regular classes.

  • 188.
    Palese, Alvisa
    et al.
    University of Udine, department of Medical Science, Italy.
    Gnech, Denise
    University of Udine, department of Medical Science, Italy.
    Pittino, Daniel
    Jönköping University, Jönköping International Business School, JIBS, Business Administration. Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership (CeFEO).
    Capretta, Franco
    University of Padua, Corso di Laurea i Infermieristica, Italy.
    Cossalter, Ornella
    University of Padua, Corso di Laurea i Infermieristica, Italy.
    Tonet, Saverio
    Nursing Board I.P.A.S.V.I. in Bellunom Belluno, Italy.
    Pais Dei Mori, Luigi
    Nursing Board I.P.A.S.V.I. in Bellunom Belluno, Italy.
    Grosso, Silvia
    University of Padua, Corso di Laurea i Infermieristica, Italy.
    Non-nursing tasks as experienced by nursing students: Findings from a phenomenological interpretative study2019In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 76, p. 234-241Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: During their clinical learning experience, students are exposed to the nursing profession as a powerful structural reality, experiencing the so-called professional socialisation, a process recognised as the basis of professional identity. Inside this process, students progressively acknowledge their professional identity as being composed of several competencies and, among these, also non-nursing tasks.

    OBJECTIVES: To explore non-nursing tasks in the context of nursing students' clinical learning experiences.

    DESIGN: An interpretative phenomenological study design was performed and carried out in 2016. The COnsolidated criteria for REporting Qualitative (COREQ) research principles were used in reporting study methods and findings.

    SETTING: Two Italian Bachelor of Nursing degree programmes located in Northern Italy.

    PARTICIPANTS: Students attending their nursing programmes who a) had successfully passed one or more theoretical examinations; b) had one or more clinical learning experiences in varied contexts (e.g. hospital, community); c) were attending the 1st, 2nd or 3rd year, and d) were willing to participate, were interviewed with an open-ended, face-to-face, audio-recorded interview.

    METHODS: A thematic analysis was performed.

    RESULTS: Participating students (n = 18) were between 20 and 25 years old and were attending the 1st to the 3rd (and final) academic year. Non-nursing tasks were experienced by them according to three main themes: a) "Being out of the scope of the learning experience," b) "Being forced by external and internal forces," and c) "Dealing with mixed outcomes by looking for a compromise." All students have reported learning to perform non-nursing tasks by shadowing clinical nurses and also practising these tasks by themselves. Internal and external forces prompted students to perform non-nursing tasks, which were recognised as having positive, negative, and neutral effects on themselves and on their learning outcomes.

    CONCLUSIONS: Non-nursing tasks are acquired since the beginning of the clinical experience, thus shaping the nursing students' professional identity. At the undergraduate nursing level, strategies should be implemented to prevent the phenomena that a) threaten the acquisition of more complex nursing competences expected by patients and society, and b) shape future generations to be flexible and to perform different tasks, included those below their role.

  • 189.
    Papagrigoraki, Anna
    Jönköping University, School of Education and Communication.
    Peer mediated learning in inclusive education: A systematic literature review on the methods and their effects on children2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    During the past few years, mainstream education has become more and more inclusive all over the world. This fact calls for effective teaching methods, supporting the participation and learning of all the students in a class. Such methods are the ones that occupy peer-mediated learning and methods related to them. This study aims to investigate strategies of interventions involving peer-mediated learning between children in need of special educational support and typically developing children 3-12 years of age and their effects on them. In order to achieve that, a systematic literature review was conducted, for which five databases were researched. Eight articles came up, each describing a different strategy occupying peer-mediated learning or a strategy related to it, which had multiple benefits for the participating children on engagement, social and cognitive level. Further research is needed, though, to address the gaps in literature.

  • 190.
    Pirfält, Tim
    et al.
    Jönköping University, School of Education and Communication.
    Boukachabia, Sebastian
    Jönköping University, School of Education and Communication.
    "Alltså, vi har läst mer om hur det varit för indianerna än hur det varit för samerna": Hur resonerar sju högstadielärare om Sveriges officiella minoriteter och minoritetsspråk i sin undervisning?2015Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna uppsats har målet varit att försöka skapa en uppfattning om hur lärare säger sig resonera kring styrdokumentens skrivningar om Sveriges nationella minoriteter, hur de hävdar att deras förkunskaper i ämnet ser ut och sedermera hur de säger sig planera och utföra undervisningen kopplat till minoriteterna. Genom kvalitativa intervjuer med sju högstadielärare - tre svensklärare och fyra samhällskunskaps- och historielärare har vi kommit fram till att endast en av de intervjuade lärarna har fått med sig någon kunskap om de nationella minoriteterna från sin lärarutbildning. Detta har lett till att lärarna fått inhämta kunskaper på eget håll. Resultatet visar att alla lärarna i studien säger sig undervisa om minoriteterna, men upplägget på undervisningen ser olika ut sett till innehåll och var det får plats i terminsplaneringen. Mycket beror på klassens komposition då flera av lärarna väljer att styra undervisningens innehåll mot det som känns relevant för demografin i klassrummet. En annan viktig aspekt i vad som styr innehållet är lärarens egna kunskaper och tolkning om vad som är relevant för ämnet. Lärarnas gemensamma uppfattning är att det är ett viktigt område och att det är viktigt för eleverna att lära sig om minoriteterna och deras historia. Respondenterna försöker arbeta interkulturellt och lägger stor vikt vid etik och moral i undervisningen; att ha empati och förståelse för minoriteterna anser lärarna vara något av det viktigaste med undervisningen. Det är därför inte ovanligt att lärarna hävdar att de inkluderar arbetet om minoriteterna i områden som handlar om etik och moral och det är en gängse uppfattning att ämnesöverskridande arbete är att föredra. 

  • 191.
    Pålsson, Elina
    Jönköping University, School of Education and Communication.
    "De måste vara mer kritiska eftersom de möter fler texter nu för tiden": En kvalitativ studie om hur fem lärare arbetar med critical literacy och elevnära texter.2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In today's society, children are fed with texts in different formats, both in school and at leisure. It is therefore important that teachers in primary school become aware of how they can teach students to create a critical attitude, critical literacy based on student related texts. The purpose of the study is to contribute knowledge of how primary school teachers relate to the concepts critical literacy and student-related texts. Five teachers have participated in an interview study and with the help of the following questions the purpose has been answered:

    - How do the teachers perceive critical literacy? - How do the teachers perceive to student - related texts? - Which student texts do the teachers use in the classroom? - How do teachers work with critical literacy based on student-related texts?

    The result shows that both critical literacy and student-related texts are hard-defined and interpreted in separate ways and therefore the answers were varied. However, it was considered that it is important to give the students critical literacy, critical attitude, both towards student-oriented texts, but also against, for example, teaching material texts.

  • 192.
    Ramirez-Pasillas, Marcela
    et al.
    Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership (CeFEO).
    Evansluong, Quang
    Jönköping University, Jönköping International Business School, JIBS, Business Administration.
    Sustainable Entrepreneurship Education: An exploratory case study of an elective course in a Swedish Business School2015Conference paper (Refereed)
  • 193.
    Ramirez-Pasillas, Marcela
    et al.
    Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership (CeFEO).
    Evansluong, Quang
    Jönköping University, Jönköping International Business School, JIBS, Business Administration.
    Sustainable Entrepreneurship Undergraduate Education: A case study in Swedish Business School2016Conference paper (Refereed)
  • 194.
    Rexhepi, Edilona
    Jönköping University, School of Education and Communication.
    Samtal som metod vid arbete med faktatexter: En kvalitativ enkätundersökning om lärares val av läsförståelsestrategier i grundskolans tidigare år2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 195.
    Roe, Daniel
    et al.
    Swedish School of Sport and Health Sciences, Stockholm, Sweden.
    Hugo, Martin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, Stockholm, Sweden.
    ‘Rings on the water’: examining the pedagogical approach at a football program for detained youth in Sweden2019In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 22, no 6, p. 919-934Article in journal (Refereed)
    Abstract [en]

    Studies indicate that sport within youth institutional settings can be beneficial (e.g. learning social skills) or problematic (e.g. social exclusion) depending on how they are structured, delivered and, ultimately, experienced by students. In this article, we examine the experiences of students and staff in an educational sport program at a Swedish all-male youth detention home (ages 16-20) in order to increase understanding of the pedagogical approach of a sports-based program for detained youth. Drawing on interviews with both students and staff, we identify and elaborate four aspects of the program - building a pedagogical platform, ‘seeing’ and meeting students, creating a supportive environment, and thinking beyond the institution - that were collectively represented to initiate and guide a process of growth and change for students. We discuss how these aspects of the program’s pedagogical approach, in contrast to deficiency-based approaches, can provide a useful framework for delivering sport in ways that can benefit detained youth and other young people in socially vulnerable situations.

  • 196.
    Roos, Johan
    Jönköping University, Jönköping International Business School, JIBS, Business Administration.
    Transformative Management Education2008In: Teaching and Learning at Business Schools: Transforming the Delivery of Business Education / [ed] Bild, M., Mårtensson, P. and K. Nilsson, Aldershot: Gower Publishing Ltd., 2008, p. 63-76Chapter in book (Other academic)
  • 197.
    Roos, Rebecka
    et al.
    Jönköping University, School of Education and Communication.
    Svensson, Ellinor
    Jönköping University, School of Education and Communication.
    "Inkludering som görs bara för att, den är inte så bra...": En kvalitativ intervjustudie med lärare i fritidshem om inkludering2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att ta reda på hur lärare i fritidshem arbetar med inkludering och hur verksamheten planeras för att ge alla elever möjlighet att delta utifrån sina förutsättningar. För att svara på syftet utgick studien ifrån tre forskningsfrågor: Hur definierar lärare i fritidshem begreppet inkludering? Hur arbetar lärare i fritidshem med inkludering? Hur beskriver lärare i fritidshem de svårigheter och utvecklingsmöjligheter som finns gällande ett inkluderande arbetssätt? För att besvara dessa frågor använde vi kvalitativ metod och intervjuer. Sex lärare i fritidshem intervjuades för att få svar på hur de ser på inkludering och hur de själva anser att de arbetar inkluderande. I studien framkom det att begreppet inkludering tolkas på flera olika sätt. En tolkning var att begreppet handlar om tillhörighet där de intervjuade nämnde ord som trygghet och gemenskap. En annan tolkning var att begreppet handlar om delaktighet, att alla elever är delaktiga. Det framkom även att svårigheten med ett inkluderande arbetssätt ofta är kopplat till bristen på personal och tid samt att man på fritidshemmen har stora barngrupper och att resurspersoner inte finns tillgängliga på eftermiddagarna. Flera av de intervjuade pratade även om hur viktigt det är att inkludera alla elever, även de som inte är i behov av särskilt stöd. Fritidslärarna förklarade att de arbetar inkluderande genom att bland annat ta vara på elevernas intresse och behov vid planeringar för att få eleverna att vilja delta i aktiviteterna.

  • 198.
    Runesson, Ulla
    Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
    Learning study and the idea of variation and critical aspects of learning2016Conference paper (Refereed)
  • 199.
    Runesson, Ulla
    Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
    Professional Learning Communities: The case of Learning study2015In: Educating the educators: International approaches to scaling-up professional development in mathmatics and science education / [ed] Katja Maaß, Bärbel Barzel, GünterTörner, Diana Wernisch, Elena Schäfer, Karen Reitz-Koncebovski, Münster: WTM – Verlag für wissenschaftliche Texte und Medien , 2015, Vol. 2, p. 291-300Conference paper (Refereed)
    Abstract [en]

    The Learning study was introduced in Hong Kong and Sweden some fifteen years ago. It combines the teacher driven Lesson study with the theoretical grounded Design experiment. In the Learning study, the educator (acting as a facilitator) and the teachers have a shared goal; to gain knowledge about the nature of the object of learning in order to enhance students’ learning. In an iterative process of planning and evaluating lessons the teacher team collects data that is used for inquiring how teaching affect students’ learning. In this process a theory of learning, commonly variation theory (Marton, Runesson & Tsui, 2004; Marton, 2014,) is used as a guiding principle. Several studies have demonstrated that the Learning study has effect, not just on students’ learning, but on teachers’ professional development too. However, the educator can benefit from the Learning study also. In the presentation Runesson demonstrated how and what educators can learn from participating in the Learning study.

  • 200.
    Runesson, Ulla
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
    Löfström, Anna
    Hellqvist, Björn
    Beyond the border of the context: How ‘generalizable’ are results from Learning study?2016Conference paper (Refereed)
12345 151 - 200 of 250
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