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  • 401.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Dagarna & nätterna (Alfred Jarry): En desertörs roman2005Other (Other academic)
  • 402.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Maison Dada2007In: Med Andra Ord, MAO, no juniArticle in journal (Other (popular science, discussion, etc.))
  • 403.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Man kan inte hindra ett litet hjärta från att älska (Claire Castillon)2008Other (Other academic)
  • 404.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Poeten Apollinaire möter 1900-talets vetenskapsman2003In: Ariel, ISSN 1104-196, Vol. 85, no 3-4, p. 4-10Article in journal (Refereed)
  • 405.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Progression i en genre: Argumenterandets "state of the art"2011Conference paper (Refereed)
  • 406.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Reflekterande samtal: delmoment i professionsutveckling för barnbibliotekarier inom ramen för projektet ”Från tanke till handling”2012Report (Other academic)
  • 407.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Struktur och betydelse i sonetten "Obsession" av Charles Baudelaire.1996In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, Vol. 117, p. 57-78Article in journal (Refereed)
  • 408.
    Lindberg, Ylva
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Utan poesi - aldrig: Baudelaire i nuet2008In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, Vol. 129, p. 422-425Article, book review (Other academic)
  • 409.
    Lindberg, Ylva
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics. Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Svensson, Anders
    Jönköping University, School of Education and Communication, HLK, Media and communication science. Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
    Mediernas och språkets ömsesidighet: En enkätundersökning om blivande lärares tankefigurer kring språk och medier2011Conference paper (Other academic)
    Abstract [sv]

    Språk och medier är intimt sammanvävda och ömsesidigt beroende av varandra. Medierna (analoga och digitala) är inga oskyldiga verktyg med vilka språket förmedlas eller skriftspråk produceras. Språket i sociala medier får konsekvenser för språket i samhället samtidigt som språket i samhället påverkar språket i medierna. Språk är föränderligt och förändringarna blir mer omfattande och snabbare genom att olika språkkulturer möts och blir tillgängliga via de moderna medierna. Dagens elever växer upp i denna dynamik och kommer till skolan med olika språk som de informellt ”lärt” via medier. Skolan måste i sin språkundervisning vara medveten om och förhålla sig till de språk- och genrehybrider medietätheten ger upphov till.

    För att utveckla språkämnenas användning av medier har det på Högskolan i Jönköping skapats en disciplinöverskridande plattform som bedriver forskning med medie- och språkdidaktisk inriktning. Ett inledande steg i detta arbete är att med en enkätstudie fånga in vad blivande lärare vet om och hur de tänker kring den beskrivna dynamiken. Denna förståelse ska ligga till grund för utvecklandet av medie- och språkdidaktiska arbetssätt i undervisningen av blivande lärare och i förlängningen ute i den dagliga skolverksamheten.

    Enkäten undersöker inte bara kopplingen mellan språk och medier, utan även blivande lärares tankar kring sin egen och elevers medieanvändning. För att få en referenspunkt till antagandena om elever, undersöker vi även elevers användning. Enkäten ställer slutligen också frågor om de blivande lärarnas dagliga användning av medier.

     

    Samtliga studenter på lärarprogrammet vid Högskolan i Jönköping kommer att få besvara enkäten under början av september 2011. Speciella frågor kommer också att gå ut till högstadie- och gymnasieelever på skolor i Ulricehamn och Gränna. För att få ett internationellt jämförelsematerial kommer enkäten också att utformas på franska till studenter vid Enssib i Lyon i Frankrike. Alla studenter och elever får avge sina svar under lektionstid. Eftersom enkäten kommer att ligga på webben kan svaren direkt importeras för analys i SPSS. Arbetet med att tolka resultaten kan påbörjas så snart svaren analyserats, dvs. från mitten av september.

     

    De resultat som kommer att presenteras vid konferensen kommer att vara fokuserade på svensklärarstudenters svar på frågeställningarna om kopplingen mellan medier och språk: Hur man tror medierna påverkar språket generellt och hur man tror den egna medieanvändningen påverkar det egna språket samt hur elevers medieanvändning påverkar elevers språk. Som en logisk följd av dessa frågeställningar ställs också frågor om hur man ser på vilka konsekvenser detta får för svenskundervisningen i skolan.

  • 410.
    Lindell, Ann-Charlotte
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Hur uppfattar sexåringen datum, år och det som finns emellan?: En studie om sexåringens tidsbegreppsuppfattning2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att bilda kunskap om hur sexåringar uppfattar de tidsbegrepp som läraren använder kring almanackan i den dagliga samlingen i förskoleklass. För att få svar på elevernas uppfattningar kring de olika tidsbegreppen har jag använt mig av en ostrukturerad kvalitativ intervjumetod.

    Min frågeställning är:

    • Hur uppfattar sexåringen tidbegrepp som datum, veckodag, månad, årstid och år?

    Kvalitativa intervjuer har genomförts med sju sexåringar i förskoleklass. Resultatet visar att det finns skilda uppfattningar kring tidsbegreppen som används vid användandet av almanackan i den dagliga samlingen.

    När det gäller uppfattningen av tidsbegreppen visar undersökningen att det behövs verklig förståelse av begreppen för att göra detta till ett intressant och lärorik arbetsområde. 

  • 411.
    Lindgren, AnnSofie
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    ICDP som verktyg i förskolans kvalitetsarbete: "man är så mycket mer med barnen nu"2014Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    1.  The purpose of this study is to investigate preschool managers and educators perception of the implementation of the ICDP program in preschool teaching everyday work. The methodology used in the study is the focus group interviews and the analysis of these has a sociocultural perspective on learning has been a starting point. The study focuses on the respondents' perception of how they develop and use the application in the treatment of children, the opportunities and obstacles they perceived that they encountered in the implementation and their perception of how they communicate and cooperate with each other in everyday work regarding the implementation of the program. The results demonstrate that preschool managers and teachers perceive the ICDP program as a tool with which it is possible to develop preschool activities, teachers' professionalism and quality of interaction with the children. Obstacles respondents say that they encountered in the implementation can be in the actual implementation takes place, for example, that it does not occur together with their colleagues in the team or the individual's attitude to change. How preschool managers and teachers think about the program differ, however. Preschool managers focus from an organizational perspective, child carers from an individual perspective and preschool teachers from a group perspective. The respondents' educational background and the various missions respondents possess in preschool may be factors that influence their statements.

  • 412. Lindh, Jörgen
    et al.
    Hrastinski, Stefan
    Jönköping University, Jönköping International Business School, JIBS, Business Informatics.
    Soames, Carol-Ann
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    En longitudinell studie av grupparbete på distans2006Conference paper (Refereed)
  • 413.
    Lindh, Jörgen
    et al.
    Jönköping University, Jönköping International Business School, JIBS, Business Informatics.
    Hrastinski, Stefan
    Soames, Carol-Ann
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Same, same but different - A Longitudinal Study of Group Work in a Distance Learning Course2005In: The 4th European Conference on e-Learning, 2005, p. 191-200Conference paper (Refereed)
  • 414.
    Lindh, Jörgen
    et al.
    Jönköping University, Jönköping International Business School, JIBS, Business Informatics.
    Soames, Carol-Ann
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    A dual perspective on a University course2004In: Electronic Journal of e-Learning, ISSN 1479-4403, E-ISSN 1479-4403, Vol. 2, no 1, p. 129-134Article in journal (Other academic)
  • 415.
    Lindh, Jörgen
    et al.
    Jönköping University, Jönköping International Business School, JIBS, Business Informatics.
    Soames, Carol-Ann
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Improving collaboration in an online course2004In: 3rd European Conference on e-Learning, 2004, 2004, p. 173-180Conference paper (Refereed)
  • 416.
    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.

  • 417.
    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. Department of Education, Dalarna University, Falun, Sweden.
    Who should do What to Whom?: Occupational Groups´ Views on Special Needs2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overall aim of this thesis is to increase our knowledge of different occupational groups´ views on work with children in need of special support. This is explored in four separate studies.

    The first study investigates the views of occupational groups in preschools and schools in one municipality. A questionnaire was handed out to all personnel (N=1297) in the municipality in 2008 (72.5 % response rate). The second study explores the views of educational leaders (N=45) in the same municipality. Questionnaire # 2 was distributed in 2009. All the educational leaders responded to the questionnaire. The third study describes the views of different occupational groups concerning special educational needs coordinators´ (SENCOs) role and work. This was highlighted by comparing responses from questionnaire #1 and # 2. Responses concerning SENCOs´ work were also added using a third questionnaire. This questionnaire was handed out in 2006 to chief education officers (N=290) in all municipalities in Sweden. The response rate was 90.3%. Finally, the fourth study presents five head teachers´ descriptions of their work with special needs issues. Study four was a follow-up study of questionnaire # 2. These head teachers were selected because of their inclusive values and because they seemed to be effective according to certain criteria. They were interviewed in January 2012.

    The results reveal a number of interesting findings. For example, there are both similar and different views among the occupational groups concerning work with children in need of special support. A majority of the respondents in all groups state that children´s individual deficiencies is one common reason why children need special support in preschools/schools. Differences between the occupational groups become especially visible regarding their views of SENCOs‟ work.

    Critical pragmatism (Cherryholmes, 1988) is applied as a theoretical point of departure. Skrtic´s (1991) critical reading and analysis of special education relative to general education is specifically used to interpret and discuss the outcome of the studies. Additionally, Abbott´s (1988) reasoning concerning the “division of expert labor” is used to discuss the occupational groups´ replies concerning “who should do what to whom”.

    The findings in the studies are contextualized and theoretically interpreted in the separate articles. However in the first part of this thesis (in Swedish: Kappa), the theoretical interpretations of the empirical outcome are discussed in more detail and the results are further contextualized and synthesised. Inclusion and premises for inclusive education are also discussed in more depth in the first part of the present thesis.

  • 418.
    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.

  • 419.
    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.

  • 420.
    Lindqvist, Gunilla
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Almqvist, Lena
    Mälardalens högskola.
    Wetso, Gun-Marie
    Högskolan Dalarna.
    Different agendas? The views of different occupational groups on special needs education2011In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 26, no 2, p. 143-157Article in journal (Refereed)
    Abstract [en]

    The purpose of the present paper is to investigate how different occupational groups explain why children have problems in school, how they believe schools should help these children and the role they believe that special educational needs coordinators (SENCOs) should have in such work. A questionnaire was distributed to all teaching and support staff in a Swedish municipality (N=1297). As a result, 938 persons (72.5%) answered the questionnaire. The answers given by (a) preschool teachers (b) teacher assistants (c) SENCOs (d) special teachers (e) class teachers and (f) subject teachers were compared. Several interesting patterns emerged from the data indicating that the occupational groups to a large extent have different ideas concerning how the school should work with children in need of special support. The SENCOs were, for example, the only group that believed that they should be involved in school development. The outcome of the study is discussed in relation to the notion of inclusive education.

  • 421.
    Ljung, Kristin
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Meijner, Marie
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Svärd, Amanda
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    "Nej, så pratar vi inte med barnen": – en kvalitativ studie om pedagogers attityder till barns inflytande och integritet i dokumentationsprocessen2008Independent thesis Basic level (degree of Bachelor), 15 points / 22,5 hpStudent thesis
    Abstract [en]

    This thesis aims to investigate a number of educationalists attitude towards children’s influence in the process of documentation, and to examine if respect towards children’s integrity is taking into consideration in the process of documentation. On the basis of this aim, we have the following questions of issue: What kind of influence do the children have in the process of documentation? and What is the educationalists attitude towards children’s integrity in the documentation?

    The thesis uses a qualitative approach to examine educationalists attitude towards the topic mentioned above. We have interviewed nine educationalists, working in both preschool and primary school, because this puts the study in a wider perspective. The nine educationalists, which we chose to interview, were a choice of convenience.

    The results showed that children have a certain amount of influence in the documentation, but it is not a meaningful influence because the educationalists are not making the children aware of the reason with and the circumstances around the documentation. Often, the children do not have influence over the whole chain of documentation, but just over a certain part of it. For example, the children are not aware of the aim of the documentation, what is supposed to happen with the material and the voluntariness of the documentation. When it comes to integrity we have seen three different approaches among the educationalists, namely integrity as a border or a sphere, as respect or consideration and as a way of getting received. A fourth approach means that the educationalists are not taking the children’s integrity into consideration in the process of documentation.

  • 422.
    Ljustina, Nikolina
    et al.
    Chalmers tekniska högskola, Institutionen för tillämpad fysik.
    Börjesson, Johan
    Chalmers tekniska högskola, Institutionen för tillämpad fysik.
    Kalabukhov, Alexei
    Chalmers tekniska högskola, Institutionen för mikroteknologi och nanovetenskap.
    Gunnarsson, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education. Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Winkler, Dag
    Chalmers tekniska högskola, Institutionen för mikroteknologi och nanovetenskap.
    Olsson, Eva
    Chalmers tekniska högskola, Institutionen för tillämpad fysik.
    Intermixing at the interface between epitaxial LaAlO3 thin films on (001) SrTiO3 substrates2009Conference paper (Other academic)
  • 423.
    Lundgren, Ulla
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Transatlantic talk: a web-mediated discussion on literary texts between teacher students2011In: Exedra, ISSN 1646-9526, no Special Issue, p. 15-32Article in journal (Refereed)
    Abstract [en]

    Reading fiction from other cultures may open doors for new perspectives. The aim of this empirical case study was to learn if and how a cross-cultural web-baseda synchronous interactive conversation may promote intercultural awareness. This was done by providing teacher students from Sweden and the US with two fictional texts, one from each country, to be discussed on a web platform according to a set task. The study shows that the web-discussion increased the students´ critical cultural awareness. In further studies the choice of literary texts, student instructions, time management, communication language and medium have to be considered more thoroughly.

  • 424.
    Lundin, Barbro
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Anakoluter i tal- och skriftspråket2003In: Grammatik i fokus volym 1: Festskrift till Christer Platzack 18 november 2003 / [ed] Lars-Olof Delsing, Cecilia Falk, Gunlög Josefsson & Halldór Sigur∂sson, Lund: Institutionen för nordiska språk , 2003, 1, p. 101-108Chapter in book (Other academic)
  • 425.
    Lundin, Barbro
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Hur hjälper vi studenterna att utveckla sitt språk?2002In: Didaktikens mångfald, Gävle: Gävle högskola , 2002, p. 237-244Conference paper (Other academic)
  • 426.
    Lundin, Barbro
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Hur skriver man dagbok i skolan?: Några reflexioner omkring barns första texter1997In: Svenska i skolan, no 4Article in journal (Other (popular science, discussion, etc.))
  • 427.
    Lundin, Barbro
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Hur utvecklas barns förmåga att skriva texter?1998In: Didaktiken i en värld i förändring, Jönköping: Högskolan för lärarutbildning och kommunikation , 1998, p. 129-145Conference paper (Other academic)
  • 428.
    Lundin, Barbro
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Icke satsformade meningar i modern tidningsprosa2004In: Språk & Stil, ISSN 1101-1165, Vol. 14, p. 89-136Article in journal (Refereed)
  • 429.
    Lundin, Barbro
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Kamratresponsen i teori och praktik: gensvar2000In: Svenskläraren, ISSN 0346-2412, no 4, p. 5-8Article in journal (Other (popular science, discussion, etc.))
  • 430.
    Lundin, Barbro
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Långa och korta meningar i studenttexter.2002In: Svenskans beskrivning: 25, Förhandlingar vid Tjugofemte sammankomsten för svenskans beskrivning, Åbo den 11 och 12 maj 2001 / [ed] Marketta Sundman och Anne-Marie Londen, Åbo: Åbo akademi , 2002, p. 164-175Conference paper (Refereed)
  • 431.
    Lundin, Barbro
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Om ordet själv i betydelsen 'ensam'2008In: Under språkets hud: festskrift till erik andersson / [ed] Lotta Collin, Saara Haapamäki, Marketta Sundman, Lars Wollin, Åbo: Åbo Akademis förlag , 2008, p. 119-127Chapter in book (Other academic)
  • 432.
    Lundin, Barbro
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Stilistisk variation i studenttexter2006In: Forum för textforskning, 2006Conference paper (Other academic)
  • 433.
    Lundin, Barbro
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Textutveckling genom kamratrespons: Hur studenter bearbetar sina texter efter respons och hur de förhåller sig till responsen som sådan.1999Report (Other academic)
    Abstract [sv]

    Rapporten bygger på en undersökning om hur studenter förhåller sig till att ge respons på andras texter och att få respons på sina egna texter: Vilken typ av respons vill de ha? Rättar de sig efter de kritiska synpunkter de får? En genomgång av studenternas texter i olika versioner visar att de oftast nöjer sig med att korrigera de formella felen medan mer omfattande bearbetningar av innehåll och disposition är ovanliga.

  • 434.
    Lundmark, Gunilla
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Nordén, Agneta
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Läxors betydelse för elevers lärande: En fenomenografisk studie av lärares uppfattningar av läxors betydelse för elevers lärande2008In: Forskande lärare i praktiken: Vol. 5, Jönköping: Högskolan för lärande och kommunikation , 2008, p. 9-52Chapter in book (Other academic)
  • 435.
    Malmqvist, Susanne
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Dolck Ivarsson, Christina
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Blir det lärorikt om det är lekfullt?: En studie om förskollärares och grundskollärares uppfattningar av leken i förskoleklass och skolår 12008In: Forskande lärare i praktiken: Vol. 5, Jönköping: Högskolan för lärande och kommunikation , 2008, p. 311-351Chapter in book (Other academic)
  • 436.
    Malmström, Susanna
    et al.
    Molecular Biology Institute, Copenhagen University, Copenhagen, Denmark.
    Askerlund, Per
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Department of Plant Biochemistry, Lund University, Lund, Sweden.
    Palmgren, Michael G.
    Molecular Biology Institute, Copenhagen University, Copenhagen, Denmark.
    A calmodulin-stimulated Ca2+-ATPase from plant vacuolar membranes with a putative regulatory domain at its N-terminus1997In: FEBS Letters, ISSN 0014-5793, E-ISSN 1873-3468, Vol. 400, no 3, p. 324-328Article in journal (Refereed)
    Abstract [en]

    A cDNA, BCA1, encoding a calmodulin-stimulated Ca2+-ATPase in the vacuolar membrane of cauliflower (Brassica oleracea) was isolated based on the sequence of tryptic peptides derived from the purified protein. The BCA1 cDNA shares sequence identity with animal plasma membrane Ca2+-ATPases and Arabidopsis thaliana ACA1, that encodes a putative Ca2+ pump in the chloroplast envelope. In contrast to the plasma membrane Ca2+-ATPases of animal cells, which have a calmodulin-binding domain situated in the carboxy-terminal end of the molecule, the calmodulin-binding domain of BCA1 is situated at the amino terminus of the enzyme.

  • 437.
    Malmström, Susanna
    et al.
    Department of Plant Biochemistry, Lund University, Lund, Sweden.
    Åkerlund, Hans Erik
    Department of Plant Biochemistry, Lund University, Lund, Sweden.
    Askerlund, Per
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Department of Plant Biochemistry, Lund University, Lund, Sweden.
    Regulatory role of the N terminus of the vacuolar calcium-ATPase in cauliflower2000In: Plant Physiology, ISSN 0032-0889, E-ISSN 1532-2548, Vol. 122, no 2, p. 517-526Article in journal (Refereed)
    Abstract [en]

    The vacuolar calmodulin (CaM)-stimulated Ca2+-ATPase, BCA1p, in cauliflower (Brassica oleracea) has an extended N terminus, which was suggested to contain a CaM-binding domain (S. Malmstrom, P. Askerlund, M.G. Palmgren [1997] FEBS Lett 400: 324328). The goal of the present study was to determine the role of the N terminus in regulating BCA1p. Western analysis using three different antisera showed that the N terminus of BCA1p is cleaved off by trypsin and that the N terminus contains the CaM-binding domain. Furthermore, the expressed N terminus binds CaM in a Ca2+dependent manner. A synthetic peptide corresponding to the CaM-binding domain of BCA1p (Ala-19 to Leu-43) strongly inhibited ATP-dependent Ca2+ pumping by BCA1p in cauliflower low-density membranes, indicating that the CaM-binding region of BCA1p also has an autoinhibitory function. The expressed N terminus of BCA1p and a synthetic peptide (Ala-19 to Met-39) were good substrates for phosphorylation by protein kinase C. Sequencing of the phosphorylated fusion protein and peptide suggested serine-16 and/or serine-28 as likely targets for phosphorylation. Phosphorylation of serine-28 had no effect on CaM binding to the alanine-19 to methionine-39 peptide. Our results demonstrate the regulatory importance of the N terminus of BCA1p as a target for CaM binding, trypsin cleavage, and phosphorylation, as well as its importance as an autoinhibitory domain.

  • 438.
    Manderstedt, Lena
    Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics. Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Luleå tekniska universitet.
    VFU i svensklärarutbildning - konsekvenser för skolan och svenskämnet2013Conference paper (Refereed)
    Abstract [sv]

    VFU i svensklärarutbildning – konsekvenser för skolan och svenskämnetDet planerade föredraget tar sin utgångspunkt i min nyutgivna doktorsavhandling, Växelspel med förhinder: skärningspunkter i verksamhetsförlagd svensklärarutbildning, och lyfter fram de mest centrala resultaten som har bäring på skolämnet svenska, eller på relationen mellan lärarutbildning och skolverksamhet. Empirin, som samlades in under 2009, utgörs av material från svensklärarutbildningar vid 22 lärosäten: Drygt 400 policy- och styrdokument samt 15 intervjuer med lärarutbildare och svensklärarstudenter. Analysmetoder som använts är diskurs- respektive dokumentanalys. Dokumentanalysen utgår ifrån en modell som medger analys av olika nivåer i lärarutbildningen, vilket varit en fördel då jag velat belysa såväl lärosätens externa som interna relationer. Det teoretiska ramverket har konstruerats främst med utgångspunkt i ett antal teorier: diskursteorin företräds främst av Michel Foucault (2003; 1993;1980; 1970) och teori från den kritiska diskursanalysen, som förespråkas av Norman Fairclough (2003; 1995; 1992; 1989). Läroplansteoretiska perspektiv hämtas bland annat från Göran Linde (2000; 2006) och Tomas Englund (2008; 2005; 1986) och organisationsteori främst från Gunnar Bergs skolorganisatoriska analysram (2003). Slutligen används ett antal professions- och kunskapsteoretiska perspektiv, bland annat av Thomas Brante (2009) och Ingela Josefson (1991; 1999; 2001). Resultatet visar att VFU positioneras svagare än högskoleförlagd utbildning (HFU), trots talet om VFU:ns betydelse för studentens yrkesidentitet. De pedagogiska ambitionerna överskuggas till viss del av organisatoriska hinder. En kritisk punkt i genomförandet är bedömningen. VFU förläggs mestadels i språkligt inriktade kurser. En betoning på kreativitet och förmåga att skapa stimulerande lärmiljöer återfinns i utbildning för undervisning mot yngre år, men inte för äldre år. Vilka konsekvenser detta kan få för skolämnet svenska går jag in på i presentationen. Vidare identifieras olika kulturer och förhållningssätt till såväl svenskämnet som läraryrket på lärosäten och i skolverksamheter. Flera studenter vittnar om att de ute på skolorna möter ett motstånd när det gäller den ämneskunskap de har med sig och att de får sitt yrkesval ifrågasatt av lärarutbildarna. Vilket eller vilka svenskämnen som egentligen ska iscensättas i VFU är otydligt eftersom ämnesinnehållet i VFU formuleras vagt till förmån för allmänna och personligt knutna lärarkunskaper. Den blivande lärare som formuleras i styr- och policydokumenten är således personligt kompetent, men har en relativt svag ämnesidentitet. Växelspelet mellan teori och praktik, som dominerar retoriskt, visar sig diskursivt i en ”verklighetsklyfta” som ännu inte har överbryggats. Min studie vittnar om ett stort behov av utökad samverkan mellan lärosäten och skolor, inte minst för en diskussion om lärarutbildningens gemensamma uppdrag att utbilda blivande svensklärare, samt vad detta uppdrag betyder ifråga om ämnesinnehåll och svenskläraridentitet. 

  • 439.
    Mannergren, Bodil
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Allaktivitetshuset Snigeln: Från värmestuga till kulturhus1988Report (Other (popular science, discussion, etc.))
  • 440.
    Mannergren, Bodil
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Amatörteater och ungdomar: En institutionaliserad kulturell strömning1995In: Strömmar i tiden: Ungdomars livsvillkor i en föränderlig värld / [ed] Mohamed Chaib, Göteborg: Daidalos , 1995Chapter in book (Other (popular science, discussion, etc.))
  • 441.
    Mannergren, Bodil
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Brandskatten: Ett kulturprojekt i Mölndal med deltagare i åldrarna 7-75 år : undersökning av deltagarnas upplevelser och erfarenheter1988Report (Other (popular science, discussion, etc.))
  • 442.
    Mannergren, Bodil
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Den institutionaliserade ungdomskulturen: Exeplet amatörteater1998In: Vi skapande människor: Tankar om amatörkultur: Betydelse - Utövande - Villkor. Amatörkulturens samrådsgrupp, Stockholm: Amatörkulturens samrådsgrupp (AX) , 1998Chapter in book (Other (popular science, discussion, etc.))
  • 443.
    Mannergren, Bodil
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Framtidens skola: utvärdering av ett samverkansprojekt föräldrar-närmiljö-skola i Lysviks socken i Värmland i Studieförbundet Vuxenskolans regi1987Report (Other (popular science, discussion, etc.))
  • 444.
    Mannergren, Bodil
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Historien om en ö eller Johanna Anderssons liv och leverne i Lundby by: Folklig kultur på Hisingen1991Report (Other (popular science, discussion, etc.))
  • 445.
    Mannergren, Bodil
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    I väntan på ridå: eller fem amatörteatergrupper gör ett teaterhistoriskt spektakel1990Report (Other (popular science, discussion, etc.))
  • 446.
    Mannergren, Bodil
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Independent living - ett självständigt liv: En social rörelse bland handikappade1993Report (Other academic)
  • 447.
    Mannergren, Bodil
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Kulturella livsprojekt hos unga handikappade1993Report (Other academic)
  • 448.
    Mannergren, Bodil
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    MIC: Ett ungdomskulturprojekt och en antidrogmusical1990Report (Other (popular science, discussion, etc.))
  • 449.
    Mannergren, Bodil
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Musikteater och aktiv estetisk praktik: Flickornas forum1991In: Ungdom i rörelse: en antologi om ungdomars levnadsvillkor / [ed] Jan Carle, Hans-Erik Hermansson, Göteborg: Daidalos i samarbete med Centrum för ungdomsforskning , 1991Chapter in book (Other (popular science, discussion, etc.))
  • 450.
    Mannergren, Bodil
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Pedagogiskt försöks- och utvecklingsarbete vid lärarhögskolan i Jönköping1975Report (Other (popular science, discussion, etc.))
6789101112 401 - 450 of 703
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