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  • 51.
    Furberg, Kierstin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Reading comprehension - Teachers' conceptions and reported teaching activites2012In: English Quaterly Journal of the Canadian Council of Teachers of English Languge Arts, ISSN 0013-8355, Vol. 43, no 3-4, p. 63-77Article in journal (Refereed)
    Download full text (pdf)
    fulltext
  • 52.
    Johansson, Thorsten
    et al.
    Uppsala universitet.
    Anderberg, Elsie
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    Agent perspective, objectivity and language2005In: Paper presented at NFPF/NERA 33rd Congress in Oslo, Norway, 10-12 March 2005, 2005Conference paper (Other academic)
  • 53.
    Johansson, Thorsten
    et al.
    Uppsala universitet.
    Anderberg, Elsie
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    The concept of language in some educational theories2004In: Presented at EARLI SIG 9 International Conference in Göteborg, Sweden, 18-21 August 2004, 2004Conference paper (Other academic)
  • 54.
    Johansson, Thorsten
    et al.
    Uppsala universitet.
    Anderberg, Elsie
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    The concept of language in some theories on learning2005In: Paper presented at NFPF/NERA 33rd Congress in Oslo, Norway, 10-12 March 2005, 2005Conference paper (Other academic)
  • 55.
    Johansson, Thorsten
    et al.
    Uppsala universitet.
    Svensson, Lennart
    Lunds universitet.
    Anderberg, Elsie
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    A phenomenographic view of the interplay between language use and learning. Theoretical report from the research project: The interplay between language and thought in understanding problems from a student perspective2006Report (Other academic)
  • 56.
    Karlsson, Jan
    et al.
    Lunds universitet.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Booth, Shirley
    School of Education, Johannesburg.
    Odenrick, Per
    Lunds universitet.
    Christmansson, Marita
    Chalmers.
    Reaching beyond disciplines through collaboration: Academics' learning in a national multidisciplinary research programme2008In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 20, no 2, p. 98-113Article in journal (Refereed)
  • 57.
    Larsson, Maria
    et al.
    Lunds universitet.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Olsson, Thomas
    Lunds universitet.
    Researching the transformation in the Scholarship of Teaching and Learning through teaching portfolios and conference papers2015In: The Scholarship of teaching and learning in higher education. On its constitution and tranformative potential / [ed] Shirley Booth and Laurie Woollacott, Stellenbosch: SUN Media , 2015, p. 113-136Chapter in book (Other academic)
  • 58.
    Norden, Birgitta
    et al.
    Malmö högskola.
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Learning in global settings: Developing transitions for meaning-making2012In: Research in Comparative and International Education, E-ISSN 1745-4999, Vol. 7, no 4, p. 514-529Article in journal (Refereed)
    Abstract [en]

    Global teaching and learning for sustainable development reaches from the classroom to the world outside, and is therefore a particularly interesting setting for practising transition skills. The article suggests a number of features perceived as crucial in developing young people's capability to act in a changing world and under circumstances that are difficult to predict. The suggestions are based on an empirical study of the Lund Calling project, which aimed at implementing a web-based international programme for teaching preventive environmental strategies in Swedish secondary schools. The article first presents some of the conditions in Sweden that particularly impact on young people's transition to adulthood. Related research in sustainability education is also briefly outlined. Knowledge capability theory is used to discuss results from the empirical study of the Lund Calling project, where interviews were conducted with secondary school students, teachers and headmasters. Based on these interviews, features that appear to be particularly relevant as transition skills in global learning for sustainable development include transdisciplinary action, democratic collaborative action, as well as self-directed and independent initiative. The article concludes that young people today cannot, as in earlier periods of history, base their actions entirely on the traditions of the family or community. Instead, they also need to learn to form their own communities, capable of acting at both local and global levels. Education here plays an important role in developing the necessary transition skills that enable young people to be prepared for a rapidly changing and uncertain world.

  • 59.
    Nordén, Birgitta
    et al.
    Malmö högskola.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Knowledge capabilities for sustainable development in global classrooms – local challenges2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 35-58Article in journal (Refereed)
    Abstract [en]

    The Young Masters Programme provides young people around the world with a net–based global–local learning environment for sustainable develop-ment. The present study investigates certain aspects of the implementation of this programme in the secondary schools of a Swedish municipality, in the context of the Lund Calling project. The research focuses on critical abilities to act globally, referred to as “knowledge capabilities”, and how they relate to the implementation process of initiating global learning for sustainable development (GLSD). A phenomenographic approach and semi–structured interviews were used in the investigation of the experiences of secondary school pupils, teachers and headmasters who participated in the project. Participants’ experiences of the changes carried out are described in relation to examples of knowledge capabilities needed for GLSD. Critical knowledge capabilities found to have been developed through the implementation were: to take command, and to collaborate. Critical knowledge capabilities perceived as necessary, but not developed through the programme were: to be prepared, to act in a transdisciplinary manner, and to lead for a holistic understanding

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  • 60.
    Nordén, Birgitta
    et al.
    Malmö högskola.
    Anderberg, Elsie
    Learning in global settings for sustainable development: Local challenges2010Report (Other academic)
  • 61.
    Nordén, Birgitta
    et al.
    Lunds universitet.
    Anderberg, Elsie
    Lunds universitet.
    Lund Calling – a pilot project: The learning process2008Report (Other (popular science, discussion, etc.))
  • 62.
    Nordén, Birgitta
    et al.
    Malmö Högskola.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Sustainable development through global learning and teaching2012In: Handbook of Sustainability Management / [ed] Madu, C.N. & Kuei, C-h., London: World Scientific, 2012, p. 379-402Chapter in book (Other academic)
  • 63.
    Nordén, Birgitta
    et al.
    Lunds universitet.
    Hansson, Birgit
    Lunds universitet.
    Anderberg, Elsie
    Lunds universitet.
    Global Learning for Sustainable Development: identification of the content complexity as a research problem2007In: Paper presented at the conference Learning Environment and Higher Education in a Global Context - From a Sino-Nordic Perspective: Nordic Centre, Fudan University, Shanghai, P.R. of China, 8-11 May 2007., 2007Conference paper (Other academic)
  • 64.
    Svensson, Lennart
    et al.
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    Anderberg, Elsie
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    The interplay between language meaning, thought and understanding of objects of knowledge2003In: Paper presented at the 10th European Conference for Research on Learning and Instruction (EARLI). Padova, Italy, August 26 – 30, 2003Conference paper (Other academic)
  • 65.
    Svensson, Lennart
    et al.
    Lunds universitet.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Intentional responsivitet i kunskapsbildningen2010In: Begreppsbildning i ett intentionellt perspektiv / [ed] Cecilia Lundholm, Gunilla Petersson, Inger Wistedt, Stockholm: Stockholm universitets förlag , 2010, p. 96-110Chapter in book (Other academic)
  • 66.
    Svensson, Lennart
    et al.
    Lunds universitet.
    Anderberg, Elsie
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    A contextual approach to the study of language use in development of knowledge2005In: Paper presented at NFPF/NERA 33rd Congress in Oslo, Norway, 10-12 March 2005, 2005Conference paper (Other academic)
  • 67.
    Svensson, Lennart
    et al.
    Lunds universitet.
    Anderberg, Elsie
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    The interplay between language and thought in understanding problems from a student perspective: A presentation of an interdisciplinary research project given at the 2006 Annual Meeting of the American Educational Research Association, 7-11 April, San Fransisco2006Report (Other academic)
  • 68.
    Svensson, Lennart
    et al.
    Lunds universitet.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Alvegård, Christer
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    The use of language in understanding subject matter2009In: Instructional science, ISSN 0020-4277, E-ISSN 1573-1952, Vol. 37, no 3, p. 205-225Article in journal (Refereed)
    Download full text (pdf)
    fulltext
  • 69.
    Åkerblom, Annika
    et al.
    Lunds universitet.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Alvegård, Christer
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Svensson, Lennart
    Lunds universitet.
    Awareness of language use in conceptualization: a study of children's understanding of movement and gravity2011In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 55, no 3, p. 255-271Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to examine the role of children’s awareness of the function of language use in expressing understanding. Preschool and elementary school children were asked two questions presenting a problem that could be described in classical mechanics and basic astronomy. They were then encouraged to reflect on their own language use when expressing their conceptions of the physical phenomena they had discussed. The article concerns learning from a phenomenographic perspective, with emphasis on the interplay between language use and meaning-making when developing understanding. Understanding is seen as an activity, while awareness of language use in understanding is regarded as an important aspect. 40 children in preschool and elementary school (six and ten years old respectively) participated in an empirical, qualitative investigation. A particular dialogue format was used, that has been developed within the intentional-expressive approach. Dialogue excerpts where the children expressed awareness of their own language and understanding were selected from the empirical material, and contextual analysis was used to delimit qualities of awareness expressed in these excerpts. The qualities of awareness were grouped in four descriptive categories: 1) awareness of the relation between language form and language meaning; 2) awareness of the nature of understanding; 3) awareness of the expressive function of language for new meaning; and 4) awareness of the function of language use in understanding. A widened definition of language awareness is proposed and discussed, in which awareness of the close relationship between language use and meaning-making is taken into consideration.

  • 70.
    Åkerblom, Annika
    et al.
    Lunds universitet.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Alvegård, Christer
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Svensson, Lennart
    Lunds universitet.
    The awareness of language use in understanding2009Conference paper (Refereed)
  • 71.
    Åkerblom, Annika
    et al.
    Lunds universitet.
    Anderberg, Elsie
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    The interplay between expressions and meanings in meaning-making: How children (6, 10 and 14 years old) use language to express understanding of complex phenomena2008In: Paper presented at European Association for Research on Learning and Instruction (EARLI) SIG 9 Workshop 2008, Kristianstad, Sweden, 2008Conference paper (Other academic)
  • 72.
    Åkerblom, Annika
    et al.
    Lunds universitet.
    Anderberg, Elsie
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    The meaning-making process in learning: a comparison between 10 and 14 years old pupils2008In: Paper presented at Nordic Education research Association (NERA) 36th Congress, March 6 - 8, 2008, Copenhagen, Denmark, 2008Conference paper (Other academic)
  • 73.
    Östklint, Olle
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Johansson, Sverker
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Fysik för lärare2012 (ed. 1)Book (Other (popular science, discussion, etc.))
12 51 - 73 of 73
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