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  • 1.
    Abdulhamid, Lawan
    et al.
    University of the Witwatersrand, Johannesburg, South Africa.
    Venkat, Hamsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research. University of the Witwatersrand, Johannesburg, South Africa.
    Primary mathematics teachers’ responses to students’ offers: An ‘elaboration’ framework2018In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 51, p. 80-94Article in journal (Refereed)
    Abstract [en]

    Responding constructively ‘in-the moment’ to student offers is described as a critical, and yet difficult, aspect of skilful and responsive teaching. South African evidence points to limited evaluation of student offers in schools serving poor communities. In this paper, we present and discuss an ‘elaboration’ framework emerging from a grounded analysis of data drawn from video recordings of 18 mathematics lessons prepared and conducted by four in-service primary school teachers in South Africa. This analysis led to a categorization of the situations in which teacher responses to student offers occurred, and the nature and range of these responses. Three response situations are identified within the framework: breakdown, sophistication, and individuation/collectivization, with a range of response (and non-response) categories in each situation. Literature on responsive feedback is drawn in to explore hierarchies and relationships between the emergent categories within situations of elaboration. The elaboration framework provides a tool for lesson observation, and a model for thinking about developments in responsive teaching.

  • 2.
    Abramsson, Matilda
    Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
    Elevers förståelse av likhetstecknet: En studie i årskurs 32016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to explore the understanding of the equal sign and how the teaching about the equal sign among third grade students can be varied to be as effective as possible.  The aim will be answered trough the questions: what patterns of variation can the studied students meet and what critical aspects have the students identified. Patterns of variation means that what is critical in the teaching should be varied to become visible. Critical aspects is what students need to identify to understand what should be learned. The foundation of the study is the Variation Theory, where patterns of variation and critical aspects are central concepts.

    The observations were accomplished during a third grade lesson and six students were selected for interviews about the equal sign. The result of the study shows that the students met six critical aspects during the lesson. For every critical aspect there were one or several patterns of variation that was exposed to the students. The result also states that the students who were interviewed have a relational and instrumental understanding of the equal sign. The students also have understanding of a critical aspect that they did not meet in the observed lesson, namely that all numbers have to enter in a task. Four out of six students have understanding of the critical aspect that there should be equivalence in a chain of similarities. The result also show that the students understanding of the equal sign is not dependent of that they meet patterns of variation in the teaching, but that they meet the critical aspects somehow.

  • 3. Adelswärd, Viveka
    et al.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Discourse about children with mental disablement: An analysis of teacher-parent conferences in special education schools1998In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 12, no 2, p. 81-98Article in journal (Refereed)
  • 4.
    Adelswärd, Viveka
    et al.
    Linköpings universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    …so one can plant a little seed…: An analysis of a teacher's way of solving a communicative problem in talks with parents2000In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 20, no 4, p. 191-205Article in journal (Refereed)
  • 5.
    Adelswärd, Viveka
    et al.
    Linköpings Universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Så kan man så ett litet frö: Analys av en lärares sätt att lösa ett kommunikativt problem i samtal med föräldrar1999In: Möten: En vänbok till Roger Säljö, Tema Kommunikation, Linköpings universitet , 1999Chapter in book (Other (popular science, discussion, etc.))
  • 6.
    Adelswärd, Viveka
    et al.
    Linköpings Universitet.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Who is Cindy?: Aspects of identity-work in a teacher- parent-pupil talk at a special school2000In: Text - an interdisciplinary journal for the study of discourse, ISSN 0165-4888, Vol. 20, no 4, p. 1-24Article in journal (Refereed)
  • 7.
    Agic, Haris
    et al.
    Tema teknik och social förändring, Linköpings universitet.
    Samuelsson, Tobias
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics. Jönköping University, School of Education and Communication, HLK, Global Studies.
    Föräldrastödsprogram för utrikesfödda föräldrar: Vad händer när manualbaserade föräldrastödsprogram översätts och implementeras i svensk kontext?2015In: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 92, no 5, p. 545-552Article in journal (Other academic)
    Abstract [sv]

    På senare år har ett antal program som t.ex. Community Parent Education Program (COPE) initierats för att främja barns hälsa och psykosociala utveckling. COPE är ett manualbaserat program som ofta används som del i de föräldrautbildningar som ges i invandrartäta områden. COPE utvecklades i Kanada och vid användningen i Sverige översätts materialet. Program erbjuds på språk som t.ex. arabiska och somaliska och när dessa kurser ges översätts materialet ytterligare. I artikeln undersöks vad som händer när ett manualbaserat program översätts och implementeras i svensk kontext. Studien visar att de samtalsledare som leder programmen strävar efter manualtrogenhet, men att översättningar och kulturella anpassningar sker för att de utrikesfödda deltagarna ska förstå programmet. Många föräldrar är dock nöjda med och känner sig stärkta i sitt föräldraskap efter att ha genomgått COPE programmen.

  • 8.
    Ahl, Astrid
    et al.
    Umeå Universitet.
    Hill, Anders
    Göteborgs Universitet.
    Malmgren, Lise-lott
    Malmö Högskola.
    Nilhollm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Wingård, Britta
    Specialpedagogik inom lärarutbildningen: En kartläggning utifrån kursplanerna inom de svenska lärarutbildningarna2006Report (Other (popular science, discussion, etc.))
  • 9.
    Ahlgren, Jennie
    et al.
    Ethics Unit, Centre for Theology and Religious Studies, Lund University, Lund, Sweden.
    Nordgren, Anders
    Centre for Applied Ethics, Linköping University, Linköping, Sweden.
    Perrudin, Maud
    Keller and Heckman LLP, Brussels, Belgium.
    Ronteltap, Amber
    LEI, Wageningen University and Research Centre, Wageningen, The Netherlands.
    Savigny, Jean
    Keller and Heckman LLP, Brussels, Belgium.
    van Trijp, Hans
    Marketing and Consumer Behaviour, Group Wageningen University and Research .
    Nordström, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Görman, Ulf
    Jönköping University, School of Education and Communication.
    Consumers on the Internet: ethical and legal aspects of commercialization of personalized nutrition2013In: Genes & Nutrition, ISSN 1555-8932, E-ISSN 1865-3499, Vol. 8, no 4, p. 349-355Article in journal (Refereed)
    Abstract [en]

    Consumers often have a positive attitude to the option of receiving personalized nutrition advice based upon genetic testing, since the prospect of enhancing or maintaining one’s health can be perceived as empowering. Current direct-to-consumer services over the Internet, however, suffer from a questionable level of truthfulness and consumer protection, in addition to an imbalance between far-reaching promises and contrasting disclaimers. Psychological and behavioral studies indicate that consumer acceptance of a new technology is primarily explained by the end user’s rational and emotional interpretation as well as moral beliefs. Results from such studies indicate that personalized nutrition must create true value for the consumer. Also, the freedom to choose is crucial for consumer acceptance. From an ethical point of view, consumer protection is crucial, and caution must be exercised when putting nutrigenomic-based tests and advice services on the market. Current Internet offerings appear to reveal a need to further guaranty legal certainty by ensuring privacy, consumer protection and safety. Personalized nutrition services are on the borderline between nutrition and medicine. Current regulation of this area is incomplete and undergoing development. This situation entails the necessity for carefully assessing and developing existing rules that safeguard fundamental rights and data protection while taking into account the sensitivity of data, the risks posed by each step in their processing, and sufficient guarantees for consumers against potential misuse.

  • 10.
    Ahlnér, Matilda
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    "Vi tar in hela världen i klassrummet": En studie om hur lärare beskriver att de arbetar för att ta vara på flerspråkiga elevers språkliga och kulturella erfarenheter i undervisningen2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to the Swedish curriculum the teaching in school must proceed from the pupils’ earlier experiences, language and knowledge (Skolverket, 2016b). The aim with this study is to examine how teachers in grade 1-3 work to make use of multilingual pupils’ linguistic and cultural experiences in a classroom where several languages and cultures are represented. In fulfilling the aim of this study, following questions where given: How do teachers describe that they are working to give the pupils’ linguistic and cultural experiences space in their teaching and in the physical classroom environment?  Which approach is expressed about how much space the pupils’ linguistic and cultural experiences should be offered in the teaching?

    This study is a qualitative study where four teachers have been interviewed, classroom environments have been photographed and educational planning has been reviewed. The material has been analysed by an intercultural and post-structural perspective. The result shows that to gain knowledge about the pupils’ earlier experiences teachers must build relationships with the pupils, which often happens outside the classroom environment. Digital tools and mother tongue tutors are important in the work in making use of the pupils´ different languages in the classroom. The teachers in the study see multilingual and multiculturalism as a resource and they mean that several cultures and languages in a class enrich the teaching. Lastly the result shows that the teachers experience difficulties when it comes to making use of pupils’ earlier experiences in mathematics

  • 11.
    Alander, Julia
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare.
    Stomberg-Käll, Emilia
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare.
    Hur inspirerande och inbjudande är skolgården?: En kvalitativ studie om elever i fritidshems perspektiv på skolgården2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 12. Alerby, Eva
    et al.
    Kansanen, PerttiKroksmark, TomasJönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Lära om lärande2000Collection (editor) (Other (popular science, discussion, etc.))
  • 13. Alexandersson, Mikael
    et al.
    Kroksmark, Tomas
    Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Utvärdering och skolutveckling: en hjälpreda1984Book (Other academic)
  • 14.
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Handlingskompetens för hållbar utveckling: Tre berättelser om vägen dit2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the study at hand is to develop knowledge about the process of developing action competence for sustainable development. The overall research question explored is: How do young people experience that they have developed aspects of action competence forsustainable development?

    For the purposes of this study, action competence for sustainable development is defined as willingness and capability to act for changes in individual life style, as well as for structural changes of society, in a way that includes responsibility for present and future generations,globally.

    Life-world phenomenology provides the theoretical foundation of the study. Through purposive sampling, individuals have been found who, through different action strategies, engage in sustainability issues as for example climate change, bio-diversity and social justice. From a larger sample, three young adults have been selected for several life storyinterviews. Data has been analyzed and interpreted by use of narrative methodology.

    The result is presented as three stories, presented as thick descriptions, through whichthe winding paths towards aspects of action competence, as experienced, appear. This is followed by an integrative analysis presenting six themes that have emerged in theanalyses as relevant in the process of developing action competence for sustainable development: emotional reactions; perceived competence; contrasts and normative foundation;action permeation; trust and faith from adults and in adults; and social belonging in contrastto outsidership. Major motives and driving-forces for sustainability actions that emerge inthe stories are: emotional reactions initiating a desire for change and a desire to act; longingfor meaningfulness; a desire to feel comfortable with what you can contribute; and longing for belongingness. The findings are discussed in relationship to previous research and a modelof a possible way to develop aspects of action competence for sustainable development is introduced.

    This dissertation is part of a project supported by Formas, The Swedish Research Council for Environment, Agricultural Sciences and Spatial Planning.

  • 15.
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Pathways to Action Competence for Sustainability - Six Themes2013In: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 44, no 2, p. 116-127Article in journal (Refereed)
    Abstract [en]

    What promotes action competence for sustainability? This question is phenomenologically explored through researching in depth the life stories of three Swedish young adults who for several years have limited their own ecological footprints, led environmental initiatives of activist character, engaged in ecosystem protection, and participated in advanced non-activism in the public sphere. Narrative analyses of their life stories have resulted in six common themes: emotions creating a desire to change conditions; a core of values and contrasting perspectives; action permeation; feeling confident and competent with what one can contribute; trust and faith from and in adults; and outsidership and belongingness.

  • 16.
    Almers, Ellen
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Askerlund, Per
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Forest gardens - places for children to connect with nature in times of urbanization2015Conference paper (Refereed)
  • 17.
    Almers, Ellen
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Askerlund, Per
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Gratis läromedel i biologi grumlar begreppen2015In: Lärarnas tidning, ISSN 1101-2633, no 2015-02-25Article in journal (Other (popular science, discussion, etc.))
  • 18.
    Almers, Ellen
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Wickenberg, Per
    Lunds universitet.
    Breaking and making norms - Young people’s stories of consumption actions for sustainable development2008In: Values and democracy in education for sustainable development: contributions from Swedish research / [ed] Johan Öhman, Malmö: Liber, 2008, p. 165-186Chapter in book (Other academic)
  • 19.
    Almers, Ellen
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Östklint, Olle
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Naturvetenskap som allmänbildning - lärarutbildare prioriterar i stoffträngseln2003Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    I debatten om den naturvetenskapliga undervisningen i grundskolan framförs flera möjliga orsaker till att elever under grundskolans senare år tappar intresset för naturvetenskapen. En av dem är stoffträngseln, ett fråga som länge varit aktuell.

    Vår frågeställning har varit: Vilken bild ger lärarutbildare inom det naturvetenskapliga fältet av den viktigaste ”kärnan” av naturvetenskaplig bildning - den kärna som de allra flesta elever bör ha med sig från grundskolan?

    Vi har gjort intervjuer med sju lärarutbildare med olika ämnesbakgrund. Intervjuerna har analyserats genom att vi har kopplat de naturvetenskapliga begrepp de intervjuade nämnt till uppnåendemål för skolår 9. Detta har gett oss en bild av hur intervjupersonerna prioriterar i förhållande till grundskolans kursplanemål för ämnesområdet.

    Några kursplanemål, t ex. kemins ”- ha kunskap om några grundämnen, kemiska föreningar och kemiskt-tekniska produkter.”  har funnits med i många intervjuer och andra,  t ex biologins ”- ha kunskap om vad befruktning innebär” helt har utelämnats. Den naturvetenskapliga kärnan beskrivs ofta utifrån förklaringsmodeller och naturvetenskapens användning i den demokratiska processen.

  • 20.
    Almgren White, Anette
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    An overview of diverse representation in children’s books from publishing houses in Sweden2018Conference paper (Refereed)
  • 21.
    Almgren White, Anette
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Climate change and its effect on the relation between Man and other Species in two Children’s Picture books2018Conference paper (Refereed)
    Abstract [en]

    The text analyzes and compares the presence of the Anthropocene discourse in picture books from the northern hemisphere, both published in 2007, I skogen (In the wood) by Swedish author Eva Lindström and Winston of Churchill: One Bear’s Battle Against Global Warming by Canadian Jean Davis Okimoto. The books depict the tripartite relation between man-animal-nature as interdependent, but differently. While the Canadian book has an overt mission to enlighten the public about the effects of climate change for the artic region, in the Swedish book there is no overt message, but can be spotted and understood from an ecocritical perspective.

     

    According to Anthropocene discourse nature is no longer a passive and static context for human actions (Crutzen 2000) and human control is an illusion (Carson 2002) [1962]. With Darwin man is defined as one species among many and after the rise of Ecology man is regarded as a species subsumed into an ecosystem. Ecologist Tormod Valaand Burkey advocates therefore for a new ethics where economy and man´s practices and values must adapt to a larger ecological context (2013).

     

    The picture book analysis focuses on the combined pictorial and verbal narrative depiction of climate change and its threat to biodiversity. The focus is on how the representation of man as a species is depicted as well as its relation to other species of fauna and flora. The analysis will concentrate on attitudes, actions and ethical values expressed by protagonists when dealing with climate change in relation to an ecological ethics where human rights are closely knit with animal rights and biodiversity.  

  • 22.
    Almgren White, Anette
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Visual poetry in poetical picturebooks2018Conference paper (Refereed)
    Abstract [en]

    Since modernism picturebook typography and its visual display in cooperation with the image have been used to produce iconotext (Druker 2008; Beckett 2012). Typographical arrangement can for example create the illusion of movement, time and space and sonorous effects (Druker 2008). It can also imitate a still image as is the case in artists’ books (Beckett 2012). The use of picturebook typography has parallels to visual poetry (Druker 2008). The connection Druker detects between visual poetry and picturebook text has, however, major focus on the influences on the plot, character and setting, and less on the influences from the poetry-genre.

    During the last decades picturebooks with traits that correspond to those defining the genre of poetry have emerged. (Rhedin 2004). The poetical picturebook is characterized by Rhedin as depicting rather than narrating, but her focus is mainly on the picturebook illustration, not on the poetical traits of the text.

    The aim of this paper is therefore to explore the influence of poetry in the text of poetical picturebooks and contribute with knowledge about how the use of visual devices in cooperation with the picturebook image creates a poetic iconotext. What influences from poetry in the picturebook text, and particularly from visual poetry, can be found in the material?

    This study will be carried out by combining findings by Druker and Beckett with Rhedin’s about the poetical traits in picturebooks, but also by adding theories/findings concerning visual aspects of poetry (Olsson 2007; Elleström 2011) and poetry combined with images (Almgren White 2011). Elleström develops a typology for visual iconicity of poetry and distinguishes between visual and auditive material signs, that also will be tested.

    The expected result is to show examples of how the figurative language of poetry about instant moments, atmospheres, emotions and mental states contributes visually to create a poetic iconotext.

  • 23.
    Almqvist, Lena
    et al.
    Mälardalens högskola.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, School Based Research, Special Education.
    Nilholm, Claes
    Malmö högskola.
    Vilka stödinsatser främjar uppfyllelse av kunskapsmål för elever i svårigheter? – en syntes av meta-analyser2015In: Tre forskningsöversikter inom området specialpedagogik/inkludering / [ed] Vetenskapsrådet, Stockholm: Vetenskapsrådet , 2015, p. 1-122Chapter in book (Other academic)
    Abstract [en]

    This review is a synthesis of results from meta-analyses. Meta-analyses are reviews in which certain statistical methods are used to calculate effect sizes based on intervention studies. Mainly, effect sizes are used to synthesize results from experimental studies focusing on similar research questions. The aim of this review was to compile research about interventions promoting achievement goals of students in need of special support. More specifically we have studied what pedagogical methods relate to achievement goals for this group of students. These methods are defined as general pedagogical interventions as well as subject-specific pedagogical methods within the subjects reading and writing and mathematics.

  • 24.
    Almroth, Klas
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
    Postmoderniara: En revy över en postmodern idévärld i Harry Martinsons Aniara2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to highlight tendencies of postmodernism in Harry Martinson’s Aniara (1956), a work that has traditionally been placed in a modernist context. The analysis centers around two aspects in the text with the aim of finding traces of a postmodern world view.

    First the “mima”, an enigmatic machine that consoles the passengers in the first six years of the journey, is reasoned to be a mass cultural phenomenon rather than an elitist poetic device, as pre­vious studies have suggested. The cultural production of the machine is then analyzed in the light of the theories of hyper reality and simulacrum, as conceived by Jean Baudrillard. The analysis renders two possible implications, one where the machine can be viewed as a precursor to a post­modern positive attitude of mass culture, and one more modernistic where the machine in its role as mass culture numbs the passengers and prevents them from acting on their situation in time.

    The second part of the analysis focuses on the view of metanarratives, as expressed within the fiction and in the wok as a whole. Jean-François Lyotard and his explanation of postmodernism’s incredulity towards metanarratives is used as a theoretical standpoint. The analysis shows that metanarratives are considered impossible within the fiction of Aniara as during the course of the journey, they are replaced with more local methods of creating meaning. On the whole, the book could be seen to replace the metanarrative of human progress by one telling of the inadequacy and inert destructibility of humanity. However, the analysis shows that metanarratives are rejected all together. The construction of a new metanarrative is made impossible by (1) the fictitious accounts clearly being a local event, (2) the text openly stating the impossibility of deeper interpretation and finally (3) the work employing a narrator too unreliable to be able to convey the unarguable truths necessary to create a new metanarrative.

  • 25.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Att utveckla pedagogisk dokumentation med hjälp av handledning2007In: Handledning i pedagogiskt arbete / [ed] Thomas Kroksmark & Karin Åberg, Lund: Studentlitteratur , 2007, p. 269-290Chapter in book (Other academic)
  • 26.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    "Men så kan man ju också tänka!": Pedagogisk dokumentation som förändringsverktyg i förskolan2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis, is about pedagogical documentation as a tool for transformation in preschool. The aim is to understand learning and transformation in, and of, preschool practice where pedagogical documentation has been used as a tool during a longer period of time.

    Empirical data consists of texts by, and conversations with, personnel working at four preschool units who cooperated around a mutual project initiated by the Reggio Emilia Institute; a project where pedagogical documentation was a central tool. The study focuses on organizational issues and transformation, as statements about this appeared to be important in the participants' conversations.

    The analysis is made in three steps. Data was put together into three themes. The three themes are: 1) a changed practice 2) experiences ofworking with documentation, and 3) to organize for exploratory learning. Then, an analysis was made giving an account of participants’ descriptions of working with pedagogical documentation as a joint trip, especially making use of Engeström’s model of an activity system and expanded learning, described metaphorically as a black box. Finally, Wartofsky’s theory on primary, secondary, and tertiary aspects of a tool is used. Thus, pedagogical documentation was illustrated from many different perspectives.

    The result shows that working with pedagogical documentation has led to preschool teachers discussing epistemological and ontological questions. This in turn led to preschool teachers starting to act differently in pedagogical practice, where acting differently became a trigger for revealing contradictions in the activity system, which participants describe as being solved over time. So, organization of preschool practice had changed on a unit level as well as on a preschool level including the children. Among other things, teacher teamwork has expanded when working with pedagogical documentation. The expanded team has meant that stories from the documented material have come in motion through analysis in several stages. Stories in motion, and pedagogical documentation perceived as seen from different perspectives, can be described as a complex tool.

  • 27.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Pedagogisk dokumentation som mångdimensionelltverktyg i förskolan: En verksamhetsteoretisk studie2013Conference paper (Other academic)
  • 28.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Systematic documentation: structures and tools in a practice of communicative documentation2018In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 19, no 1, p. 72-84Article in journal (Refereed)
    Abstract [en]

    Swedish preschool teachers must systematically document activities in the preschool in order to evaluate the quality of these activities. Pedagogical documentation is one form of documentation that is proposed. The aim of this article is to discuss and create knowledge of structures and tools based on different communicative aspects of pedagogical documentation. The empirical data consists of statements from preschool teachers with many years of experience of using pedagogical documentation. Their statements have been analyzed based on Wartofsky's concept of primary, secondary and tertiary artifacts. The study points to the importance of various tools of organisation in providing direction and frames for documentation in order to enable structures of communication built on rhizomatic learning.

  • 29.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Systematic quality work with Pedagogical documentation: A Bahktinian Polyphonic Analysis2016In: Abstract book: 26th EECERA Annual Conference, 'Happiness, Relationships, Emotion & Deep Level Learning', Dublin, Ireland, 31st August – 3rd September, 2016., 2016, p. 127-Conference paper (Refereed)
    Abstract [en]

    Abstract

    Swedish preschool teachers are obliged to work with systematic documentation and assessment of children’s changing knowledge. The aim of this study is to contribute to research on assessment in preschool, by highlighting multiple voices portrayed in a transformative documentation practice, built on systematic work of pedagogical documentation.

    Pedagogical documentation refers to two related areas: 1) the process, and 2) content in the process (Dahlberg et al, 2006). Pedagogical documentation is primarily about trying to understand what is going on in pedagogical work, to understand what a child knows and learns, without predetermined expectations (Dahlberg et al, 2006).

    Bakhtin’s concept of polyphony is used as a conceptual framework.

    The methodology is qualitative text analysis. Preschool teachers’ voices are analyzed in relation to the concept of transformative assessment (Vallberg Roth, 2014), as well as the Bahktinian concepts of dialogicity, the authoritarian word, and unconditional connections.

    Informed consent was obtained from all the participants in this study: teachers and parents of the children at the preschool.

    The results show a complexity of simultaneously existing polyphonic voices, where the teachers are negotiating their efforts to engage dialogically, in order to connect with the children, and the demands of authoritative voices related to assessment.

    By highlighting the complexities and tensions involved in systematic quality work, this research has implications for the development of teacher’s assessment and evaluation practices

  • 30.
    Alnervik, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Göthson, HaroldKennedy, Birgitta
    Ljuspunkten: barns relation till fenomenet och begreppet ljus2012Collection (editor) (Other (popular science, discussion, etc.))
  • 31.
    Alnervik, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Karlsson, Mia
    skövde university.
    A facilitator´s Role in Reflections upon Reggio Emilia-inspired pedagogical documentation among early childhood educators2008Conference paper (Refereed)
  • 32.
    Alnervik, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Kennedy, Birgitta
    Pedagogista: I en relationell, kollegial och delaktighetens kultur2010In: Om världen och Omvärlden: Pedagogik i praktik och teori med inspiration från Reggio Emilia / [ed] Marie-Anne Colliander, Lena Stråhle och Christina Wehner-Godée, Stockholm: Stockholms universitets förlag , 2010, p. 113-125Chapter in book (Other academic)
  • 33.
    Alnervik, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Do we trust the process? Learning in preschool2014In: Us, Them & Me: Universal, Targeted Or Individuated Early Childhood Programmes: Abstract Book, European Early Childhood Education Research Association (EECERA) , 2014Conference paper (Refereed)
    Abstract [en]

    The aim is to develop knowledge about young children’s learning of academic concepts as embodied actions and through imagination. In the Swedish preschool curriculum academic subjects such as math and science has been emphasised and the teachers are required to document, what is formulated, as the child’s ‘changed knowing’. There are tendencies that changed knowing is interpreted within two discourses: Goalrational learning versus goalrelational learning. In the former, learning academic subjects becomes a cognitive endeavour similar to teaching older children. In goal relational approaches curriculum goals are interpreted as tools in exploratory processes. We take a sociocultural perspective and apply Wartofsky’s idea of bodily representations and concepts. The empirical data is teachers’ pedagogical documentation in terms of photo images, dialogues between children-children and children-pedagogues and the pedagogues reflections. Interaction and conversation analysis based on the conceptual framework. The pedagogical documentation has been approved for research analysis. We had follow the Swedish ethical rules and guidelines for research in the humanities and social sciences. The result shows that in projects where preschool curriculum goals as, for example math and science, are considered as ‘tools’ and where children are enabled to engage with their whole body and through imagination, scientific concepts become tools in their exploration. An implication is the significance in preschool of taking children’s interest and engagement with their whole body as well as imagination as necessary components in learning processes.

  • 34.
    Alnervik, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Lekvärldar och utforskande lärande i förskolan2014Conference paper (Other academic)
  • 35.
    Alnervik, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Mrak, Lina
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Utforskande didaktik: Som en meningsskapande dans2015Conference paper (Refereed)
  • 36.
    Alnervik, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Öhman, Charlotte
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Lidén, Eva
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Barn och vårdnadshavares minnen av deltagande i pedagogisk dokumentation2018In: Tidsskrift For Nordisk Barnehageforskning, ISSN 1890-9167, Vol. 17, no 8Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is to contribute with knowledge of pedagogical documentation with a particular focus on the importance of documentation from a democracy perspective. While there are many studies of pedagogical documentation, few studies explicit examine this practice from the perspective of children and guardians. Analyses, based on focus group data of children ́s and guardian ́s conversations from memories of the children ́s time spent in preschool in relation to educational documentation work, are presented. Pedagogical documentation practice is shown to contribute to the creation of a community of practice at the preschool, which in turn enabled democratic education.

  • 37.
    Alvegård, Christer
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research. Lunds universitet.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research. Lunds universitet.
    The interplay between content, language meaning and expressions2006In: Paper presented in the symposium the interplay between language and thought in understanding problems from a student perspective at AERA (American Educational Research Association) Annual Meeting, San Fransisco, April 8–12, 2006., 2006Conference paper (Other academic)
  • 38.
    Alvegård, Christer
    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.
    Svensson, lennart
    Lunds universitet.
    Johansson, Torsten
    Uppsala universitet.
    The interplay between content, expressions and their meaning when expressing understanding2010In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 19, no 3, p. 283-303Article in journal (Refereed)
  • 39.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Introduktion - att komma nära vad som faktiskt sker2016In: Skolnära forskningsmetoder / [ed] Elsie Anderberg, Lund: Studentlitteratur , 2016, p. 15-26Chapter in book (Other academic)
  • 40.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Skolnära forskningsmetoder2016Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [sv]

    Förlagets sammanfattning:

    Praktiknära forskning har som mål att förena den vetenskapliga kunskapsprocessen med praktiskt utvecklingsarbete. Den skolnära forskningen är ett exempel på en sådan process, där vetenskaplig kunskap möter lärares erfarenheter för att på så vis stärka måluppfyllelsen i skolan. Det kan handla om lärare som beforskar sin egen praktik, men begreppet hänvisar även till forskning som bedrivs i nära samverkan med skolpraktiken. Sådan forskning tar sin utgångspunkt i lärarens frågor och behov. Ett annat kännetecken är närheten till undervisningen och faktiska situationer i klassrummet där lärare och elever är aktiva.

    Den här boken erbjuder en översikt av och handledning i olika skolnära forskningsmetoder. Exempel på metoder som tas upp är: Learning study, följeforskning, skuggning och medvandrare. Metoderna är beprövade i olika empiriska sammanhang och exempel ges både från skola, förskola och fritidshem

    Skolnära forskningsmetoder vänder sig till studenter på olika lärarutbildningsprogram samt till verksamma lärare och skolledare inom skola, fritidshem och förskola. Även forskare bör finna boken relevant.

  • 41.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Språkanvändningens funktion vid kunskapsbildning2009In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 14, no 4, p. 293-310Article in journal (Refereed)
  • 42.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    The interplay between language use and knowledge formation2009In: EARLI 13th Biennal Conference Amsterdam August 2009, 2009Conference paper (Refereed)
  • 43.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    The interplay between language use and knowledge formation: A phenomenographic intentional-expressive approach2009In: Paper presented at the symposium Methods for interpretation in qualitative research. How to get knowledge out of interview and observational data at the European Association for Learning and Instruction (EARLI) 13th Biennal conference, in Amsterdam, August 25-29, 2009., 2009Conference paper (Refereed)
  • 44.
    Anderberg, Elsie
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Alvegård, Christer
    Lunds universitet.
    Svensson, Lennart
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    Micro processes of learning: exploring the interplay between conceptions, meanings and expressions2009In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 58, no 5, p. 653-668Article in journal (Refereed)
    Abstract [en]

    The article describes qualitative variation in micro processes of learning, focusing the dynamic interplay between conceptions, expressions and meanings of expressions in students’ learning in higher education. The intentional-expressive approach employed is an alternative approach to the function of language use in learning processes. In the empirical investigation, a dialogue model was used that both stimulates and documents students’ ways of processing meaning. Results were grouped into three descriptive categories: vague, stabilising and developing ways of processing. Educational implications include, firstly, two distinct types of vague constitution of meaning in learning: one connected to fragmentary relationships between expressions and meanings, and another that triggers and creates close relationships and changes in relationships. Secondly, the categories display different unexplored ways of processing, related to deep and surface approaches in students’ learning.

  • 45.
    Anderberg, Elsie
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Nordén, Birgitta
    Lunds universitet.
    Hansson, Birgit
    Lunds universitet.
    Global learning for sustainable development in higher education: Recent trends and a critique2009In: International Journal of Sustainability in Higher Education, ISSN 1467-6370, E-ISSN 1758-6739, Vol. 10, no 4, p. 368-378Article in journal (Refereed)
  • 46.
    Anderberg, Elsie
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Svensson, Lennart
    Lunds universitet.
    Alvegård, Christer
    Lunds universitet.
    Johansson, Thorsten
    Uppsala universitet.
    The epistemological role of language use in learning: A phenomenographic intentional-expressive approach2008In: Educational Research Review, ISSN 1747-938X, E-ISSN 1878-0385, Vol. 3, no 1, p. 14-29Article in journal (Refereed)
    Abstract [en]

    Denna artikel har har blivit nominerad till EARLI publication award. Vinnare utses i Amsterdam den 25 augusti.

    This article has been nominated to the EARLI publication award. The winner will be announced in Amsterdam on the 25th of August.

  • 47.
    Anderberg, Elsie
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Åkerblom, Annika
    Lunds universitet.
    The epistemological role of language use in children’s explanations of physical phenomena2011In: Cambridge Journal of Education, ISSN 0305-764X, E-ISSN 1469-3577, Vol. 41, no 4, p. 489-505Article in journal (Refereed)
    Abstract [en]

    The article investigates the interplay between the meaning given to certain key expressions and pupils’ understanding of science subject matter, in a qualitative study of learning. The intentional-expressive approach to the epistemological role of language use served as a theoretical frame, within the wider context of phenomenographic research on learning. Data were collected using a particular dialogue structure. Micro-process analysis was employed to examine the data. Two descriptive categories emerged: 1) Exploring the function of meaning, and 2) Inventory of meaning. Pupils who explored the function of meaning related their explanations, both to other expressions, and to their personal understanding of the physical problem. Pupils who made inventories of meaning mostly directed attention towards expressions as words. Emphasis was on correct reproduction of scientific terminology. Inventory of meaning was most common in the dialogues with the fourteen-year-olds, while exploring the function of meaning dominated in dialogues with the ten-year-olds.

  • 48.
    Anderberg, Elsie
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Åkerblom, Annika
    Alvegård, Christer
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Svensson, Lennart
    Language meaning and content. The interplay between language use and understanding2009Conference paper (Other academic)
  • 49.
    Anderberg, Elsie
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Åkerblom, Annika
    Lunds universitet.
    Alvegård, Christer
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Svensson, Lennart
    Lunds universitet.
    Language meaning and content: The interplay between language use and understanding of complexities2009In: Paper presented at the European Association for Learning and Instruction (EARLI) 13th Biennal conference, in Amsterdam, August 25-29, 2009., 2009Conference paper (Refereed)
  • 50.
    Andersdotter, Gunnel
    et al.
    Örebro universitet.
    Schmidt, Catarina
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Mobil telefoni och teknologi: Gränssnitt i folkbildning2013In: Nyttan med folklig bildning: En studie av kapitalformer i folkbildande verksamhet / [ed] Bernt Gustavsson & Matilda Wiklund, Lund: Nordic Academic Press, 2013, p. 249-275Chapter in book (Other academic)
1234567 1 - 50 of 1095
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