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Edling, Silvia, UniversitetslektorORCID iD iconorcid.org/0000-0002-4618-0532
Publications (10 of 129) Show all publications
Thornberg, R., Wänström, L., Sjögren, B., Bjereld, Y., Edling, S., Francia, G. & Gill, P. (2024). A multilevel study of peer victimization and its associations with teacher support and well-functioning class climate. Social Psychology of Education, 27, 69-88
Open this publication in new window or tab >>A multilevel study of peer victimization and its associations with teacher support and well-functioning class climate
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2024 (English)In: Social Psychology of Education, ISSN 1381-2890, E-ISSN 1573-1928, Vol. 27, p. 69-88Article in journal (Refereed) Published
Abstract [en]

The aim of the current study was to examine whether students’ perceptions of teacher support at an individual-level, teacher support and well-functioning class climate at classroom-level, and teacher support and well-functioning class climate at school-level were associated with peer victimization. Data were obtained from a Student School Survey administered by the selected Swedish municipality. Multilevel analyses were based on 5,646 students in 277 classes and 27 schools. At the individual-level, girls and students who perceived greater teacher support than their classmates were victimized less often by their peers. In addition, students in schools with classes characterized by greater cooperation, cohesion, working atmosphere and respect toward their teachers tended to score lower on peer victimization. Within schools, students belonging to classes with a more well-functioning class climate than what was average in the school, and students belonging to classes that scored their teacher as more caring, fair and respectful compared to other classes in the school, were less likely to be targets of peer victimization.

Place, publisher, year, edition, pages
Springer, 2024
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-41726 (URN)10.1007/s11218-023-09828-5 (DOI)001034389500001 ()2-s2.0-85165929529 (Scopus ID)
Funder
Swedish Research Council, 2021-05708
Available from: 2023-05-02 Created: 2023-05-02 Last updated: 2024-01-24Bibliographically approved
Ammert, N., Edling, S., Löfström, J. & Sharp, H. (2023). Att lära från, om och med historia: Historiemedvetande, moral och didaktik. Gleerups Utbildning AB
Open this publication in new window or tab >>Att lära från, om och med historia: Historiemedvetande, moral och didaktik
2023 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2023. p. 188
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-41060 (URN)9789151107523 (ISBN)
Note

kommande

Available from: 2023-02-09 Created: 2023-02-09 Last updated: 2023-02-09Bibliographically approved
Thornberg, R., Wänström, L., Edling, S., Francia, G. & Gill, P. (2023). Peer Victimization amongst Swedish students: Protective Roles of School Staff Supportiveness and Class Climate. In: : . Paper presented at AERA 2023, Chicago, USA, 13-16 April 2023.
Open this publication in new window or tab >>Peer Victimization amongst Swedish students: Protective Roles of School Staff Supportiveness and Class Climate
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2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Innovative Learning; Innovative Learning
Identifiers
urn:nbn:se:hig:diva-41727 (URN)
Conference
AERA 2023, Chicago, USA, 13-16 April 2023
Available from: 2023-05-02 Created: 2023-05-02 Last updated: 2023-05-03Bibliographically approved
Francia, G., Neubauer , E., Adrían, K. G. & Edling, S. (2023). Refugee and Migrant Bodies in the Interplay of Education and Migration Policies in EU/Europe. In: : . Paper presented at ECER, University of Glasgow, Scotland 22 – 25 August 2023.
Open this publication in new window or tab >>Refugee and Migrant Bodies in the Interplay of Education and Migration Policies in EU/Europe
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Innovative Learning; Innovative Learning
Identifiers
urn:nbn:se:hig:diva-41730 (URN)
Conference
ECER, University of Glasgow, Scotland 22 – 25 August 2023
Available from: 2023-05-02 Created: 2023-05-02 Last updated: 2023-05-03Bibliographically approved
Money Simmies, G. & Edling, S. (2023). The Case for Teacher Education, Change and Democracy: Framing the Problem in a Utilitarian Era. In: : . Paper presented at ESAI, Belfast, Ireland, March 30th to April 1st.
Open this publication in new window or tab >>The Case for Teacher Education, Change and Democracy: Framing the Problem in a Utilitarian Era
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-41729 (URN)
Conference
ESAI, Belfast, Ireland, March 30th to April 1st
Available from: 2023-05-02 Created: 2023-05-02 Last updated: 2023-05-03Bibliographically approved
Money Simmies, G. & Edling, S. (2023). The case for teachers’ democratic assignment: The slow suffocation of democracy in a post-truth era. In: : . Paper presented at AERA 2023, Chicago, USA, 13-16 April 2023.
Open this publication in new window or tab >>The case for teachers’ democratic assignment: The slow suffocation of democracy in a post-truth era
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-41728 (URN)
Conference
AERA 2023, Chicago, USA, 13-16 April 2023
Available from: 2023-05-02 Created: 2023-05-02 Last updated: 2023-05-03Bibliographically approved
Edling, S. (2023). The purpose, description and development of teachers’ professional seeing a dialogue between Hattie and Schön. Professional Development in Education
Open this publication in new window or tab >>The purpose, description and development of teachers’ professional seeing a dialogue between Hattie and Schön
2023 (English)In: Professional Development in Education, ISSN 1941-5257, E-ISSN 1941-5265Article in journal (Refereed) Epub ahead of print
Abstract [en]

A pedagogy of vision and seeing has a long history. Teachers’ professional vision, seeing and noticing are today regarded as important factors that affect the quality of their teaching and are considered important to develop. The article argues that there is a need to gain a deeper understanding of teachers’ professional vision, seeing and noticing and how they can be developed by creating bridges between various research traditions. Drawing on hermeneutic conversation as a method, the study addresses how two different researchers, John Hattie and Donald Schön, describe a) the purpose of teachers’ vision, seeing and noticing, b) what kind of development regarding teachers’ vision, seeing and noticing they suggest and c) where plausible similarities and/or differences between their reasoning can be found. The article’s major contribution is that it provides a metacognitive roadmap for professionals and educational researchers that both shows where Schön and Hattie intersect and where their views of teachers’ professional vision, seeing and noticing differ.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Hattie; hermeneutic Schön; metacognition; Professional teacher; professional vision/seeing
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-41130 (URN)10.1080/19415257.2023.2178483 (DOI)000937826700001 ()2-s2.0-85148508218 (Scopus ID)
Available from: 2023-03-06 Created: 2023-03-06 Last updated: 2023-05-03Bibliographically approved
Löfström, J., Ammert, N., Edling, S. & Sharp, H. (2022). Avanços na educação ética na aula de história: o prosseguimento das interseções da consciência moral e histórica. Currículo sem Fronteiras, 22(1103), 1-16
Open this publication in new window or tab >>Avanços na educação ética na aula de história: o prosseguimento das interseções da consciência moral e histórica
2022 (Portuguese)In: Currículo sem Fronteiras, ISSN 1645-1384, Vol. 22, no 1103, p. 1-16Article in journal (Refereed) Published
Abstract [pt]

Usar a aula de história como um espaço para a moral e ética na educação é uma tradição de longa duração, mesmo que com contestações. Recentemente, tem havido uma maior ênfase em como incorporar a ética na educação, como é o caso deste artigo, que busca explorar os espaços da moral e ética na educação na sala de aula de história. Argumenta-se aqui que a compreensão da filosofia moral e das teorias da consciência histórica, assim como a relevante psicologia moral e do estudo das emoções morais, são necessários para perceber o potencial do ensino e aprendizagem da história dar suporte à ética na educação. Seguindo essa linha, são identificados neste artigo três espaços de ética aplicados à educação nas aulas de história, entre eles: o raciocínio sobre a qualidade moral da conduta dos atores históricos; o uso da empatia histórica (tomada de perspectiva); e reflexo do significado moral do passado para o presente e o futuro. Como exemplo de como implementar isso, é apresentado um conjunto de atividades de estímulo projetadas para a sala de aula, junto de uma análise qualitativa da resposta dos alunos, a qual explica expressões de raciocínio moral, tomada de perspectiva e consciência histórica dos alunos.

Place, publisher, year, edition, pages
Brasil: Curriculo sem Fronteiras, 2022
Keywords
democracia; ética; história; escola
National Category
History Didactics
Identifiers
urn:nbn:se:hig:diva-40756 (URN)10.35786/1645-1384.v22.1103 (DOI)2-s2.0-85151464173 (Scopus ID)
Funder
Swedish Research Council, 2017-03509
Available from: 2023-01-14 Created: 2023-01-16 Last updated: 2023-09-10Bibliographically approved
Ammert, N., Sharp, H., Edling, S. & Löfström, J. (2022). Editorial: Perspectives on history and moral encounters. Historical Encounters: A journal of historical consciousness, historical cultures and history education, 9(2), 1-6
Open this publication in new window or tab >>Editorial: Perspectives on history and moral encounters
2022 (English)In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 9, no 2, p. 1-6Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
Newcastle, Australia: HERMES History Education Research Network, 2022
National Category
Other Humanities
Identifiers
urn:nbn:se:hig:diva-39829 (URN)10.52289/hej9.201 (DOI)000891312800001 ()2-s2.0-85135849429 (Scopus ID)
Available from: 2022-08-29 Created: 2022-08-29 Last updated: 2022-12-29Bibliographically approved
Francia, G., Luzon-Trujillo, A. & Edling, S. (2022). Education dilemmas concerning schools as working and learning environments during the Covid pandemic: Voices from teacher unions in Sweden and Spain. In: : . Paper presented at Parallel section 6, Network 19. NERA June 1-3 2022. Reykjavik, Iceland.
Open this publication in new window or tab >>Education dilemmas concerning schools as working and learning environments during the Covid pandemic: Voices from teacher unions in Sweden and Spain
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-40292 (URN)
Conference
Parallel section 6, Network 19. NERA June 1-3 2022. Reykjavik, Iceland
Available from: 2022-10-20 Created: 2022-10-20 Last updated: 2022-10-20Bibliographically approved
Projects
Application for financial support to attain a conference in Denver, Colorado (AAACS) and (AERA). [2010-00158_VR]; Uppsala UniversityInnovative learning for sustainable development [2022-03512_VR]; University of Gävle
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4618-0532

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