I denna studie har jag undersökt vilka lärandeaktiviteter som bidrar till en ökad motivation för elevers inlärning. För att göra detta har jag använt mig av en kvalitativ forskningsmetod. Studiens datamaterial utgjordes av enkäter och intervjuer med elever i årskurs 3 i grundskolan. Resultatet av studien visar att det är huvudsakligen två faktorer som motiverar eleverna i deras matematiklärande. Läraren beskrevs som den största påverkande faktorn genom att eleverna jämförde olika lärare med varandra. Eleverna framhöll även hur en varierad matematikundervisning bidrog till att göra undervisningen lustfylld. Det gemensamma för denna studie samt tidigare studier inom området är att en varierad och lustfylld undervisning bidrar till motiverade elever.

This study examines the integration of Young Adult Literature (YAL) in three textbooks, BluePrint A version 3.0, Worldwide English 5, and ViewPoint 1. It aims to compare how these textbooks seek to utilize YAL and its accompanying exercises to enhance language proficiency. Additionally, it assesses how they leverage YAL's distinctive qualities, such as self-discovery, emotional experiences, and relatability to young readers, while assessing their alignment with the English 5 syllabus objectives for consistency. The results reveal varying levels of YAL representation, with each textbook leveraging YAL to enhance comprehension, critical thinking, and language development. BluePrint A version 3.0 emphasizes "Reflect & Share" exercises, while Worldwide English 5 uses structured activities, and ViewPoint 1 integrates thematic exercises across language skills. Exercise alignment with the syllabus varies, highlighting diverse strategies in YAL integration. This essay highlights the diverse strategies in integrating YAL and investigates whether its distinctive qualities are effectively utilized in textbooks. Further research could explore teachers' methods of integrating YAL into classroom instruction with these textbooks.

The term green infrastructure captures the need to conserve biodiversity and to sustain landscapes’ different ecosystem services. Maintaining green infrastructures through protected areas, management and landscape restoration requires knowledge in geography, spatial data about biophysical, anthropogenic and immaterial values, spatial comprehensive planning, and thus geographical information systems (GIS). To understand land use planning practices and planning education regarding GIS in Sweden we interviewed 43 planners and reviewed 20 planning education programmes. All planners used GIS to look at data but did not carry out spatial analyses of land covers. BSc programmes included more GIS than MSc programmes but very few taught analyses for spatial planning. As key spatial planning actors, municipalities’ barriers and bridges for improved GIS use for collaborative learning about green infrastructures are discussed. A concluding section presents examples of how GIS can support spatial planning for green infrastructures.

Syftet med studien är att undersöka förskollärares erfarenheter och upplevelser av planeringstid i förskolan, samt vilket stöd de erbjuds av rektorn. För att samla in data användes en online-enkät med frågor riktade till legitimerade förskollärare. Enkäten bestod av både kvantitativa och kvalitativa frågeställningar och deltagandet var anonymt. Teorianknytningen som valts för analys av resultatet är det pragmatiska perspektiv, där vi stödjer oss i vikten av de didaktiska frågornas plats i undervisning, planering och utvärdering. Resultatet visar på förekomsten av förskollärare som anser sig sakna förutsättningarna som krävs för att kunna bedriva undervisning i förskolan i enlighet med läroplanen och de styrdokument som förskolan har. Tiden som är avsatt för planering används alltför ofta till andra arbetsuppgifter på grund av personalbrist, något som majoriteten av förskollärarna i studien påtalar. Flera förskollärare menar att de har ett visst stöd av rektorn, men upplever sig ändå sakna förståelse för sin situation på arbetsplatsen. Schemalagd planeringstid ser bra ut på pappret men förskollärare menar att det kan vara missgynnande då tiderna inte alltid går att få ut. Samtidigt visar resultatet att förskollärare anser att planeringstiden är viktig i förskolan.

Uppsatsen syftar till att skapa en bild om hur folkbildningsarbetet har pågått i Sandviken samt hur kvinnorna tar större plats i samhället. Det är ABF-Sandviken som folkbildare som står i centrum för undersökningen under perioden 1939-1968. Källmaterialet är studieprogram tryckta av ABF-Sandviken samt deras avrapporteringskort under tidsperioden.

Frågeställningar som besvaras i uppsatsen är:

• Vilket folkbildningsarbete gjorde ABF-Sandviken?

  • Fanns det någon ökning i antalet studiecirklar mellan åren 1939-1968?

    • Hur står sig resultatet i förhållande till den skedda invånarökning i Sandviken vid samma tidsperiod?

  • Hur såg könsfördelningen ut vid val av studiecirklar?

    • Vid ett eventuellt överslag åt ett av könen, är det då nya studiecirkelämnen som har gjort överslaget möjligt?

  • Hade studiecirklarna vid ABF-Sandviken någon koppling till samtiden?

För att besvara dessa frågeställningar har jag använt mig av samtliga studieprogram och närvarolistor från ABF-Sandviken mellan 1939-1968. Jag har genom detta kommit fram till resultatet att det skedde en ökning av antalet studerande vid ABF-Sandviken på slutet av 1940-talet. Med ökningen av studerande så är en logisk förklaring att det även ökade antalet studiecirklar kopplade till ABF-Sandviken. Fördelningen mellan de olika könens val av studieämnen skiftar även under tidsperioden 1939-1968. Det börjar med ett överslag åt det manliga könet för att sedan under 1950- och 1960-talet göra en växling mot ett mer jämställt sökande.

Dessa resultat har en grund i folkbildningsreformen år 1947 samt en jämställdhetsdebatt som blossade upp på 1950-talet. Folkbildningsreformen gjorde det möjligt att lättare få bidrag för studiecirklar och det gjorde en ökning in på 1950-talet och toppar på 1960-talet möjliga. Sedan med att fler kvinnor tog sig från den fasta positionen i hemmet och deltog mer i samhället blev deltagandet mellan könen mer jämställt.

Studiecirkelämnen var påverkade av händelser i samtiden. Till exempel diskuterades andra världskriget och på en mer lokalnivå hur kommunen fungerade, och vart skulle man vända sig?

The present study is part of the EU-Fp7 project SECURE. The research question in the present study is: How is the current Swedish MST curriculum for preschool implemented by the teachers, and perceived by the 5-year old learners?

The introduction of a revised preschool curriculum in 2011 has given MST a prominent place in Swedish preschool, and may be intended by the authorities to change the weak positions and declining trends in the PISA and TIMSS surveys for Swedish school children. The new teaching task seems to be highly appreciated by the preschool teachers. However, the curriculum is quite ambitious, and a major concern is how the implementation will be done. The concept of ”emergent science” is discussed in order to induce positive attitudes towards MST.

In this study, semi-structured interviews with teachers in 15 Swedish preschools are the main source of information combined with some interviews with learners and photographic materials. The method for the analysis uses a category system of which results from some of the categories are reported.

The preschool teachers are aware of the new role as teachers rather than just child minders. The revised curriculum seems to increase the self-confidence for MST of the learners as well as the teachers. The teachers say that the learners are interested in MST and that it is a case of catching opportunities, which may lead to emergent science. The 5-year old learners confirm that they like the activities related to MST.

Working with hypotheses and storyline activities is shown as an example how emergent science can be promoted in 5-year old children. Activities connected to ”emerging science” have been common in Swedish preschools for some time, but after the implementation of the revised curriculum teachers also verbalize this for themselves and the learners.

Svenska elever hamnar efter i PISA- och TIMSS-undersökningarna. I matematik har matningarna visat på sjunkande kunskaper sedan början av 2000-talet och i naturvetenskap ligger de svenska eleverna ständigt under det internationella genomsnittet. Detta är alarmerande för landet och skälen bör utredas.Som en del i EU-projektet SECURE inom ramprogrammet Fp7 presenteras resultat från lokal forskning om genomförandet av MST-kursplanerna och attityder till ämnena bland lärare och elever. Med MST avser vi matematik, naturvetenskap och teknik. Intervjuer och enkäter har utförts bland lärare och elever i 47 klasser i 15 skolenheter i några mellansvenska kommuner. De åldersgrupper som studerats är elever från åldersgrupperna 5, 8, 11 resp. 13 år. Vi fokuserar här på förskolans verksamhet, d.v.s. arbetet med 5-åringar.Som en följd av införandet 2011 av en reviderad läroplan för förskolan, kan vi se att MST har fått en framträdande plats i den svenska förskolan som verkar vara mycket uppskattad av förskollärarna. I den reviderade läroplanen framgår att förskollärare ska ansvara för att arbetet i barngruppen genomförs så att barnen stimuleras och utmanas i sin matematiska utveckling, samt stimuleras och utmanas i sitt intresse för naturvetenskap och teknik. Exempel på hur de skall gå tillväga finns också i läroplanen. Detta kan i praktiken uppfattas som en informell tidigareläggning av den obligatoriska skolan i Sverige, eftersom förskolan inte är obligatorisk men utnyttjas av de allra flesta. Det skulle därmed kunna innebära en vändpunkt för resultaten i grundskolan och förhoppningsvis ge avtryck i kommande PISA- och TIMSS-undersökningar.De förskollärare som intervjuats är medvetna om vikten av att undervisa MST i förskolan. Detta tydliggörs av några uttalanden från intervjuade förskollärare. 'Det som är nytt nu är att man pratar om lärare och att vi utbildar barnen.' 'Det här lärandet är för livet. Det är inte bara för individen. Verksamheten på förskolan bidrar till hela samhällsutvecklingen.' Även föräldrarnas förväntningar på förskolan har förändrats. 'Föräldrarna uppskattar resultaten i matematik och ser förskolan som en skolform snarare än förvaring av barn.'I denna presentation ges exempel på hur MST-ämnena undervisas på ett integrerat sätt i förhållande till den praxis som råder i svenska förskolan, samt i förhållande till ålder och mognad hos barnen.

Universities are facing the need to rethink their educational strategies, especially due to the emergence of new technologies, such as mobile applications, which have had great expectations. Previous studies have been focused on changes in student engagement from using mobile applications in the classroom, whereas there has been little research on the impact of mobile applications on student assessment. This research uses a quasi-experimental study to examine the relationship between student assessment and the use of a mobile application. Two groups of students (a control and an experimental group) were tested in the same academic semester with the same lecturer. Two analyses were carried out (t-test and difference-in-differences) to evaluate this relationship. Contrary to the general expectations, the results showed that there is no significant difference on assessment when comparing the two groups’ scores. However, students showed a positive attitude in engaging with the mobile application. Although there has been an increase on the use of mobile applications in classrooms, they do not directly affect student scores. This research shows that mobile applications should be used as a complement to traditional education, and not as a substitute to it.

Att lära eleverna läsa är en av skolans mest grundläggande uppgifter, och för att kunna ge alla elever likvärdiga möjligheter bör lärare vara kapabla att stötta och hjälpa elever som av olika orsaker har svårt att tillägna sig den färdigheten, elever som med andra ord har läs- och skrivsvårigheter.

Syftet med den här studien är därför att beskriva vilka kompetenser hos lärare samt vilka andra faktorer som kan ha betydelse för att stötta läsutvecklingen hos elever med dyslexi. För att uppnå syftet har vi genomfört en kvalitativ systematisk litteraturstudie där vi läst, kodat och analyserat femton artiklar och en avhandling vars innehåll behandlar ämnet.

Vårt resultat visar att lärarkompetensen är central, och att andra faktorer som arbetssätt, lärmiljön och kompensatoriska hjälpmedel bidrar till att stötta elever med dyslexi i läsutvecklingen. Vår förhoppning är att den som läser detta arbete ska få en djupare inblick i vilken problematik elever med dyslexi upplever samt hur dessa elever kan stöttas - oavsett om man är elev, lärare, vårdnadshavare eller bara allmänt intresserad av ämnet.

A comparative study between old school which is considered to be boring and out of context by (many student) to new school of teaching where divers IT and ICT gadgets are used and their implications in creating a positive teacher student relationship from the very start to promote emergent literacy within preschool class.

This ethnographic study examines how two preschool class teachers incorporate both old and new methods to create interest for learning and meaningfulness among their students in accordance with the national goals for education and lifelong learning. How does IT and ICT promote teaching and learning in preschool class? In what ways do teachers incorporate into classroom experiences? What are the group dynamics between teacher- student, and student- and their peers during a classroom scenario with the conventional paper and pen and technological aid?  With these central questions the study was conducted as an participant observation which resulted in preschool class children find it lot easier to communicate not only with teachers but also with their classmates during classroom activities where IT and ICT is incorporated than when teachers take on the role what they call old school which tends to become one-sided. 

The results show that creating meaningfulness among ones students is largely based upon the teachers own interest in the focus group. From a socio-cultural perspective, it is evident that terms such as interaction, meaningfulness, symbols and artifacts become central. Results from the study shows even though many in-service teachers and principals are very much for including IT and ICT as teaching resource. Ambiguity of national norms and goals when we talk of preschool classes in the nation could be one the many reasons why they fail to meet their students expectations and demands. This in turn could be one of the considerable reasons for the depression in high school students failing to meet the national educational standards.

In healthcare patients move in a different pattern depending on what the specific patient needs to have done. This pattern is also called a flow, where the flow which this article mentions describes how the patient flows. To offer the best healthcare service, it is important that the patient flow is effective. That the flow being effective means to work towards a logistical, quality and cost-effective flow. This also matches the patient care given in private clinics, where similar patient flows can be seen. The purpose with this study is to identify what affects the patient flow and how the patient flow can be more efficient both quality wise and cost wise. 

To answer the purpose this study performed a case study on a private clinic in the Stockholm area who work with cosmetic as well as reconstructive surgery. To follow a patient flow this study performed a flow mapping of a patient flow, the study also performed interviews with an employee of the private clinic. To collect information that supports this study's conclusion several previous articles were used along with information from literature and necessary internet websites.

The study identifies capacity, information transparency and logistics as causes of inefficiency. This study comes to the conclusion that lean tools could be implemented in an organization whose operations are active in healthcare. Out of those tools presented in the analysis three different categories occur where the lean tools are placed. The different categories are planning tools, improvement tools and preventive measures. With the help of previous research where similar, if not the same tools were used, positive results could be seen with consequent results being empathized. This study comes to the conclusion that a combination of tools from the three different categories is the best alternative to ensure an improvement of the efficiency long term. Planning for the future, while improving existing waste and at the same time using tools that act as an aid towards future waste is the best way to improve efficiency on the patient flow long term. 

Keywords: Lean, efficiency, improvement, healthcare, logistics, patient flow

This presentation attempts to probe the applicability of Diana Laurillard’s “conversational” model of collaborative learning to the teaching of the American Literature Survey at the University of Gävle. For the purpose of exemplification, I have selected a unit on race and gender representations in late nineteenth-century fiction, with a focus on Mark Twain’s Pudd’nhead Wilson and Charlotte Perkins Gilman’s “The Yellow Wallpaper”, respectively. Given that the vast majority of students who take up this course are enrolled in the teacher training program, an important research question is how this pedagogic framework might contribute to developing and consolidating democratic values and practices in their future roles as high school teachers of English in Sweden. This aim converges with the curricular objective that civic values and attitudes should underpin the teaching of all subjects in the Swedish school system. The study is part of a project entitled “Democratic Vistas in the Classroom: Teaching American Literature in Swedish Higher Education”.

Literature has a special relation with truth. It often purports to reveal that there are many ways of conceiving truth, that indeed there is no absolute truth. Yet there are, in literature, notions of truth like the truth of the slave narratives and all of the so-called protest literature that resist relativization. In a sense, much of our work and expertise as literary scholars is to distinguish between claims to truth and to advance one claim against others through persuasive and valid arguments. To do that, we employ an ability to think critically that we have developed and trained as part of our professional identity. So embedded is this ability in the practice of literary studies that it might be considered exemplary for what theorists of critical thinking tentatively call “a way of being” and “a habit of the mind”. After a brief discussion of a few conceptualizations of truth in literature and literary studies, I present the notion of “intuitive critical thinking” and its possibilities for teaching literature in higher education, with a focus on the syllabi of some of my literature courses at the University of Gävle.

A study of how Swedish students understand the concept of complex numbers was performed. A questionnaire was issued reflecting the student view of own perception. Obtained answers show a variety of concept images describing how students adopt the concept of complex numbers.

These concept images are classified into four categories in order to clarify the learning situation. Furthermore, this study also revealed a variety of misconceptions regarding this concept, and most of the misconceptions were also possible to refer to the classification system. In addition, results from an identification test show that students have difficulties discerning the basic property of complex numbers, i.e. that any number is a complex number.

We report on an effort tomeasure the effect of replacing traditional lecture-based teachingin calculus with a flipped-classroom approach.We base the comparison between the twoteaching models on data fromthree sources: (a) a Calculus BaselineTest, designed specificallyfor this purpose and given as pre-test and post-test; (b) a survey measuring studentengagement; and (c) student achievement on the final exam. On the Calculus BaselineTest, we found that the normalized gain was 13% higher in the flipped-classroom group.Similarly, the flipped-classroom group scored significantly higher on the engagementsurvey. Also, the students of the flipped-classroom group performedmuch better than expectedon the final exam of the course, with a substantial decrease in failure rate.

ABSTRACT Multiple studies and systematic reviews have shown that music instruction improves phonological awareness (PA) and early literacy skills in children, although findings vary. In meta-analyses, the reliability and significance of the transfer effect are reduced. The study evaluated the effect of varying durations of music instruction exposure, over a single academic year, on PA and early literacy of young children. Based on the exposure to music instruction, participants were assigned to either a low- or high-exposure group. Additional analyses were conducted for 17 age-matched pairs and to compare participants that only received class music to those that received additional music instruction. Between-groups comparisons showed no significant difference after a single academic year of music instruction. Within-groups comparisons identified more PA improvements in the high-exposure group. Exposure to music instruction for no less than one academic year, is required to conclusively evaluate the effect on PA and early literacy.

I denna kvalitativa intervjustudie lyfts klasslärares arbetssätt för elever med svenska som andraspråk i årskurs 1–3. Syftet är att öka kunskapen om vilka arbetssätt som klasslärare använder inom läsutveckling för elever med svenska som andraspråk. Studien utgår ifrån klasslärares perspektiv där de alla arbetar i klasser med flertalet elever som läser svenska som andraspråk. Genomförandet av denna studie har skett med semistrukturerade intervjuer. Frågeställningarna har fokuserat på att ge svar på vilka arbetssätt som klasslärarna använder, vilka utmaningar de ställs inför samt om ett ökat samarbete med modersmålslärare och studiehandledare skulle vara gynnsamt för elevernas läsutveckling. Datan har analyserat utifrån ett sociokulturellt perspektiv där lärande i sociala sammanhang och dess olika verktyg har legat till grund för analysen. Resultaten pekar på att arbetssätten som ansågs skapa möjligheter till stor del skedde i sociala sammanhang. Detta upplevdes gynnsamt för SVA-elevers läsutveckling av klasslärarna. 

Sammanfattning:

Mina syften med uppsatsen är att med hjälp av ett test se om eleverna, i årskurs 1 på gymnasiet besitter de kunskaper inom matematik som står beskrivet i Lgr11 för skolår 9 samt att se om ett matematikspel kan öka elevers kunskaper och motivation.

Genom att på 50 elever göra 2 tester med ett intervall på 2 veckor, där 24 av de 50 eleverna fått använda ett matematikspel för att se om kunskapsförbättring uppnåtts. Det första testet har även använts för att få en inblick i hur elevernas matematikkunskaper är. En enkätundersökning om matematikspelet gjordes av de eleverna som använt spelet.

Resultatet visade att eleverna som använt spelet gjorde en större progression än de elever som inte haft tillgång till spelet. Eleverna hade inte kunskaper som det krävs att de ska besitta enligt Lgr11 för skolår 9. De flesta elever var positivt inställda till matematikspelet.

Resultatet av studien stöds av litteratur då flertalet författare menar att om man som pedagog kan hitta andra former än läroböckerna kan detta öka motivationen till lärande.

Purpose – This paper aims to examine how a social entrepreneurial organisation in Sweden collectively learned to adapt itself to the COVID-19 pandemic.

Design/methodology/approach – Using an abductive approach, this study conducted single case fieldwork on a social entrepreneurial organisation called SFE. The following research questions were asked: What are the changes in collective learning conditions that SFE has to face during the pandemic? What are the outcomes of collective learning during the pandemic in SFE?

Findings – This study results indicate that collective learning conditions were changed by restructuring the organisation’s design and teamwork during the pandemic, which facilitated sharing of knowledge and experiences. This collective learning helped the organisation develop new virtual projects during the pandemic. Another result of this collective learning was the members’ new shared understanding of the organisation’s vision.

Research limitations/implications – This study hopes to broaden the understanding of the relationship between collective learning in organisations and organisational adaptation in times of crisis.

Practical implications – This study can help leaders of social entrepreneurial organisations understand what changes are necessary to create a team that collectively learns.

Originality/value – The data had the advantage of being gathered as a real-time process, and the researcher witnessed how the organisation achieved adaptation as it happened and not just through its members’ reflection of it as a past phenomenon.

Purpose

This paper aims to enrich the scholarly discourse on learning within small social entrepreneurial organisations by examining how leadership can facilitate conditions conducive to collective learning during crises.

Design/methodology/approach

A longitudinal single-case study was conducted on a social entrepreneurial organisation in Sweden, operating within the integration field. The study involved comprehensive interviews and observations. Using a longitudinal approach facilitated an in-depth analysis of the organisation’s development over time.

Findings

The findings underscore that shifts in leadership can significantly influence collective learning. Specifically, the results suggest that establishing trust between the CEO and team members is a pivotal factor in cultivating conditions for collective learning and fostering the related processes, which persisted even during the pandemic. This trust catalysed inclusive and interactive actions that encouraged team members’ participation in day-to-day decision-making and strategic planning. Consequently, the organisation successfully leveraged its diverse knowledge resources, promoting knowledge sharing and experience exchange, crucial components of successful collective learning.Research limitations/implicationsThis paper advocates for a departure from conventional leadership perspectives, proposing that a focus on team–leader relationships – a form of leadership in practice – can offer valuable insights into cultivating collective learning. This approach underscores the significance of collaboration and engagement among team members in promoting collective learning and accentuates the role of leadership in creating these conditions.

Practical implications

The examples provided on structuring, organising and leading virtual meetings could offer valuable insights for leaders. With the increasing adoption of hybrid workplaces combining remote and office environments, communication challenges within teams may arise. Therefore, these examples can aid leaders in formulating effective communication strategies that bridge the gap between remote and in-person team members, ensuring that everyone stays informed and engaged.

Originality/value

This study seized a unique opportunity to explore how leadership can create favourable conditions for collective learning during crises by collecting data both before and during the Covid-19 pandemic.

This dissertation aims to generate an understanding of collective learning in social entrepreneurial organisations in Sweden, especially during the COVID-19 pandemic. Employing a collective learning-centred perspective, I want to explore the following key areas: a) the learning conditions and organising processes entailed in becoming a social entrepreneur and creating a social entrepreneurial organisation, b) the importance of collective learning for organisational adaptation and change in tackling exogenous factors such as the COVID-19 pandemic, and c) the role of leadership in creating conditions conducive to collective learning processes in social entrepreneurial organisations during the COVID-19 pandemic.

Grounded in empirical studies, this research reimagines leadership as an empowering, collaborative practice that is intricately woven with collective learning dynamics. The study also scrutinises the adaptive and evolutionary nature of organising processes, emphasising their centrality for collective learning. Furthermore, it highlights the efficacy of a collective learning-centred approach in driving meaningful organisational change, contrasting this with top-down strategies. Since most of the data was gathered during the global upheaval caused by COVID-19, this research presents a unique opportunity to examine collective learning as a resilience-building tool in turbulent times. This study fills a gap in existing literature by focusing on the Swedish context, and offers insights for researchers, practitioners, and policymakers in social entrepreneurship. Ultimately, the research underscores the potential of collective learning to equip social entrepreneurial organisations for sustainable innovation and resilience, particularly in challenging societal conditions.

Digitaliseringen och vårt samhälle är under ständig förändring och utveckling. Exempelvis talas det fler språk än ett inom flertalet förskolor i Sverige. Läroplanen för förskolan fastställer att utbildningen i förskolan ska lägga grunden för barnens förståelse för olika språk samt att barn ska ges möjlighet att uttrycka sig på olika sätt såväl analogt som digitalt (Skolverket, 2018). Detta anses sätta ett allt högre krav på förskolan och förskollärare inom digitalisering och flerspråkiga barns möjligheter. Denna studie undersöker på vilket sätt förskollärare använder sig av pekplattan för att stödja flerspråkiga barn i deras meningsskapande, litteracitet-, och språkutveckling. Ett didaktiskt designteoretiskt tillvägagångssätt användes för att lyfta fram förskollärares val av metoder i undervisningen med pekplatta som semiotisk resurs för flerspråkiga barns litteracitet och meningsskapande. I resultatet framkommer det att förskollärare använder sig av pekplattans egenskaper i litteracitetshandlingar samt att de på olika sätt skapar möjligheter för barn att beskriva sin omvärld men att undervisning med pekplatta inte planeras i syfte för flerspråkiga barns språkutveckling. Det visar sig att det finns en positiv inställning hos förskolläraren mot pekplattans fördelar i språkfrämjande syfte men även en viss osäkerhet kring det digitala verktygets förmåner.

A useful medium when teaching English as a foreign language (EFL) to young learners is authentic children’s literature. Previous research in the area has provided insight into benefits and challenges in something that could be described as ‘fiction-based teaching’. There is however little to none that is set in a Swedish classroom context.  The aim of the current study was to find how teachers in Sweden utilize children’s literature in teaching English as a foreign language in grades 1–3. The study was performed using semi structured interviews with five teachers in the central east coast of Sweden. The participants gave insight into how they use English fiction as a teaching tool, which follows the structure of the didactic questions what, how and why. The teachers’ experienced challenges in using such a medium as a teaching tool were also processed in the study. To understand and analyse the gathered data, Aidan Chambers and Lev Vygotsky’s theories about young learners were used. The main findings of the study show that processing literature via discussions between teachers and students is beneficial for language acquisition, such as vocabulary gain and comprehension. At the same time, the teachers mention challenges in using such a method, for example a lack of time and how to differentiate the teaching of EFL. The conclusion was that these findings were in line with the previous research that has been made in the area.

This article outlines the implications of a theory of ‘sensory emplaced learning’ for understanding the interrelationships between the embodied and environmental in learning processes. Understanding learning as multisensory and contingent within everyday place-events, this framework analytically describes how people establish themselves as ‘situated learners’. This is demonstrated through three examples of how culturally constructed sensory categories offer routes to knowing about the multisensoriality of learning experiences. This approach, we suggest offers new routes within practice-oriented educational theories for understanding how human bodies become situated and embedded in cultural, social and material practices within constantly shifting place-events.

Although many mentoring programs are mandated and initiated as part of a policy direction or mandate, and policy is an important element in the development, implementation, and evaluation of mentoring, investigations into the impact of policy upon mentoring initiatives and outcomes, has not been explicitly highlighted in the mentoring research (Fransson & McMahan, 2013).  Although the literature on policies and mentoring programs and practices is scarce, there is limited evidence to suggest that policies impact mentoring endeavors in a variety of ways and can have both positive and negative effects (Carver & Feiman-Nemser, 2009; Polikoff, Desimone & Hochberg, 2015).  Yet, policy development and implementation can have an extensive impact on mentoring programs and relationships.  As these programs continue to grow, it is imperative that the field become more cognizant of the role and impact of policies upon the personal, professional and organizational aspects of mentoring.  Against this background, expanding our understanding of how policy is designed, implemented and influences mentoring program development, practice and success is important. 

            The purpose of the chapter is to outline, discuss and problematize policy issues related to mentoring and to offer recommendations for future action.  Most of the examples on policy issues are related to adult situations in the educational field.  This field offers a policy landscape that illustrates the complexity and multi-layering of mentoring policy.  Thus, it is believed that many of the findings can be transferred to other mentoring contexts.

The chapter begins with a theoretical overview of how policy and the processes of policy development and policy enactment are conceptualized.  Issues such as international policy flows and policy learning are discussed and evaluations as part of policy formation are problematized.  This theoretical overview facilitates an understanding of mentoring policy and how it is enacted or played out in mentoring practices.  The overview is followed by a discussion about the challenges involved in identifying the field of mentoring policy.  As outlined in the overview, different dimensions of policy are emphasized depending on which theoretical perspective is used.  This in turn influences which theoretical binoculars are used to identify the field of mentoring policy.  Searching databases for the various terms and the challenges associated with this are also discussed.  Thereafter, ‘policies for policy development’ are examined.  One policy in particular is analyzed more closely in order to highlight the most important aspects of policy analysis.  The chapter closes with a concluding discussion about the challenges and possibilities for policy research.  A possible new direction in mentoring policy in also discussed.

The article concerns the design of a collaborative research project (2008-09) entitled Making a Filmmaker, which examines how young Scandinavian filmmakers create their own learning paths in formal and/or informal contexts. Our interest is in how learning experiences and contexts motivate the young filmmakers: what furthers their interest and/or hinders it, and what learning patterns emerge. The aim of this article is to present and discuss issues regarding the methodology and methods of the study, such as developing a relationship with interviewees when conducting interviews online (using MSN). We suggest two considerations about using online interviews: how the interviewees value the given subject of conversation and their familiarity with being online. The benefit of getting online communication with the young filmmakers is the ease it offers, because it is both practical and appropriates a meeting platform that is familiar to our participants.

Technology has been a mandatory subject in Swedish compulsory school the last 30 years. The last 18 years it has been a subject of its own, with specific syllabus and grading of the students. Nevertheless, the schools did not really get hold on how to teach the subject. Moreover, there are very few of the teachers with training in Technology. Most of the teachers giving Technology in the later years of compulsory school are traditional Science teachers and in earlier years they are not even trained in Science.

Municipalities have found that girls are not stimulated by the Technology subject. This is seen in gender-sensitive statistics of the transition from compulsory school to the upper secondary school. As a result, some municipalities offer 14-year old girls a voluntary summer school between 8^th and 9^th grade. The summer school is a cooperation between the municipality and the nearest university. Examples of activities in the summer school project are Geomatics, GPS measurements, CAD construction, Graphic design, Automatic control, Image processing, Energy conversion, and Electronics.

In this presentation, the summer school of a Swedish small-sized town was selected. The activity has been followed during 6 years between 2005 and 2010. Statistics of how the participants have chosen upper-secondary school education was gathered for each year, compared to the statistics for all girls of the same age in this municipality. The results vary between years for different educational programs in upper secondary school, but the general trend is that the participants of the summer school are more inclined to select a technical (theoretical or practical) or Science education (theoretical) than the other girls in the same age group.

Forskningsfråga: Hur påverkas intresset för teknisk utbildning hos grundskoleelever av kön och etnicitet?Att hitta orsaker till elevers val, eller bortval, av utbildningar inom teknik och naturvetenskap är en fråga som är viktig för såväl individen som samhället i stort. Elevernas attityder är ofta resultat av påverkan från lärare, föräldrar och kamrater. Elstad och Turmo (2010) genomförde en studie i Norge med 16-17 år gamla elever på gymnasiet av bl.a. föräldraengagemanget för pojkar och flickor i etniska minoritetsgrupper.Attitydundersökningar kan behandlas via enkäter (Robson, 2011). Å andra sidan ger en kvantitativ enkätundersökning mindre utrymme att observera motiv och känslor jämfört med flexibelt designade kvalitativa intervjuer (Bell, 2006). En mindre kommun i Mellansverige är positivt inställd till att medverka i projektet och grundskoleelever från denna kommun kommer att vara forskningsobjekt. Med detta som bakgrund är avsikten att göra en inledande kvantitativ enkätundersökning i den aktuella kommunen som skall ge svar på om det finns skäl att tro att elevernas kön och etnicitet påverkar deras intresse för teknisk utbildning. Det innebär 375 enkäter till samtliga elever i årskurs 9 från nio skolor i den samverkande kommunen som skall distribueras och sammanställas. Enkätsvaren ges i en likertskala och skall ge grund för en fördjupad studie i form av fokusgrupper samt utformande av intervjuguide. Valet av fokusgrupper som metod ger möjlighet att utnyttja gruppdynamiken samt interaktionen mellan deltagarna för att observera känslor som inte framkommer vid andra undersökningsmetoder (Wibeck, 2010).En pilotundersökning med fokusgruppintervjuer som metod genomförs för att bekanta sig med metoden och för att ge en fingervisning om utformandet av intervjuguiden (Robson, 2011). Pilotundersökningen kommer att genomföras med en grupp bestående av 5 elever (varav några har invandrarbakgrund), som har deltagit i ett projekt som kallas 'Tjejer och teknik' och nu går åk 2 i olika gymnasieprogram. Frågorna53behandlar vilka faktorer som låg bakom deltagarnas val av gymnasieprogram. Pilotundersökningen utvärderas med avseende på gruppsammansättning, längd och innehåll.Följande frågor kommer att diskuteras vid presentationen:- Storlek på fokusgruppen, Wibeck (2010), Dunbar (2007), Robson (2011), Morgan (1998), Stewart och Shamdasani (1990)- Sammansättning av fokusgruppen (homogen eller inhomogen), Wibeck (2010), Jarret (2003)- Antal fokusgrupper för teoretisk mättnad, (Wibeck, 2010), Helander (1998)- Längd på intervjuer- Intervjuguide- Typ av dokumentation (noteringar, ljudupptagning, videoinspelning)- Etiska överväganden- Styrkor och svagheter

In Sweden most students make their most crucial educational decision in the transition from compulsory school to upper-secondary school. Swedish upper-secondary school provides a number of educational programs, both theoretical and vocational, including Design and Technology. Sweden, as well as most of the countries in the industrialized world, has a problem with decreasing interest for Science and Technology amongst youngsters. The future demand for manpower in the technological sector, however, is much greater than the supply.     

This study identifies factors of importance when secondary-school students think about their future study options. A special focus is on reasons why they choose or avoid educational paths including Technology. A paper-based questionnaire was given to 320 students who already had made their choices to upper-secondary school. The questions deal with their reflections on e.g. the situation in school, relationship with Science and Technology, influences from parents and classmates, as well as future career expectations. The answers were stored in a database making it possible to compare combinations of themes, e.g., gender vs. interest in school subjects. Amongst several observations, the results show that boys find the subject Technology more fun and less difficult than girls do.

Vår arbetslivserfarenhet är att lärares bedömning präglas i stor omfattning av summativ karaktär. Med utgångspunkt från detta är syftet med examensarbetet att undersöka vad lärare besitter för attityder, upplevelser och erfarenheter gentemot formativ bedömning i svenskundervisningen med fokus på skrivutveckling. Undersökningen är både av kvantitativ och kvalitativ art. Data samlades in via enkäter från två lärargrupper på Facebook. Det teoretiska perspektiv som legat till grund för studien var det sociokulturella perspektivet med fokus på begrepp såsom till exempel stöttning, zonen för den proximala utvecklingszonen och mediering. Resultatet i vår studie visade att lärarna i stor omfattning hade en positiv syn till att använda sig av formativ bedömning. Lärarna poängterade betydelsen av variation i undervisningen där olika bedömningsmetoder och arbetssätt synliggjordes. Det åskådliggjordes positiva och negativa aspekter med tillämpningen av formativ bedömning, där till exempel tidsaspekten var av betydande faktor. Avslutningsvis framhävde lärarna att formativ bedömning genererar i positiva effekter på elevernas skrivutveckling.

Tecken som kommunikationsmedel i förskolan möjliggör inkludering av barn som av olika anledningar saknar eller har begränsad tillgång till verbal kommunikation. Tecken underlättar även och är ett stöd för barngruppen som helhet, även de barn som kan kommunicera verbalt. Barnens språkutveckling gynnas av att både verbal kommunikation och tecken används. Dual-coding med hjälp av verbalt språk och tecken berikar barnens vokabulär och styrker deras stavningsförmåga.  

Syftet med examensarbetet är att undersöka hur TAKK, vilket står för tecken som alternativ och kompletterande kommunikation, används i den svenska förskolan. För att undersöka det fick förskolepersonal från hela landet svara på en webbaserad enkät kring användandet av TAKK i förskolan. Enkäten hade både öppna och slutna frågor för att skapa ett brett underlag för analys. Enkätundersökningens resultat tematiserades utifrån de mönster som framgick i svaren och presenteras under resultat i flytande text. Det teoretiska perspektiv som examensarbetet har är socialkonstruktivism som lägger mycket vikt på språket och att samhället skapas genom sociala handlingar. 

Genom undersökningen framkom det att förskolepersonal ställer sig positivt till användandet av TAKK samt att det underlättar kommunikation med barn. De hinder som framkom är att utbildningen inom området är bristfällig, vilket leder till ojämn kompetens hos personalen. 

This chapter presents and problematizes a theoretical design framework for understanding and supporting teachers’ pedagogical reasoning in online contexts. The framework synthesizes existing educational theories to illustrate how digital technologies can be used to create interactional and aligned educational designs and is therefore referred to as the IAED framework. The IAED framework can be used in teacher education and development programs, and by teachers, researchers, educational designers and others. In the chapter empirical examples and analysis are provided to illustrate and discuss how the IAED framework can be used to: (a) support teachers’ pedagogical reasoning and educational design practices, (b) evaluate existing educational designs and design practices, and (c) study educational designs and design practices, as well as (changes in) teachers’ pedagogical reasoning.

I kapitlet presenterer vi utfordringer og muligheter med å bruke Virtual Reality (VR) og Agumented Reality (AR) i skolesammenheng. Vi presenterer og gjør rede for hva Virtual Reality (VR) og Agumented Reality (AR) er for noe samtidig som at vi diskuterer disse innovasjonene i lys av begrepet pedagogisk merverdi opp mot læring og undervisning. Vi viser til utprøvende arbeid med bruk av VR og AR med lærere og lærerstudenter ved en digital læringslab som er koblet til lærerutdanning og læringsprofesjon. På denne måten behandler vi; teknologiene som sådan, om de kan brukes til å skape pedagogisk merverdi, og hvilke forutsetninger lærere trenger for å utvikle en profesjonell digital kompetanse som gjør at de kan skape slik merverdi.

Studien syftar till att undersöka hur verksamma grundskolelärare F-3 arbetar med att utveckla elevers muntliga förmågor i skolämnet svenska utifrån kooperativt lärande. Kooperativt lärande, KL, är ett förhållningssätt som innebär att lärandet sker genom samarbete och i samspel med andra elever. Studiens frågeställningar behandlar hur lärare beskriver att de utvecklar elevers muntliga förmågor, hur de stöttar elevers delaktighet i samtal och i grupparbeten samt vilka arbetssätt som lärarna anser är bra eller mindre bra gällande utvecklingen av elevers muntliga förmågor. Studiens teoretiska utgångspunkter innefattar det sociokulturella perspektivet, som innebär att lärandet sker genom kommunikation och interaktion. De teoretiska utgångspunkterna tar dessutom upp den proximala utvecklingszonen och stöttning (scaffolding) som är förknippade med varandra, och innebär att kunskapsinhämtningen ständigt är i en pågående process och att elever, genom en mer kunnig person, kan utveckla nya kunskaper. För att undersöka studiens frågeställningar genomfördes kvalitativa, semistrukturerade intervjuer med sammanlagt nio verksamma lärare inom F-3, som använder KL som ett förhållningssätt i undervisningen. Resultatet visar att samtliga lärare utvecklar elevers muntliga förmågor genom kommunikation, samspel och samarbete. I resultatet framkom det dessutom att det vanligaste arbetssättet eleverna arbetade med gällande deras utveckling av den muntliga förmågan var par- och grupparbeten. Studien lyfter fram att KL har förmågan att främja elevers utveckling av den muntliga förmågan.

The rapid development of Generative AI (GAI) makes an impact in many fields of our society, andfor higher education this is a fact that must be addressed. Research has reported on GAI creating newchallenges, and GAI as a catalyst for a transformation of higher education (Chiu, 2024; Yusuf et al.,2024). According to Chiu (2024) the four most important educational domains to consider arelearning, teaching, assessment and administration. This study had a focus on learning, and as pointedout by Choudhuri et al. (2024), there is a gap in the understanding of the potential and the pitfallswhen using GAI in computing education. The aim of this paper is to explore the potential impact ofAI technologies on cognitive load, relevant for computing education at higher education level. Theresearch question to answer is: What is the potential impact of AI technologies on cognitive load in computing education accordingto recent research?

A current ongoing process in many countries today is to implement programming in K-12 education. With this comes challenges for the involved teachers on how to best teach and integrate programming in their subjects. On the other hand, the introduction of programming could also open opportunities for programming as a new and improved way of learning and understanding technology and mathematics. For Swedish K-12 teachers this should be rapidly implemented, but without any concrete guidelines for how or for which tools to use. The aim of this study was to explore teachers' perceptions of learning and integrating programming in technology and mathematics, and their preferences of programming tools. 

The overall research strategy was a case study approach, with two instances of a programming course as the case study units. In both course instances the main choice has been between block programming with Scratch, and textual programming with Python. Data was collected in a combination of submitted essays, programming assignments and workshop observations. Findings from a content analysis of the submitted essays have been compared to workshop observations, and to the analysis of programming assignments. 

Results suggests that the main challenge in learning and integrating programming is the perceived time trouble. In parallel, many teachers highlight the potential benefits of renewing their teaching and learning sessions with programming-based problem solving. Considering the choice between block programming and textual programming several teachers brings up the idea of combining the two rather than excluding one of them. Furthermore, there seems to be minor differences in the preferences of programming tools between teachers with different subjects and different age groups of students. Finally, the most positive finding is the improved self confidence that many teachers show, when their own ability to manage programming in their classrooms increase after learning the fundamentals of programming.  

In this study the implementation of cooperation directed learning of peer tutoring in elementary general inclusive physical education (GPE) setting in three elementary city schools in Sweden was studied. The purpose was to assess the impact of peer tutoring on the interaction behaviors between students with and without disabilities in GPE. A design of multiple case study with elementary school age students with moderate disabilities (n=4) was used. Peer tutors (n=37) were students without disabilities who voluntary participated in peer tutor training program. The program included the collaborative learning values, teaching instructions and communication skills served as the independent measure. Dependent measures were multiple interactions between students with and without disabilities.

Totally 43 observation sessions of inclusive GPE settings were collected on videotapes and analyzed using the Computerized Evaluation Protocol of Interactions in Physical Education (CEPI-PE). In addition, interviews with school personnel and children served as a complementary study outcome. The percentage of interactions between target students and peer tutors significantly increased (3.2% to 11.8 % respectively, p<.05) during peer tutor intervention. This study indicated that peer tutor arrangements can contribute the successful cooperation between students with and without disabilities in inclusive GPE in Swedish elementary school. All four students with moderate disabilities maintained high percentage of activities done independently throughout baseline and intervention phase (50.5% and 57.6%, accordingly). Interviews confirmed a positive class climate change and improvement in peer relation culture.

Självförtroende har alltid varit ett problem för många människor vilket kan påverka deras yrkesmässiga och sociala liv. Drama kan fungera som en metod för att stärka barn som har dåligt självförtroende genom att arbeta med exempelvis rollspel, kroppsspråk och ansiktsuttryck. Därför är det viktigt att jobba utifrån dramapedagogiken i skola och förskola för att tidigt hjälpa barn att bygga upp sig själva och stärka deras självförtroende.

Syftet med min studie är att utifrån 3 pedagogernas egna erfarenheter undersöka sambandet mellan drama och barns självförtroende. Genom att använda mig av kvalitativ intervjumetod har jag haft möjlighet att komma djupare in på de erfarenheter som pedagogerna bär med sig, vilket kommer ge en tydligare bild av kopplingen mellan drama och barns självförtroende.

Genom intervjuerna med pedagogerna framkommer att drama är av stor hjälp för barn rent generellt men framförallt för barn med dåligt självförtroende. Alla utrycker att de vill se en förbättring av drama i vardagligt lärande, med det menas att jobba tematiskt och aktivt utifrån drama. Några av pedagogerna utrycker även att de vill se drama som eget skolämne.

Securing human resources (HR), building capacity, and implementing the potential of existingstaff are vital for the development of any organisation or company, including the landsurveying, cadastral and land management sectors. This raises questions concerning how tocompete with others and what is the necessary level of capacity among current and futureemployees. Let us ask ourselves: who wants to become a surveyor today, and what makes himor her stay within the business? These issues seem to be familiar to many of the authoritiesand companies in our professional field around the world. There is likely a range of differentanswers depending on country-specific aspects.Lantmäteriet (the Swedish mapping, cadastral and land registration authority) alone estimatesa need for a hundred new employees annually over the next years in order to manage theongoing change of generations and the increasing demand for services within certain areas. Inaddition, most municipalities and various regional and national authorities having landsurveyors in their workforce are looking for new staff to their organisations. Besides thisdemand from the public sector, private companies within the property business are also inneed of new staff. A major challenge is hence finding efficient ways to recruit new cadastralsurveyors, geodesists, geodata specialists, lawyers, etc., and to keep them for a significantperiod of time. Lantmäteriet has therefore taken various initiatives during the last few years.Some activities target the whole organisation, while others are tailor-made to fit particularbranches.This paper presents several current and recent initiatives regarding HR provision and capacitydevelopment affecting Lantmäteriet’s personnel. Examples are promotion activities atschools, teaching support to universities, internal training for new staff, continuous learningfor experienced staff, mentorships, talent development programmes, and networking withother authorities. The paper also touches upon impacts so far and what is anticipated for thecoming years.

This paper presents results from a Swedish research project about filmmaking as a site for transformative processes (Lindstrand, 2006; 2009). The scope of the paper is twofold, as it both presents results regarding multimodal learning in the production of moving images and aims at contributing more generally to the development of multimodal, design oriented approaches to the analysis of learning. The text is anchored in examples from collaborative filmmaking processes which serve as a background for elaborating on questions of various kinds: How can learning be grasped analytically and methodologically in processes of multimodal semiotic production? What is learnt and what characterizes the learning process in this type of semiotic work? How – and why – does the multimodal nature of these endeavours contribute to the learning process?

Filmmaking consists of a number of processes characterized by different objectives and the production of different kinds of texts, within different genres, with different tools, in different media and different modes. All of these differences contribute to changes – related to issues of transformation and transduction – in the overall process and present the filmmakers with new challenges, new perspectives and new sets of meaning potentials. The paper brings attention to how the filmmakers reflect upon various aspects of the films during their work, and shows how they gradually become aware of aspects of their films that relate to the ideational, interpersonal and textual metafunctions of texts. Their widened attention affects the process itself, since it guides them towards new choices. A cyclic motion is thereby implied, since the new choices will lead to new reflections and so on.

The presented results are summed up in the form of an additional version of the Learning Design Sequence model presented by Staffan Selander (2008), aimed at mapping learning processes in creative multimodal text production and emphasizing the role of design in the learning process.

References

Lindstrand, F (2006) Att göra skillnad. Representation, identitet och lärande i ungdomars arbete och berättande med film [Making difference. Representation, identity and learning in teenagers’ work and communication with film] Doctoral thesis. Stockholm: HLS Förlag.

Lindstrand, F (2009) ”Lärprocesser i den rörliga bildens gränsland” [”Learning processes at the crossroads of filmmaking”]. In Lindstrand, F & Selander, S (eds)Estetiska lärprocesser [Aesthetic learning processes]. Lund: Studentlitteratur.

Selander, S (2008) “Designs for learning – a theoretical perspective”. In Designs for Learning,  vol 1, no 1.