hig.sePublikationer
Ändra sökning
Avgränsa sökresultatet
1234567 151 - 200 av 433
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 151.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Changing school environments through the eyes of the students2018Ingår i: AERA abstract repository, 2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    1. Purpose This paper draws on socio-material and spatial theories to open up new possibilities for understanding how school practices are in play: the interior of the school buildings, the outside playground and different artefacts being part of the school environment. More specifically, we have used a spatial perspective for analyzing students’ photo stories describing spaces that supports and impede their learning as well as safe and unsafe spaces in a newly opened school.

    2. Theoretical framework In discussions about educational practices, cognitive, social and cultural concepts tend to dominate. These concepts are often based on notions about humans using various kinds of tools and that social interaction is played out in a context. Notions like this can easily obscure the significance of material objects (Fenwick, Edwards, & Sawchuk, 2011). A sociomaterial perspective entails viewing interactions in school as more than social processes, but materializing processes in and with material objects. This involves envisioning, enacting and experiencing education in relation to its material, social and discursive aspects (Mulcahy, Cleveland, & Aberton, 2015). Stables (2015) argues that there is a need to regard the school environment as “part of the life story of its users”. School environments are appropriated by their users who respond to their environment in different ways.

    3. Methods The case school, Maple Grove, is a newly opened secondary school. The fieldwork was conducted over the course of one school year (Yin, 2009). The main data used in this paper consists of students’ photo stories. According to Banks (2007), visual research methods are appropriate for the study of youth and their contexts.

    4. Data sources Digital stories (using the software Sway) was collected by means of classroom assignments. Combinations of images (photographs, screenshots etc.) and texts supported the socio-material analysis.

    5. Results Preliminary results show variations in both the areas that students view as safe and unsafe, and the reasons for their choice of area. This means that one area may be depicted as safe by one student, but unsafe by another. They also pointed to various social and physical features that affected their learning environment. Students also point out vital places in school buildings that neither architects nor school staff could foresee in the original design.

    6. Conclusion A conclusion that can be drawn is that the school administration and staff need to be sensitive to the views of the students in the transition from design to dynamic practice.

  • 152.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Compensatory conditions in the corridor: comparing staff work in (secondary) schools designed in two different time periods2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper we set out to explore how the physical, social and conceived conditions in schools can facilitate or disrupt support work aimed at improving student learning and preventing social exclusion (cf. Frelin & Grannäs, 2013). This is accomplished by comparing student support practices in the common areas of two newly renovated secondary schools built in two different time periods. The focus is on teachers’ and other school staff’s enactment of curriculum and policy reforms in their endeavours to improve students’ learning conditions and well-being (cf. Ball, Maguire, & Braun, 2012; Mulcahy, 2016). This enactment takes place in a designed school environment, where teachers and support staff appropriate spaces for educational purposes in different ways (cf. Stables, 2015). The interview and observational data come from two qualitative case studies, one complete (2012-14) and one ongoing (2015-16), using a spatial analysis perspective. Physical, social and conceived aspects of space are considered (Frelin & Grannäs, 2014, 2015). The case schools, located in two municipalities, were originally built in the 1910s (Lönnhaga) and the 1960s (Tallvik). Both schools serve mixed to low SES communities and have organized student support functions in the schools’ corridors, cafeterias, recreation areas and other common spaces. These functions are for example school host, student coach and student welfare officer. The organization, function and physical layout of the schools differ and represent the pedagogical and architectural ideas of the periods in which they were built. Preliminary results show variations in the physical conditions for support work in terms of number of storeys, transparency (e.g. stone or glass walls) and layout (enclosed or open spaces), how the staff respond to these conditions (e.g. stationary in offices or mobile in corridors) and the kind of contact staff have with the management (e.g. whether or not they are used as substitute teachers). In contrast, the task perception among the support staff as a whole is similar in both schools. It is interesting to see how the staff respond creatively to the physical school environments, designed in different time periods and rebuilt in response to policy reform, in order to carry out their tasks (cf. Blackmore et al, 2011; Mulcahy, 2016; Stables, 2015).

  • 153.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Exploring the Support Function ”School Host” as Equalizer of Educational Opportunity in the School Environment2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper a spatial perspective is used to explore the support work of school hosts in the common areas of the school environment aimed at equalizing educational opportunities and preventing social exclusion. Recent investments in student support staff are aimed at improving student care and boosting students’ academic performances. Interviews from two case schools, complemented by observations and documents, were compared in order to determine how the hosts relate to physical, conceived and social spaces in schools. Results show ways in which spatial aspects such as the physical layout of the school enable or limit their work. Their actions are the outcome of the relations between the school environment and their task perceptions. Moreover, they draw upon established relationships.

  • 154.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Konflikthantering i skolan: Ett ekologiskt perspektiv2019Ingår i: Skolans konflikter: Vad varje lärare bör veta / [ed] Pihlgren, Ann S., Lund: Studentlitteratur AB, 2019, 1, s. 75-92Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    En konfliktfri skola är ingen bra skola. Samhället är inte konfliktfritt, och eftersom skolan ska förbereda elever för samhället har den ett viktigt uppdrag att rusta elever att hantera konflikter på ett konstruktivt och fredligt sätt. Däremot är inte alla konflikter positiva för eleverna och för utbildningsmiljön. Det här kapitlet tar utgångspunkten i skolor som ekologiska system för att arbeta med konflikter i skolan på ett sätt som bidrar till utbildningens syften.

  • 155.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Professional territories in open learning environments: – examining collaborations between teachers and social pedagogues2017Konferensbidrag (Refereegranskat)
  • 156.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Relationell pedagogik i korridoren?: ett rumsligt och relationellt perspektiv på skolans relationsarbete2016Konferensbidrag (Övrigt vetenskapligt)
  • 157.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Grannäs, Jan
    Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo.
    Skolans mellanrum: Ett relationellt och rumsligt perspektiv på utbildningsmiljöer2017Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 22, nr 3-4, s. 198-214Artikel i tidskrift (Refereegranskat)
  • 158.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Teachers’ pedagogical conceptions of a planned activity based learning environment2019Konferensbidrag (Refereegranskat)
  • 159.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    The role of dataveillance software in school leaders’ surveillance of teachers2017Konferensbidrag (Refereegranskat)
  • 160.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Fransson, Göran
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Relational Dimensions of Policy Enactment: Principals' Experiences of Relations With Newly Qualified Teachers During the Teacher Registration Reform2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    Globalized educational reforms include registration reforms for newly qualified teachers (NQTs). As policies travel, this paper examines the Swedish example of principals’ policy enactments (Ball et al, 2012) when assessing NQTs. Questionnaire data was collected in three municipality clusters. 11 semi-structured interviews with principals were conducted in two municipalities. These were analyzed to determine whether and how the relations between principals and NTQs changed due to the teacher registration reform. The results showed some positive change in the relations and that contrary to the reform’s intentions support and assessment practices were intermingled. As the complexity of the situation was underestimated, other countries may learn from the example of a reform that led to a policy retreat.

  • 161.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Quiles-Fernández, Emma
    University of Alberta, Edmonton, Canada.
    Professional border territories: A cross-country understanding of social educators and pedagogues in the school landscape2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    This proposal outlines a cross-country conversation about the social dimensions of pedagogical work. Through our work being alongside a Swedish social pedagogue and a Spanish social educator, we begin to ponder about the border territories that social pedagogy holds in different contexts, times and places.

    As we know, professions provide important services to the society based on discretionary work that requires university based training and licensing (e.g. Evetts, 2009). In our educational field, the professionals dealing with social pedagogy vary from country to country. For example, due to the social needs that appeared in Spain in the 90s, the Ministry of Education created a university degree called Social Education. However, before that, social educators worked in non-regulated educational spaces. Professionalizing their role allowed them to start a relational work with children, youth, families, teachers, social workers, social services, and doctors, with social well-being goals. The curriculum that those university programs offer relates to schooling processes, social development, and family matters. This means that, holistically, social educators are able to work in several education communities, crossing borders and building bridges, offering possibilities that have not considered it in the past by their participants. Possibilities that usually are seeing as ‘the path for a better life’.

    In Sweden, social workers have traditionally taken care of the more severe social and welfare issues, whereas teachers have had responsibility for pastoral care and other less severe relational problems. Recently, in response to a growing teacher shortage in most Nordic countries, and calls to ‘let teachers be teachers’, a new para-professional group with a social pedagogue non-university degree or comparable occupational training have become more common in schools. 

    Thinking with both realities, and attending the three narrative inquiry dimensions, we have puzzled about which spaces do social educators/social pedagogues appropriate inside and outside of school, what do they perceive to be their task to perform, what do they leave to others, and with whom do they interact. All those wonders have created our research puzzle: what negotiations happen in the professional border territories, or spaces in-between, and how can we understand the dynamic inter-professional educational work landscapes in different countries?

    In order to trace some emerging professional boundaries and potential boundary crossings between teachers and social educators/social pedagogues, our discussion is nested in the notion of professional territory, which consists of the professionals’ conceived task perception, the social transaction and the appropriated physical space where interaction takes place (Grannäs & Frelin, 2017).

  • 162.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Wistrand, Anna
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Professionalitet under press: Lärares arbete bland restträsk, pappersfloder och medkänslomalströmmar2018Ingår i: Läraren och yrkesetiken / [ed] Sara Irisdotter Aldenmyr, Lund: Studentlitteratur AB, 2018, 1, s. 106-124Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Dagens ämneslärare möter en mängd utmaningar i vardagen, vilket innebär att det vissa gånger kan kännas tungt att arbeta som lärare. De upplevelserna delas av många inom lärarprofessionen, och har orsaker som ofta ligger utanför det som direkt går att påverka. Har de yrkesetiska principerna potential att hjälpa till att hantera den professionella pressen och i så fall hur?

  • 163.
    Frid, Robin
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Wikström, Christian
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    TAKK och gester i förskolan: TAKK-tavlan som didaktiskt verktyg2016Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Många förskolor arbetar idag med Tecken som Alternativ och Kompletterande Kommunikation (TAKK) för att gynna barnens språkliga och kommunikativa utveckling. Syftet med studien är att undersöka användningen av TAKK och gester i förskolan samt hur TAKK finns representerad i förskolornas miljö. En frågeställning som undersöks är hur förskollärare och barnskötare i förskolan har lärt sig att använda TAKK. En annan är hur TAKK-tavlor (de bilder som förklarar hur olika tecken utförs) och andra gester, deiktiska och ikoniska, används i förskolan samt vilken roll TAKK-tavlan har som didaktiskt verktyg.

     

    För att besvara frågeställningarna utfördes observationer på två förskolor samt en enkätundersökning riktad till de pedagoger som var delaktiga under observationerna. Resultatet belyser pedagogernas förhållningssätt gentemot TAKK och TAKK-tavlor, hur barn och pedagoger använder sig av TAKK och gester samt TAKK-tavlan som didaktiskt verktyg. Resultatet visar även att alla förskollärare och barnskötare som deltog i studien har lärt sig TAKK och att lika många barnskötare som förskollärare har gått på kurs för att lära sig TAKK. I enkätundersökningen svarade fyra av respondenterna att de helt håller med om att det finns TAKK-tavlor för barnen medan två delvis instämde. En respondent var mer tveksam. Resultatet belyser att pedagogernas användning av TAKK-tavlor, tecken och gester påverkar barnens användning av dessa. Använder pedagogerna på en förskola sig av flera TAKK-tecken men väldigt få deiktiska gester, som att peka på något, visar det sig i barnens användning av dessa gester. En förskollärare menar i enkätundersökningen att även om barnen inte förstår det som tecknas tycker de att det är intressant och att de gärna härmar. I resultatet framkommer det att ett aktivt TAKK-användande kan minska antalet deiktiska gester.

  • 164.
    Friman, Linnéa
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Moberg, Josefine
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Barns strategier för tillträde till lek: En studie om pedagogers erfarenheter av vilka tillträdesstrategier barn använder sig av för att ta sig in i lek2016Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    I den här studien har vi valt att studera vad pedagoger har för erfarenheter av hur barn tar sig in i lek och vilka tillträdesstrategier som är de vanligaste. Vi har därför utfört intervjuer med pedagoger som vi spelat in för att ta reda på våra forskningsfrågor. Under intervjerna samt då vi bearbetat materialet har vi utgått ifrån Corsaros 15 tillträdesstrategier samt annan forskning inom forskningsfältet. I resultatet presenterar vi pedagogers tidigare erfarenheter av hur barn tar sig in i lek. Vi tar också upp vilken respons barn får i sina försök till tillträde enligt pedagogerna och vilka strategier pedagoger upplever är mer och mindre förekommande. En annan aspekt vi tar upp i resultatet är vilken roll pedagogen har då barn blir nekad till lek. Studien har visat att det finns två strategier som är mest förekommande enligt de sju pedagoger vi intervjuat och de poängterade även vikten av att vara närvarande som pedagog när ett barn blir nekad till lek för att kunna hjälpa och stötta barnet.

  • 165.
    Frölin Hagström, Hanna
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Larsson, Emelie
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Digitala medel i förskolan: Förskolepedagogers uppfattningar och erfarenheter av IKT i förskolan2016Självständigt arbete på grundnivå (högskoleexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Avsikten med undersökningen var att få djupare kunskap kring IKT i förskolan, hur IKT används samt de pedagogiskt ansvariga i förskolans egna perspektiv och åsikter kring IKT som ett hjälpmedel i verksamheten. Detta har uppnåtts via en enkätundersökning där det både funnits öppna frågor såväl som slutna frågor. De frågeställningar vi haft och använt oss av i denna studie är följande;

    - Vilka digitala medel finns det på förskolorna?

    - Hur använder de pedagogiskt ansvariga sig av IKT i förskolan?

    - Vad är de pedagogiskt ansvarigas syn på digitala medel som verktyg i förskolan?

    Resultatet visar att de pedagogiskt ansvariga i förskolan är generellt positiva till användandet av digitala medel i verksamheten. Samtidigt upplever de flesta att de inte har tillräckligt med kunskap och utbildning för att bedriva en pedagogisk verksamhet där digitala medel används som stöd.

  • 166.
    Ghannam, Marwan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    IKT I fritidshem: möjligheter och svårigheter: En kvalitativ studie om fritidspedagogers uppfattningar om möjligheter och svårigheter med IKT i fritidshemmet2018Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    I fritidshemmets verksamhet arbetar fritidspedagoger med IKT och digitala verktyg på olika sätt och i olika grad, och har i uppdrag att ge barnen en meningsfull fritid där deras behov och intresse står i centrum. Syftet med denna studie har varit att undersöka hur fritidspedagoger uppfattar olika möjligheter som IKT erbjuder dem i sin undervisning samt vilka svårigheter som de upplever i sitt arbete med IKT i fritidshem. Metoden i denna studie är av kvalitativ ansats, där insamling av data har skett med hjälp av semistrukturerade intervjuer med fem verksamma fritidspedagoger. Studiens resultat visar att IKT och digitala verktyg erbjuder många olika möjligheter för såväl lärarens undervisning som barnens lärande och utveckling. Dock framkommer det att det finns aktuella svårigheter som upplevs av respondenterna, vilket i sin tur begränsar användandet av IKT i fritidshem.

  • 167.
    Gill, Peter Edward
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    A Case Study Of How An Irish Island School Contributes To Community Sustainability, Viability And Vitality2017Ingår i: Australian and International Journal of Rural Education, ISSN 1036-0026, Vol. 27, nr 2Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Island studies have rarely focused on the role of small schools on offshore islands. Island schools are often impacted by the decisions of national, regional and local educational authorities, particularly in today’s world where diseconomic and disbenefit arguments highlight the non-viability of small schools. Such schools are seen as unable to provide an adequate curriculum, socially disadvantageous and generally inefficient. This raises an important question: How does a small island school promote the participation and engagement of families and the community? This paper reports a bounded case to illustrate the characteristics intrinsic to a single small rural school as a communal hub on one of Ireland’s Atlantic islands. A narrative about the school in past and present times, along with vulnerability mapping, is used to explore the social dynamics of the island school within its community. The findings show how the modern diaspora is different from that of earlier generations. The case also illustrates the differences in vulnerabilities between a perceived attractive environment, supported by a viable school potentially driving in-migration, and communities where the absence of a primary school or the risk of its closure would diminish the attractiveness of an island as a place for young families.

  • 168.
    Gill, Peter Edward
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Kelly, Gráinne
    County Mayo, Ireland.
    Case-study of how an island school contributes to communal sustainability, viability and vitality2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    Island studies, important in the history of science, have rarely focused on the role of small schools on offshore islands, not least because there is no agreed definition of a ‘small school’. Demographic trends and rationalization principles put increasing pressure on national, regional and local authorities to make consolidation choices about school size policies.  In these considerations, diseconomic and disbenefit arguments are made pertaining to the retention of small schools. In Norway and Sweden, due to the geographical dispersion of the population, policy makers have accepted that in maintaining communities in sparsely populated areas higher costs associated with maintaining education in rural and remote areas are inevitable and acceptable, while Iceland views schooling in rural areas as a national responsibility. There is little information available about pupil outcomes in small multi-grade classes in the Irish context. Small schools are frequently objected to as being non-viable, being unable to provide an adequate curriculum, being socially disadvantageous and by being generally inefficient. While smaller schools face economies of scale there is evidence that small size yields some achievement advantages. How does a small island school promote the participation and engagement of families and the community?  The present study examines the role played by the single primary school on one of Ireland’s offshore islands. While a process of “learning and leaving” is not an uncommon island experience, some studies have suggested that small rural schools can have integrative benefits for the local community helping to promote local vibrancy and community viability. In this descriptive case-study vulnerability mapping is used to expose threats to the island school. The dynamics of diaspora (dis)engagement and (dis)affection are examined through the curricula vitae of alumni. It is argued that the modern diaspora is uniquely different from the diaspora of earlier generations. The island school nurturing of local memories and histories is explored through the example of the schoolchildren’s annual Christmas concert. Demographic drivers such as birth rates and ageing population are examined. This island’s experience is as an example of the ‘new mosaic of rural regions’ in Europe, where communal sustainability, viability and vitality often hinges on the attractiveness of a particular living space. While perceived “attractive” environments may drive in-migration, the absence of a primary school would diminish the attractiveness of an island as a place for young families.  The symbolic capital of island life is examined. Headship, local management and multi-grade teaching challenges are explored.

  • 169.
    Gill, Peter Edward
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Larsson, Paula
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Matton, Pelle
    Gävle kommun.
    Simonsson, Bo-Erik
    Gävle kommun.
    Levin, Eva
    Gävle kommun.
    Research to Practice: Rolling Implementation of Evidence-Based Anti-Bullying Strategies in a Swedish Municipality2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    There is a dearth of research into the consequences of systematic reductions of prevalence of target behaviors, such as bullying, in school-based prevention science.  Reducing prevalence may also result in making bullying more difficult to uncover (Cunningham et al., 2015). Preventing bullying at school is a much researched field (Ttofi & Farrington, 2011).  In international comparisons, prevalence of bullying at school varies widely, with rates for Swedish schools regularly being lowest (e.g., among 66 countries, Due & Holstein, 2008).  Conditions influencing program efficacy are likely to vary as prevalence of target behavior is reducing.  School-wide prevention strategies, in schools with one or more victims in every class, present a very different challenge compared to schools where victims are found in every second of third class.  Recent longitudinal data from Sweden (Swedish Agency for Education, 2011; Hellstedt, Johansson & Gill, 2016 forthcoming) has revealed a cyclical replacement of victims, after successful intervention, showing that while rates at cross-sectional measurement intervals may remain the same (typically 6/7% in Swedish schools), up to 75% of victims at one time will self-report not being victimized at one-year follow-up (op.cit.).  Low rates of bullying in Sweden are the result intervention strategies based on a wide variety of ‘standard’ (International, Scandinavian & National) prevention programs, at least 21 according to Skolverket (2003).  A national evaluation revealed extensive program cross-contamination, proving the unviability of “gold standard” evaluation practices. “What works” conclusions were described in terms of program components.  When “promising” evidence for effective program components is produced, there is an inevitable momentum to package components into replicable “programs”.  We argue that this momentum may hamper response flexibility, particularly when program providers, in seeking to be “evidence based” may place more importance on implementation functions such as program fidelity and dosage rather than individual outcomes. We argue that considerations such as dosage and program fidelity are less relevant when anti-bullying initiatives are being adapted to variations in school contexts and climates (Gregory, Henry & Schoeny, 2007).  Component efficacy and effectiveness may also be masked by confidentiality requirements in program evaluations and outcome assessments that are based on follow-up, cross-sectional, cohort statistics.  What works in Sweden, for example, found by Frisén, Hasselblad & Holmqvist (2012), based on evidence from former victims, in descending order of importance: Support from school personnel; Transition to new school level; Change of coping strategies; Support from parents; Change of appearance or way of being; Change of school or class as a deliberate attempt to make the bullying stop; New friends; The bullies changed their attitude; No particular reason; and Support from peers, may not translate to other cultures, school systems and traditions.  With observed low prevalence, extensive program implementation, research evidence on effective components and extensive judicial obligations, it is likely, that in most Swedish municipalities, active anti-bullying programs may, theoretically, be located at the later phases of an implementation research continuum (Chalamandaris &  Piette, 2015, after Flay,1986, & Flay et al., 2005).  This, late stage program/component developemt, also has an impact on schools’ potential capacity to improve (Oterkiil & Ertesvåg, 2012).  Given these contexts, it is important to research the present state of evidence based anti-bullying strategies in Sweden.  Using best practice in program implementation evaluation a descriptive case study of scaled-up, school district-wide (Rhoades, Bumbarger & Moore 2012), research-to-action (Guhn et al., 2012) anti-bullying strategies in a Swedish municipality is presented. The goal is to investigate conditions, participants, hindrances, responses and outcomes at different stages of a rolling implementation process.  This Swedish example may be of value in other European school systems where prevalence is reducing toward Swedish levels.

  • 170.
    Gill, Peter Edward
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Simonsson, Bo-Erik
    Utbildning Gävle, Gävle kommun.
    Matton, Pelle
    BIG, Brottsförebyggarna i Gävle, Utbildning Gävle.
    Consequences for prevention strategies of reduced prevalence of bullying at school-class and school level in a Swedish Municipality2017Ingår i: ECER 2017, 2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    A crucial feature of school classes, as intact social entities, is that members share certain values (Boehnke & Schiefer, 2016). Saarento, Garandeau and Salmivalli (2015), argue that the influence of classroom- and school-level factors on bullying involves demographic, structural, peer contextual and teacher-related dimensions. Swearer et al. (2014) use a theory of “homophily and bullying” to argue for a homophily hypothesis where within group similarity leads to bullies physically or relationally rejecting those who are different and withdrawing any social support for victims.  However, Saarento, Garandeau and Salmivalli’s conclusion (op.cit.) was that the contributions of demographic, school structural and school-class characteristics remain inconsistent.  On the other hand, recent Swedish research (Thornberg et al., 2015 & Thornberg et al., 2016), after controlling for factors such as age, gender, ethnicity, school-class size and gender composition, found that relational climate and experience of moral disengagement within school-classes was a significant predictor of between-class variation in victimisation.  Victimisation was less likely in classes characterised by supportive relational patterns and lower levels of moral disengagement in the classroom, a result confirmed by Grundherr (et al., 2016). The research reported here builds on a presentation at ECER 2016 (Gill, Larsson, Matton, Simonsson & Levin, 2016) that explored some consequences of systematic reductions of prevalence of bullying at school. It was argued that Swedish anti-bullying programs are being delivered at the later phases of an implementation research continuum (Chalamandaris &  Piette, 2015).   Uncovering new or persistent cases of bullying becomes more difficult as prevalence of bullying reduces (successful implementation). Being bullied at least 2 to 3 times a month between 2009–2015, among 200,000 children in 1500 Finnish schools (grades 1–9) decreased from 17.2% at baseline to 12.6% after six years of implementation of the KiVa program (Herkama & Salmivalli, 2016). Even though creating reliable measures of bullying prevalence is difficult (Vivolo-Kantor et al., 2014), Finnish prevalence is considerably higher than in Sweden, national average is about 7/8%, which in turn, is higher than the average in the municipality where this research has been carried out (4.9%, Spring 2016).  With prevalence rates at this level it is possible to envisage realistic “zero-vision” and “zero-tolerance” strategies. (For a critical review of zero-tolerance, see Borgwald & Theixos, 2013 and James & Freeze, 2006). Any goal of reducing a low prevalence of bullying in Sweden, even lower, is mediated by the discovery, from individual-level, longitudinal data, where successful cases of ceased victims are regularly replaced by new victims (Flygare, Gill & Johansson, 2013: Hellstedt, Johansson & Gill, 2016), revealing a cyclical replacement of victims. While up to 75% of victims at one time will self-report not being victimized at one-year follow-up, rates at cross-sectional measurement may remain the same (typically 7/8% in Swedish schools, op.cit.).  The Norwegian “Zero Program” (Strohmeier and Noam, 2012) is based on a “zero-vision” manifesto. Köhler (2006) in outlining health indicators for Swedish children argues that while some ideal zero-outcomes might not stand up as credible operational targets, using “zero vision” as a reference point may be reasonable in some cases. In the municipality that is the focus here, evidence is emerging that some schools and school classes are coming closer to a zero-vision reference point.  In a school with 200 children, in 8 or 9 classes, a point prevalence rate of 3% would indicate that at least two, possibly three classes in that school had no victims of bullying.  It is argued that this circumstance creates new challenges for prevention strategies.  Therefore, it is important to delve deeper into changes in “the picture of bullying”.  That is the goal of this research.

    Method

    Since the initiation of the rolling intervention (2011/12), where participation was voluntary, 6 schools have become 29 (including independent academy schools).  Since Autumn 2016, all 4th to 9th graders, in these schools, have participated in the municipality’s web-based “School Care Questionnaire”.  Included in this questionnaire is the instrument used by the National Agency for Education in estimating prevalence of bullying (see Flygare, Gill & Johansson, 2013, for details).  The questionnaire is delivered twice during the school year (October and April).  These measurements will allow for follow-up comparisons for 6000 children distributed between 300 school classes in 29 schools. Descriptive statistics will be used to establish realistic estimates of prevalence of bullying victimization. Rates for individuals categorised as “bullied” will be matched by a global index of “no involvement” (that is, no self-reported “incidents” of any kind, including events we refer to as “fun-like rough and tumble).

    Expected Outcomes

    Fluctuations in point prevalence estimates, at classroom level, will be revealed.  These will be examined with reference to indicated cases (school classes) where bullying is recurring (at follow-up) or is seen to be exceptionally high.  Statistical patterns will be tested against practitioners, responsible teachers, head-teachers, schools anti-bullying teams and municipal supervisor’s hands-on experiences of the school year in question (2016/17).

  • 171.
    Goerge, Jean
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Anpassning av undervisningen för elever med funktionsnedsättningar: En kvalitativ studie med fyra lågstadielärare2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    På 1990-talet började man tala om inkludering i skolan, vilket innebär att skolan anpassar undervisningen utifrån elevernas möjligheter och behov. Denna studie handlar om hur lågstadielärare anpassar undervisningen för elever med funktionsnedsättningar. Syftet med studien var att undersöka hur anpassningen av undervisningen ser ut i klassrummet och vilka resultat anpassningen ger.

    Detta är en kvalitativ studie med fenomenologisk ansats. Datainsamlingen skedde genom samtalsintervjuer med fyra lågstadielärare. Resultatet visar att samtliga lärare dagligen arbetar med anpassningen av undervisningen för att alla elever ska kunna nå utbildningsmålen och att de anser att detta arbetssätt är positivt. Dock har lärarna stödfunktioner i form av extra vuxna personer i klassrummet i varierande grad. De flesta av lärarna känner att det inte finns tillräckligt med resurser för att de ska kunna arbeta med inkludering på det sättet som de önskar. Lärarna anpassar undervisningen genom att variera den. Variationerna består av att förklara instruktioner på olika sätt eller att ha lektioner utomhus eller i en annan sal. Lärarna varierar även undervisningen med att sjunga, måla, rita och leka, vilket de tycker ger goda resultat.

  • 172.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Spaces of surveillance: a study of newspaper articles on school surveillance cameras from 2002-20142016Ingår i: Education and Society, ISSN 0726-2655, Vol. 34, nr 2, s. 69-85Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Today, school fires, vandalism, graffiti and bullying in school environments are common occurrences in Sweden. As a result, schools are faced with significant tangible and intangible costs for different types of measures, of which surveillance technology is one.

    This paper presents a study of newspaper articles mapping the occurrence and representation of surveillance cameras in Swedish schools and the stated arguments for and against such usage.

    The results indicate that the use of Surveillance technology has not always been critically appraised or evaluated; discussions about the underlying causes of problems are rare, and the developments seem to be part of a risk discourse in which a wider range of behaviour is criminalized; that young people are represented as risk factors, particularly in socioeconomically segregated areas; and an increased use of surveillance technology is only a limited remedy in what is in actual fact a much more complex societal context.

  • 173.
    Grannäs, Jan
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Fransson, Göran
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Frelin, Anneli
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Principals’ assessments of NQTs’ competences: The use of informal and interpersonal sources of information for assessment2016Ingår i: 2016 annual meeting of the American Educational Research Association, 2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper analyzes and discusses the informal assessments of newly qualified teachers (NQTs) that are performed in relation to the mandatory formal assessment outlined in the recently introduced teacher registration reform in Sweden (TRR). Questionnaire data was collected in three municipality clusters. 11 semi-structured interviews with principals were conducted in two municipalities. These were analyzed to determine whether and how principals used informal and interpersonal sources of information about NQTs’ competences. The school culture, together with the use of formal and informal assessment, influences a principal’s final assessment of an NQT. The use of informal and interpersonal sources of information for assessment fit the school context in ways that a standardized reform cannot match.

  • 174.
    Grannäs, Jan
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Frelin, Anneli
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Highlighting educational support professionals’ indirect contributions to the educational environment2017Ingår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 37, nr 3-4, s. 217-230Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article contributes to the discussion about educational environments. Drawing on Dewey’s and Hansen’s work, the point of departure is that the educational environment is dynamic and connected to educational purposes, and that educational relationships can be both direct and indirect and connected to norms, values and subject matter. In a case study, using interviews and observations, the periphery of educational environments is explored. Distinctions between the intended and actual functions, and between environment and surroundings in different parts of the municipal administration, and the resulting shortcomings of using an atomistic rather than an ecological perspective in education, are also discussed.

  • 175.
    Grannäs, Jan
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Frelin, Anneli
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Safe and unsafe school environments through the eyes of the students2020Ingår i: Understanding European School Buildings: Policies, People and Practices / [ed] Anna Kristín Sigurðardóttir, Gonçalo Canto Moniz, Pamela Woolner, Ulrike Stadler-Altmann, Bad Heilbrunn: Verlag Julius Klinkhardt, 2020Kapitel i bok, del av antologi (Refereegranskat)
  • 176.
    Grannäs, Jan
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Frelin, Anneli
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Spaces of student support: comparing educational environments from two time periods2017Ingår i: Improving Schools, ISSN 1365-4802, E-ISSN 1475-7583, Vol. 20, nr 2, s. 127-142Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article sets out to explore how and whether the physical, social and conceived conditions in schools facilitate or disrupt support work aimed at improving student learning and preventing social exclusion (cf. Author 1 & Author 2, 2013). This is accomplished by comparing student support practices in the common areas of two newly renovated secondary schools built in two different time periods.

    The focus is on the student support staff’s (exemplified by student welfare officers and school hosts) enactment of support for students’ learning and well-being.This enactment takes place in a designed school environment, where teachers and support staff appropriate spaces for educational purposes in different ways (cf. Stables, 2015). The interview and observational data come from two qualitative case studies. A spatial analysis perspective is used is to investigate the physical, social and conceived aspects of space (Author 1 & Author 2, 2014, 2015). The case schools, located in two municipalities, were originally built in the 1910s (Maple Grove) and the 1960s (Pine Bay). Both schools serve mixed to low SES (socio-economic status) communities and have organized student support functions in the schools’ corridors, cafeterias, recreation areas and other common spaces. These functions include the school host, the student coach and the student welfare officer.

    The ways in which the support staff claim the locales show that they transcend the initial design functionality by appropriating spaces for their everyday practices (Stables, 2015). Their task perception thus delineates a certain professional territory, a task perception that is taking place, so to speak. The results show that this professional territory can vary, even among those in the same profession. The support functions expand their professional territory by being mobile in the school building and thereby creating more and larger surfaces for social interactions with students and other support functions.

  • 177.
    Grannäs, Jan
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Frelin, Anneli
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Task Perception Taking Place: Comparing Student Welfare Officers in Differing School Environments using Spatial Perspectives2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper sets out to explore how and whether the physical conditions in schools facilitate or disrupt support work aimed at and preventing social exclusion in a designed school environment. This is accomplished by comparing student support practices conducted by student welfare officers in the common areas of two secondary schools built in two different time periods. Student welfare officers are included in the school's student health team and support students' social and psychosocial well-being. The results show that the design of the school buildings both enables and limits what, how, when and where the student welfare officers conduct their work, but that their actions are the outcome of the relation between the school environment and their task perceptions.

  • 178.
    Grannäs, Jan
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Frelin, Anneli
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    The production of “An equal school with high quality”: Municipal responses to reforms aimed at excellence and equity2016Ingår i: NERA 2016 Social Justice, Equality and Solidarity in Education: Book of Abstracts, 2016, s. 60-61Konferensbidrag (Refereegranskat)
  • 179.
    Grannäs, Jan
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Kelchtermans, Geert
    KU Leuven, Centre for Innovation and the Development of Teacher and School.
    Teachers interpretive negotiations and learning environmental competence2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Several studies point to teachers’ lack of environmental competence in achieving an optimal use of the physical space. Other studies point to a gap in the research literature about teacher agency, the school culture and the school’s learning environment. To address these challenges, the OECD has published reports on 21st century learning environments that present and analyse the best present learning environments. This paper offers a theoretical framework that both problematizes and nuances the notion of teachers’ lack of competence in learning environments. In this paper we suggest that combining spatial theory, sense-making theory and a micropolitical perspective provides a useful theoretical framework that enables a more nuanced understanding of teachers’ agency in redesigned learning environments. 

  • 180.
    Grannäs, Jan
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Stavem, Siv
    Norcon, Oslo, Norway.
    Rebuilding the teaching and learning environment in an open-plan school building2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    In Norway, as elsewhere in the Nordic countries, a number of open-plan schools were built in the 1960-70s. The arguments that were put forward for building open-plan schools were to improve teaching flexibility, organize different sizes of groups and to allow teachers to team-teach. Research studies have shown that when working in open-plan school buildings, teachers perceive that the functionality of the school building does not align with their views about good teaching, and that this has resulted in the majority of such schools being rebuilt to more traditional classrooms in the 1980s. 

    The aim of this paper is to describe the processes of transition – from design to practice – when a new school starts and in the first eight years of its operation. The school in question was initially designed as an open-plan school building that opened in 2010. The study focuses on how the school leadership and teachers appropriate the educational spaces in an open-plan school that after the first year underwent continuous rebuilding in order to create functional teaching spaces related to the school’s leadership and the teachers' pedagogical views.

    The theoretical framework used in this paper draws on post occupancy evaluation (POE) (Imms, W. Cleveland, B. Fisher, 2016)and educational theory. The educational theory focuses on how teachers appropriate the educational spaces, how meaning is created in relation to the perceived educational mission and how actions to create functionality in their teaching are expressed (Frelin & Grannäs, 2014; Kress & Selander, 2012; Stables, 2015).

    Methodological design:The data in this study is collected in a Norwegian upper secondary school. Data is based on multiple sources, and particularly  on walk-through evaluations with the school’s leadership and teachers, and is supplemented by subsequent interviews (de Laval, 2014)with the same individuals. The selected teachers represent different study programmes and subjects. 

    The preliminary results show differences in how teachers perceive the learning environment depending on the subjects they teach and the extent of project-based teaching.

  • 181.
    Gunnarsson, Sofie
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Svahn, Maria
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Undervisning i förskolan: En intervjustudie om hur förskolechefer ser på undervisningsbegreppet i förskolan2019Självständigt arbete på grundnivå (högskoleexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Sammanfattning Skolverket har fått i uppdrag att se över läroplanen för att tydliggöra förskolans uppdrag och öka kvalitén på undervisningen. Med anledning av skolverkets uppdrag vill vi med vår undersökning närmare studera och bidra med kunskap om hur chefer inom förskolan ser på och arbetar med begreppet undervisning samt hur cheferna uppfattar förskollärarnas roll i relation till begreppet undervisning. Vi valde att undersöka begreppet undervisning utifrån ett chefsperpektiv för att cheferna har ett övergripande ansvar för den utbildning förskolan bedriver. Empirin har samlats in genom intervjuer med sju förskolechefer som är verksamma inom samma kommun. De chefer vi har intervjuat har olika chefstitlar som förskolechef, biträdande förskolechef och enhetschef. Urvalet gjordes genom en intresseförfrågan i ett mailutskick till flera chefer inom både kommunala och privata förskolor i samma kommun.

    Resultatet har analyserats utifrån den nya reviderade läroplanen (Skolverket, 2018) för att se hur chefer inom förskolan tolkar och arbetar med begreppet undervisning samt hur de ser det som en möjlighet att höja kvalitén i förskolan. Resultatet påvisade att cheferna beskriver begreppet undervisning som en medveten handling om vad man vill att barnen ska lära sig. Men det råder en tvekan om huruvida begreppet undervisning kommer leda till en högre kvalitet i förskolan.

  • 182.
    Gustafsson, Christina
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Från studerande i pedagogik till forskningsledare i utbildningsvetenskap - En resa genom det pedagogiska kunskapsområdets omvandling2018Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, nr 5, s. 137-157Artikel i tidskrift (Övrigt vetenskapligt)
  • 183.
    Gustafsson, Christina
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Maria Montessori2019Ingår i: The SAGE Encyclopedia of Children and Childhood Studies, Thousand Oaks: Sage Publications, 2019Kapitel i bok, del av antologi (Refereegranskat)
  • 184.
    Gustafsson, Christina
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Montessori Education2018Ingår i: International Handbook of Early Childhood Education / [ed] Fleer, Marilyn and van Oers, Bert, Dordrecht: Springer, 2018, 1, s. 1439-1456Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter is a compressed presentation of Maria Montessori’s life, about her pedagogy and its theoretical basis, and how the Montessori Method developed and gained geographic spread over more than 100 years. One aim has been to put in Montessori and her activities in a context in order to understand how her thinking evolved. Another aim has been to lay a theoretical perspective on the issues primarily associated with the Montessori Method – the prepared environment and the didactic material. These two key aspects are related to the role of the Montessori teacher and Montessori’s idea of the conditions for children’s learning and development. A third aim has been to discuss, with a critical but respectful approach, what parts of the Montessori Method has survived and what ought to survive in the twenty-first century in a society where we talk about gender/equality, multiculturalism and sustainable development. In short, it was an intention to raise the question how it is possible, in the light of the history to utilize basic ideas in the spirit of Montessori’s pedagogy and at the same time develop teaching and learning to suit the child and society a number of decades to come.

  • 185.
    Gustafsson, Christina
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Montessori Schools2019Ingår i: The SAGE Enyclopedia of Children and Childhood Studies, Thousand Oaks: Sage Publications, 2019Kapitel i bok, del av antologi (Refereegranskat)
  • 186.
    Gustafsson, Christina
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Andersson, Kristina
    Uppsala universitet.
    Teori och praktik i synergi - produktarbete som självständigt arbete2018Rapport (Övrigt vetenskapligt)
  • 187.
    Gustafsson, Christina
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Björklund, Elisabeth
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Forskning i högskolans tjänst - en resa för att utvecklas2016Ingår i: Praktiknära forskning: Barn, lärare och lärande / [ed] Elisabeth Björklund och Christina Gustafsson, Lund: Studentlitteratur, 2016, 1, s. 9-26Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 188.
    Gustafsson, Ola
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Wow!! Kunde man göra så?: En observationsstudie om Minecraft education edition i fritidshem2019Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 189.
    Haglund, Björn
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    ”Men dom flesta har en liknande situation”: Ett narrativ om bristande personella resurser och omgivningens begränsade förväntningar2018Ingår i: Barn, ISSN 0800-1669, Vol. 36, nr 2, s. 75-92Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Artikeln har en narrativ form och baseras på empiri från en etnografiinspirerad studie på ett svenskt fritidshem och fokuserar på hur Ann, den lärare som ansvarar för fritidshemmets verksamhet, försöker att bygga upp och driva verksamheten. Hon, liksom de statliga styrdokument hon försöker att utgå ifrån, har höga ambitioner med verksamheten men de förutsättningar skolan erbjuder för att bedriva kvalitativt hög verksamhet är bristfälliga. Hög personalomsättning i kombination med personal utan utbildning och brister i planeringstiden blir hinder både för Anns ambitionsnivå och fritidshemmets möjligheter att fungera som en plats för utbildning och lärande och på så vis motsvara styrdokumentens skrivningar.

  • 190.
    Hallqvist, Susann
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Larsson, Julia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Syften med bild i fritidshem: En kvalitativ intervjustudie med fem lärare i fritidshem2018Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Forskning visar att bildskapande kan användas på många olika sätt. I fritidshemmet är

    det vanligt att man utgår ifrån läroplanen när man planerar aktiviteter som rör bild.

    Även elevers intressen och behov ligger till grund för hur man arbetar. Utifrån de syften

    pedagoger har med en bildaktivitet formas aktiviteten. Med hjälp av denna studie ville

    vi få en djupare förståelse för varför fritidslärare arbetar med bild. Ämnet har

    undersökts genom intervjuer med fem lärare i fritidshem. Resultatet visar att

    bildaktiviteter i fritidshemmet kan användas för att ge elever utvecklad förståelse för

    människors olika förutsättningar och att elevernas intresse ofta ligger till grund för vilka

    aktiviteter som genomförs. Även pedagogens utbildning i och intresse av bild påverkar

    arbetet.

  • 191.
    Hammarberg, Annie
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Bäckman, Kerstin
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Preschool teachers pedagogical content knowledge in Mathematics, Science and Technology: What is possible to teach?2017Ingår i: 27th EECERA Annual conference 'Social justice, solidarity and children's rights': Abstract book, Bologna: EECERA , 2017, s. 139-140Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of the research is to investigate how preschool teachers' content knowledge (CK) and pedagogical content knowledge (PCK) can be understood in relation to mathematics, science and technology (MST) in preschool i.e. the knowledge and values that underlie preschool teachers' choice of content and how it effects teaching in preschool. Teachers' knowledge of how children learn and the specific knowledge of how all children can be involved in the classroom is one of the components of PCK (Shulman, 1986) that together with issues of gender, class and ethnicity form the framework of the study. Data will be analysed with support of Shulman's theory (1986) and the sociocultural perspective (e.g. Rogoff, 2003, Wenger, 1998). A survey was conducted together with a reference group consisting of experienced preschool managers and preschool teachers. The survey is based on concepts that derive from Shulman (1986) and on the objectives spelled out in the national preschool curriculum (National Agency, 2016). The survey has been sent to 2000 Swedish preschool teachers and has been

    analysed by multivariate methods. We follow ethical guidelines on anonymity and confidentially from the Swedish Research Council (2011). Findings provide knowledge on how preschool teachers talk about MST, what words they use and their pedagogical content knowledge in relation to their teaching about mathematics, science and technology. The findings show the preschool teachers PCK and also needs and dilemmas when teaching MST content in preschool activities.

  • 192.
    Hedkvist, Oscar
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Hur elever påverkas av provveckor: En enkätstudie som undersöker elevers attityder till provveckor i gymnasiet2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med denna studie är att undersöka hur elever anser att de påverkas av provveckor och om eleverna tycker det är ett koncept som fungerar. I studien användes en enkätundersökning, beståendes av en kvantitativ och en kvalitativ del. Två klasser från en gymnasieskola i mellersta Sverige deltog i studien. Den kvantitativa delen av enkäten sammanställdes via hemsidan SurveyMonkey, datan exporterades sedan till Excel i form av diagram. Den kvalitativa delen av enkäten kodades med hjälp av en tematisk analys. Resultatet visar att eleverna anser att provveckor är ett koncept som fungerar bra i gymnasiet gällande betygen. Majoriteten av eleverna tycker att de presterar måttligt eller bättre på provveckorna. Eleverna har blandade åsikter gällande bibehållandet av kunskap efter provveckor. De elever som tycker att kunskaperna finns kvar efter kursen studerar generellt mer inför provveckorna. Eleverna anser att de blir stressade och får prestationsångest på grund av provveckorna som påverkar elevernas hälsa överlag. Även om hälsan påverkas så anser majoriteten eleverna att det är positivt med provveckor och de är inte intresserade av att byta gymnasium efter att ha haft konceptet i två år på sitt gymnasieprogram.

  • 193.
    Hedström, Ida
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Hedström, Matilda
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Förskolepersonals syn på skapande aktiviteter i förskolans utomhusmiljö2017Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Skapande aktiviteter utomhus i förskolan handlar i detta arbete om bild, form, bygg och konstruktion. Syftet med denna studie var att undersöka hur förskolepersonal i tre Mellansvenska kommuner ser på skapande aktiviteter i utomhusmiljön. De frågeställningar som tagits som utgångspunkt var följande: Vilka skapande aktiviteter kan utföras utomhus och hur genomförs de, samt om det finns eventuella begränsningar med skapande aktiviteter i utomhusmiljön och hur förskolepersonal hanterar dessa. En webbenkät användes som insamlingsmetod för att samla in data. Totalt deltog 34 personer som arbetade i förskolan i undersökningen. Resultatet visade flera olika synsätt på vad skapande aktiviteter i förskolan är att det främst handlade om bild- och byggskapande. Det framkom även flera olika begräsningar gällande skapande aktiviteter i förskolans utomhusmiljö. Dessa var personalbrist och barngruppsstorlek, samt att förskolepersonalens intresse, engagemang och kunskap kan påverka, samt inställning till väder, kläder, material och miljön. Förskolepersonalen ger olika förslag på förbättringar på de olika begränsningarna som finns. De slutsatser som dras är att förskolepersonal behöver se utomhus- och inomhusmiljön som likvärdiga. Skapande aktiviteter som utförs inomhus kan lika väl utföras utomhus, det gäller att förskolepersonalen har fantasi och intresse för det.

  • 194.
    Hellfeldt, Karin
    et al.
    School of Law, Psychology and Social Work, Örebro University, Örebro, Sweden.
    Gill, Peter Edward
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Johansson, Björn
    School of Law, Psychology and Social Work, Örebro University, Örebro, Sweden.
    Longitudinal Analysis of Links Between Bullying Victimization and Psychosomatic Maladjustment in Swedish Schoolchildren2018Ingår i: Journal of School Violence, ISSN 1538-8220, E-ISSN 1538-8239, Vol. 17, nr 1, s. 86-98Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Cross-sectional studies of bullying mask variability in categories of and persistence of bullying victimization. Longitudinal, individual-level data offers a greater insight into schoolchildren’s psychosomatic maladjustment as a consequence of bullying. Swedish schoolchildren (n = 3,349), with unique identifiers, in 44 schools (4th–9th grade), answered a questionnaire at baseline and 1-year follow-up. Longitudinal trends for nonvictims (88%), ceased victims (4.7%), new victims (5.7%), and continuing victims (1.6%) revealed that new victims had the largest decrease in well-being; continuing victims had a smaller though not significant decrease; while ceased victims showed a small, (nonsignificant) increase in well-being over the measurement period. It was also discovered that children not bullied at baseline but bullied subsequently, differed, at baseline, from their never-bullied peers through lower levels of overall well-being. It is argued that this finding has implications for prevention strategies.

  • 195.
    Holmberg, Jörgen
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Applying a conceptual design framework to study teachers'€™ use of educational technology2017Ingår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 22, nr 5, s. 2333-2349Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Theoretical outcomes of design-based research (DBR) are often presented in the form of local theory design principles. This article suggests a complementary theoretical construction in DBR, in the form of a design framework at a higher abstract level, to study and inform educational design with ICT in different situated contexts. Laurillard’s Conversational Framework (CF) is used as a conceptual lens to analyse how eight teachers use or envisage using technology to support learning in one-to-one environments. The findings demonstrate how the researcher uses the CF to discern different aspects of the teachers’ situated design practices. In the study, ICT is primarily used to support communication and the exchange of knowledge representations between the teachers and their students. Considerably fewer examples are found where ICT is used to support communication, collaborative creation and modelling between peers. However, the interview analyses reveal that the teachers’ intentions to apply ICT to support learning often include this second type of ICT use. Reasons for this discrepancy between the expressed intentions and de facto use of ICT include limitations in technical know-how and a perceived conflict between collaborative learning, existing school cultures and individual assessment. The findings suggest that in DBR, an analytical design framework could be an important tool for researchers and teachers when analysing and discussing educational uses of ICT. The CF provides a promising basis for a design framework, but should be expanded to include interactions with actors outside the classroom.

  • 196.
    Holmberg, Jörgen
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik. Institutionen för data- och systemvetenskap, Stockholms universitet, Stockholm.
    Designing for added pedagogical value: A design-based research study of teachers’ educational design with ICT2019Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    In an increasingly digitized world teachers are expected to take on the role of educational designers and use ICT to design in ways that add pedagogical value to teaching and learning. This thesis adopts a design-based research (DBR) approach to: (a) explore and contribute to the educational design processes of teachers of English as a foreign language in their efforts to use ICT for added pedagogical value, (b) examine how ICT is used in educational designs to create/contribute to what the teachers and students describe as added value and (c) explore, problematize and refine DBR as a research approach.

    Literature studies and a collaborative self-study preceded the DBR to guide its focus and implementation. The DBR was carried out over a period of two years in four upper secondary schools in Sweden in which every student had access to their own computer. The research data consists of: (a) audio recorded design conversations, (b) enacted educational designs and design elements as parts of these, (c) reflective log entries written by the participating teachers, (d) focus group interviews with students and (e) the researcher’s field notes.

    Six different theoretical frameworks and models are used in combination in the accompanying articles to analyze the data and achieve the three research aims. The findings show how teachers’ pedagogical reasoning and TPACK development are interconnected and reciprocal aspects of the educational design process and how the externalization of, and reflection on, these aspects is necessary to develop the specific and practical TPACK needed to realize design intentions in situated contexts. A number of challenges and opportunities in the educational process have been identified.

    Moreover, the findings show how ICT was used to contribute added value in educational designs by facilitating: (a) more authentic and seamless learning experiences in external online contexts with both in-class and out-of-class actors irrespective of time and place, (b) an exchange of digital knowledge representations of understanding and practice between different actors, e.g. for the purposes of modelling, supporting cognitive apprenticeship, meta-cognitive self-regulation and formative assessment and (c) new and extended forms of, and opportunities for, collaborative creation and meaning-making.

    The current common focus in DBR on the development of prescriptive design principles is problematized in relation to the findings of the thesis, which illustrate the complex and situated nature of the educational design process. A theoretically and empirically informed design framework (DF) is developed and used as a conceptual tool to guide and analyze educational design processes and enactments. The findings illustrate how the use of the DF and the process of collaborative design reflection contributed to the analysis of the teachers’ design intentions and de facto design practices and to a DBR format that allowed the participants to use their respective competencies in the development of educational designs for added value. The thesis thereby serves as an example of how DBR can be methodically implemented to study and generate increased knowledge about teachers’ design intentions and design practices, develop research-based educational designs in line with teachers’ pedagogical intentions and support their development as educational designers.

  • 197.
    Holmberg, Jörgen
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Exploring theoretical development of Design Based Research: viewing design as reflective conversations with situations2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    In a world of rapid technological change, where learners are becoming increasingly accustomed to new ways of finding information and communicating with each other, teachers are having to face up to the challenges and opportunities involved in learning how to successfully use technology in their teaching practices. The ongoing digitization of society also has epistemological consequences. Nowadays learning is often viewed as constructive, self-regulated, situated and collaborative (de Corte 2010) – and teaching is increasingly referred to as designing for learning(cf. Laurillard 2012; Olofsson & Lindberg Eds., 2012). Considerable investments are made around the world to introduce technology into schools, with the expectation that teachers will put it to good use (cf. Lim et al 2013). However, in order to do this, teachers need to learn how to master and integrate a new knowledge domain, i.e. technological knowledge, into their existing practices, and understand the reciprocal interaction between technology, pedagogy and content knowledge (cf. Mishra & Koehler 2008). Teachers are thus having to face a number of challenges in an already complex profession, where a multitude of factors have to be constantly taken into consideration and situated problem-solving strategies designed . Studying and elaborating how technology can be integrated into practice to help teachers successfully design for learning thus becomes a priority for teachers and it has been argued that it would be of high priority for educational researchers as well (cf. Laurillard 2012; Schleicher 2011). However, existing research on the educational use of digital technologies has been criticized of lacking theoretical grounding, providing limited empirical evidence and using ineffective research methodologies, thus providing limited advice to practitioners and limited evidence of the effects of digital technologies in learning. (cf. Bebell et al., 2010; Orlando 2009). This correlates with the identification of a widening gap between educational research and educational practice that is not just limited to the use of digital technologies (cf. Berliner 2008; Dumont & Istance 2010). It is argued that ‘too much research on learning is disconnected from the realities of educational practice and policy making’, and that ‘too many schools do not exemplify the conclusions’ drawn by such research, thus resulting in a situation in which (scientific) theory and educational practice are less informed by each other (Dumont & Instance 2010, p. 21).

    Design based research (DBR) is increasingly being considered as one way of informing research on teachers design with educational technologies and simultaneously contributing in closing the research-practice gap described above. However, the dual goals of DBR, i.e. practical design of working educational interventions and theory building on working design models and principles, makes it a potentially powerful, but also a very ambitious and complex endevour (cf. Anderson & Shattuck 2012; McKenney & Reeves 2012). Given that the researcher in DBR is both designer, implementer and evaluator there is an obvious risks for a conflict of interest, biased perspectives, and that taken for granted assumptions don’t become critically scrutinized. Considering the complexity of assessing if, how and why learning occurs, the generalizability of interventions designed in situated contexts into generic design principles as a viable goal of DBR must also be problematized. Thus, the aim of this conceptual paper is to make a contribution to the theoretical development of the DBR-concept by problematizing certain key-concepts and goals of DBR. This is primarily done by contrasting Simon’s and Schön’s views of design and discussing the potential of using Schön’s view of design as a reflective conversation with the situation as an alternative perspective in DBR research 

    Method

    As hinted above a methodological approach has been to problematize certain key-concepts and goals used and expressed in previous DBR-research. For example, since teaching is increasingly being referred to as designing for learning, our understanding of the word design becomes important. Two influential thinkers in the field of design are Simon and Schön (Schön 1983, 1987, 1992; Simon 1969/1996, 1973). The works of Simon and his ‘paradigm of rational problem solving’ (cf. Dorst 2006) still heavily influence the fields of design methodology and are evident in design approaches for teaching and learning today (cf. Dorst 2006; Mor & Winters 2007). However, the current critique of educational research hinted at above in many ways echoes the critique that Schön directed against what he referred to as ‘the model of Technical Rationality’ and its consequences for research on design practice some 20-30 years ago. For this paper a review of earlier research on DBR and the main foci and presented outcomes us such research has been made. Moreover, a literature review of the research of Simon and Schön has been conducted and their views of design has been contrasted to account for two different ways of thinking about the process of design and research on this process. Schön’s concept of design as a reflective conversation with the situation has then been critically examined along with its usefulness as a conceptual tool in DBR on teachers design with educational technologies.

    Expected Outcomes

    The paper argues that the rich affordances of digital technologies and teachers’ and students’ situated designs with such technologies in complex and changing educational contexts make viewing design as rational problem-solving problematic. Instead, it is suggested that adopting Schön’s view of design as a reflective conversation with the situation in DBR-approaches has the potential of informing both research on the use of digital educational technologies and teachers’ situated use of such technologies. The paper presents suggestions as to how Schön’s ideas for research on teachers’ situated practices could contribute to theory development in DBR. Finally, some of the possibilities and challenges of the reflective design-based research approach suggested in this paper are discussed. Arguably such an approach could have the potential of increasing knowledge about principles and methods used by teachers to guide their framing, reflection-in-action and knowing-in-action. An increased knowledge of such framing principles, or principles for reflection-in-action, could be useful in teachers’ reflective conversations in different unique situations, thus increasing the potential for generalizability in DBR research. The formulation of such principles could also form the basis of a meta-language for talking about design. The DBR format would ensure that teachers and researchers are involved in the development of such a meta-language, thus making it understandable and potentially useful for both parties. However, it should be noted that despite the suggested possibilities of reflective DBR, a research approach as the one suggested in this paper must also be regarded as extremely challenging. In addition to the inherent challenges in DBR described in the paper, the challenges of trying to study and elaborate understanding of teachers’ knowing-in-action and reflection-in-action also need to be taken into consideration. Due to their tacit and esoteric nature, this would be no easy task.

    References

    Anderson, T., & Shattuck, J. (2012). Design-Based Research A Decade of Progress in Education Research? Educational Researcher, 41(1), 16–25. Bebell, D., O’Dwyer, L.M., Russell, M. & Hoffman, T. (2010) Concerns, considerations and new ideas for data collection and research in educational technology studies. Journal of Research on Technology in Education, 43(1), 29-52 Berliner, D.C. (2008) Research policy and practice: The great disconnect. In Lapan, S.D., & Quartaroli, M.T. (Eds.) Research essentials: An introduction to designs and practices (pp.295-325). Hoboken, NJ: Jossey-Bass. de Corte, E. (2010). Historical developments in the understanding of learning. In Dumont, H., Istance, D., & Benavides, F. (Eds.) The nature of learning: Using research to inspire practice (pp. 35-67). OECD Publishing Dorst, K. (2006) Design Problems and Design Paradoxes. Design Issues, 22(3), 4-17. Dumont, H., & Istance, D. (2010) Analysing and designing learning environments for the 21st century. In Dumont, H., Istance, D., & Benavides, F. (Eds.) The nature of learning: Using research to inspire practice (pp. 19-34). OECD Publishing Laurillard, D. (2012) Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. London: RoutledgeFalmer Lim, C.-P., Zhao, Y., Tondeur, J., Chai, C.-S., & Tsai, C.-C. (2013). Bridging the Gap: Technology Trends and Use of Technology in Schools. Educational Technology & Society, 16 (2), 59–68. McKenney, S. & Reeves, T. C. (2012) Conducting Educational Design Research. London: Routledge Mishra, P. & Koehler, M. (2008). Introducing technological pedagogical content knowledge. Paper presented at the meeting of the American Educational Research Association, New York. Mor, Y. & Winters, N. (2007) Design approaches in technology-enhanced learning. Interactive Learning Environments, 15(1), 61-75. Olofsson, A., & Lindberg, J. (Eds.) (2012). Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching. Hershey, Pennsylvania: IGI Global. Orlando, J. (2009). Understanding changes in teachers’ ICT practices: A longitudinal perspective. Technology, Pedagogy and Education, 18(1), 33–44. Schön, D. (1983) The reflective practitioner: How professionals think in action. New York: Basic Books. Schön, D. (1987) Educating the reflective practitioner: Towards a new design for teaching in the professions. San Francisco: Jossey-Bass. Schön, D. (1992) The theory of inquiry: Dewey’s legacy to education. Curriculum inquiry 22(2), 119–139. Schleicher, A. (2011) Building a High-Quality Teaching Profession: Lessons from around the World, OECD Publishing. Simon, H. A. (1969/1996). The sciences of the artificial (3rd ed). Cambridge, MA: MIT Press. Simon, H. A. (1973) The Structure of Ill-structured Problems. Artificial Intelligence 4, 181–201.

  • 198.
    Holmberg, Jörgen
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Field-testing a conceptual design framework to study teachers’ intentions with and use of educational technology2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper, design framework is suggested as a conceptual construct in DBR to analyze and inform teachers’ design thinking and practical interventions in different educational contexts. In the study, Laurillard’s Conversational Framework is proposed as a potential basis for such a design framework and used as a conceptual lens with which to analyze how teachers use or envision using technology to support learning in one-to-one environments. The findings are presented in relation to a) the use of the Conversational Framework as a conceptual research tool and a potential design framework and b) the participating teachers’ visions for and practical use of technology to support students’ learning.

  • 199.
    Holmberg, Jörgen
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik. Stockholms universitet, Institutionen för data- och systemvetenskap.
    Identifying the added pedagogical value in teachers’ educational designs with digital technologiesManuskript (preprint) (Övrigt vetenskapligt)
    Abstract [en]

    This research is part of a longitudinal design-based research (DBR) project in which the researcher collaborates with eight teachers of English as a foreign language. The objective of this study is to analyse the pedagogical use of ICT and the value this adds in educational designs that are described by teachers and students as having successfully supported learning during the DBR project.

    A design framework is used as a conceptual tool to support the creation, evaluation and elaboration of research-based and context relevant educational designs. Nvivo software is used for the thematic coding and analysis of multiple data sources.

    The findings show that the use of ICT added pedagogical value by enabling collaborative practices with peers and external actors in authentic contexts and empowered students as designers of their own meaning-making practices by affording and stimulating communication and reflection for learning in relation to knowledge representations of the teachers’, peers’, external actors’ and students’ own conceptual organisation and practice capabilities.

    Moreover, the findings illustrate how the use of ICT for added pedagogical value depended on the teachers’ willingness and abilities to reframe and develop their pedagogical reasoning and practices in relation to: the content to be taught, the students in question, possible pedagogical strategies and the available technologies. 

    The article provides evidence-based examples of how technology can be used to add pedagogical value and shows that it is how teachers and students use the existing technology to support teaching and learning that determines whether value is added or not.

  • 200.
    Holmberg, Jörgen
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Fransson, Göran
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Fors, Uno
    Stockholms universitet, Institutionen för data och systemvetenskap.
    Teachers’ pedagogical reasoning and reframing of practice in digital contexts2018Ingår i: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 35, nr 2, s. 130-142Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose

    The purpose of this study is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using ICT to create added pedagogical value.

    Design/methodology/approach

    A design based-research (DBR) approach is employed, in which the on-site researcher collaborates with eight teachers of English as a foreign language in four Swedish schools over a period of two years. Multiple data sources are included for thematic coding and analysis. The TPACK framework is used as a conceptual construct in the analysis.

    Findings

    The findings show that teachers’ pedagogical reasoning is a complex and multidimensional process and is closely integrated with teachers’ reframing of practice. Common characteristics in the teachers’ reframing of practice are identified. The results highlight the reciprocal relationship between developments in teachers’ pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK.

    Research limitations/implications

    An increased focus on TPACK research on teachers’ pedagogical reasoning is required. DBR is a relevant approach for this.

    Practical implications

    The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts.

    Originality/value

    Rich data from multiple design contexts is collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers’ reframing of practice. The paper also contributes to TPACK theory development.

1234567 151 - 200 av 433
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf