mdh.sePublications
Change search
Refine search result
1 - 17 of 17
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hellblom-Thibblin, Tina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Axdorph, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    A conceptual approach to teaching mathematics to students with intellectual disability2016In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, no 2, p. 182-200Article in journal (Refereed)
    Abstract [en]

    Swedish compulsory school for students with intellectual disability (ID) has been criticized for focusing on care and not presenting the students with enough knowledge-related challenges. The purpose of this study is to investigate how a conceptually-based mathematics curriculum can be interpreted and constructed for students with ID. A total of 18 mathematics lessons in 6 classes forstudents with ID were filmed, and the teachers were interviewed in connection with the lessons. Aqualitative content analysis approach was used to identify aspects of mathematical competency content and to analyze the teaching. Three major groups of teaching strategies are identified: pedagogical mathematics activities, focusing on students’ perceptions of mathematical content, and encouraging dialogue between students. 

  • 2.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Hellblom-Thibblin, Tina
    Mälardalen University, School of Education, Culture and Communication.
    Axdorph, Eva
    Mälardalen University, School of Education, Culture and Communication.
    Matematikundervisning i grundsärskolan: En utvärdering av matematiksatsningen2011Report (Other academic)
  • 3.
    Hellblom-Thibblin, Christina
    Mälardalen University, Department of Social Sciences.
    Kategorisering av barns "problem" i skolans värld: En undersökning av skolhälsovårdsrapporter läsåren 1944/45-1988/892004Doctoral thesis, monograph (Other scientific)
  • 4. Hellblom-Thibblin, Christina (Tina)
    Elevers välbefinnande och skolverksamheten: En litteraturstudie om den pedagogiska verksamhetens roll för elevers välbefinnande1999Licentiate thesis, monograph (Other academic)
  • 5.
    Hellblom-Thibblin, Tina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Challenges and dilemmas – a conceptual approach to children’s diversity in school2018In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 33, no 1, p. 1-15Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to discuss and problematise issues related to conceptual approaches to differences among children in the world of school education. The article is based on results from a Swedish study on categorisation of schoolchildren’s ‘problems’ from a historical perspective. Its central questions are: ‘What concepts are used to formulate children’s various educational needs, and how can these concepts be understood?’ Supported by an ecological analysis model, complex situations in the categorisation and problem-solving process are clarified. Using terminology to refer to pupils’ diverse abilities and needs involves aspects of categorising. An understanding of how this works may bring more profound knowledge of obstacles to children’s learning. The categorisation process illustrates effects both at individual level and more generally. Categorisation may be regarded as a useful practice for understanding children’s differences better, and thereby finding the best ways of responding to them. However, categorisation based on abilities and needs also adds a challenge to the important idea of inclusion. The article discusses categorisation as a basis for educational problem-solving and the implications of categorising children’s varying abilities and experience of school education. The theoretical premises enhance understanding of the dynamic nature of terminology usage, and thus future prospects of meeting challenges that may arise, in schools.

  • 6.
    Hellblom-Thibblin, Tina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hinder och Utmaningar - Olika barns möten med nya miljöer vid pedagogiska övergångar2018In: Att förstå barns vägar till lärande under övergången från förskola till skola / [ed] Anders Garpelin och Gunilla Sandberg, Västerås: Mälardalens högskola , 2018, 2, p. 27-46Chapter in book (Refereed)
    Abstract [sv]

    I detta kapitel presenteras och diskuteras resultat från den studie om barns tidiga pedagogiska övergångar som ligger till grund för kapitlet. Syftet i den studien var att fördjupa kunskapen om hur barn med olika förutsättningar kan uppfattas och förstås vid pedagogiska övergångar, särskilt avseende hinder och utmaningar. Data insamlades genom fokuserade gruppintervjuer med lärare från förskola, förskoleklass och första klass i grundskolan. En kvalitativ ansats valdes och det teoretiska ramverket i studien var influerat av ett ekologiskt synsätt på barns lärande och utveckling. Lärarna såg hinder och utmaningar som är ett resultat av interaktioner mellan barnets egenskaper och miljöförhållanden. Resultatet visar även att den ekologiska utgångspunkten var användbar för att synliggöra faktorer och förhållanden som medverkade till hinder och utmaningar på olika sätt.

  • 7.
    Hellblom-Thibblin, Tina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kategoriseringsprocessen i pedagogisk praktik utifrån ett ekologiskt perspektiv2017In: Barn och Unga i Skola och Samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås, 2017, 1Chapter in book (Refereed)
    Abstract [sv]

    Syftet med kapitlet är att diskutera och problematisera frågor som rör kategoriseringsprocesser i pedagogiska praktiker med utgångspunkt från två ekologiska analysmodeller. Med exempel från empiriska studier där dessa modeller används, diskuteras begreppsanvändning i pedagogiska verksamheter samt de utmaningar som kan uppstå i samband med barns lärande och sociala utveckling. Det handlar om en interaktivitet mellan olika komponenter i en kategoriseringsprocess och analysmodellerna synliggör detta. 

  • 8.
    Hellblom-Thibblin, Tina
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Klang, Nina
    Mälardalen University, School of Education, Culture and Communication.
    Åman, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Biopsychosocial model and the ICF-CY in in-service training: general educators' reflections2012In: International journal of developmental disabilities, ISSN 2047-3869, Vol. 58, no 1, p. 12-19Article in journal (Refereed)
  • 9.
    Hellblom-Thibblin, Tina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Marwick, Helen
    University of Strathclyde, Glasgow, UK.
    Diversity and Pedagogies in Educational Transitions2017In: Pedagogies of Educational Transitions: European and Antipodean Research / [ed] Nadine Ballam, Bob Perry, Anders Garpelin, Springer, 2017, 1, p. 15-27Chapter in book (Refereed)
    Abstract [en]

    This chapter presents issues regarding diversity and inclusion from different perspectives, involving various aspects of children and young people’s learning and development related to educational transitions and practices. Several factors and conditions are highlighted as part of the explanation of how diversity can be understood and addressed pedagogically in different educational transitions. The chapter takes into account important issues on meeting diversity from an inclusive perspective with regard to the variety of cultural, socio-economic and individual conditions relating to young children’s learning and development.

  • 10.
    Hellblom-Thibblin, Tina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Gunilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Teachers´ perceptions of children´s diversity in different educational settings: Some issues to discuss from a research study2015In: Children and Young People in School and in Society / [ed] Anette Sandberg & Anders Garpelin, Nova Science Publisher , 2015, p. 87-199Chapter in book (Refereed)
    Abstract [en]

    In this chapter issues from a study about teachers’ perceptions of children’s diversity in different educational settings are discussed. The chapter also focuses on how these issues can be understood from an ecological point of view. The theoretical framework, used in the referred study, was influenced by an ecological approach to understand children's capabilities in relation to transitions and the learning process. The empirical data originates from focused thema interviews with 36 teacher from preschool, preschool class and first grade in primary school. The result shows that teachers’ perceptions of children´s different capabilites and experiences were influenced by factors from micro to macro level and emphasised the complexity of a dynamic process. Obstacles regarding children's learning and development changed from preschool to first grade in primary school. Teachers' perceptions of diversity involve both ideas of including and also excluding processes, besides dimensions linked to identity and social relations but also changes related to different educational settings. What teachers perceive as "problems", challenges and implications for measures in different educational settings can be of valuable knowledge for all professionals who are interested in children's learning journeys from preschool to school.

  • 11.
    Hellblom-Thibblin, Tina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Gunilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Andersson, Susanna
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    LÄSA - SKRIVA - RÄKNA: Varför når inte alla skolans mål trots de insatser som sätts in?2013Book (Refereed)
    Abstract [en]

    This qualitative in-depth study is a follow-up and evaluation of the “intervention guarantee” in the city of Västerås, Sweden. The work based upon that task is the starting point for this report. The aim of the study is to deepen the understanding of the problems linked to the question: Why do some children, despite interventions, not attain the goal – the ability to read, write, and do arithmetic by the end of the third grade? An interpretive approach was applied to fulfill the aim of the study. Empirical data were collected in two ways: qualitative interviews with teachers and special needs educators, and an ethnographic case study including participant observation, interviews with teachers, and collection of documents. Supported by the interviews with each teacher category – special needs educators and classroom teachers in grades 3 and 4 – and the results of the case study, a picture emerges of how the schools respond to children who do not attain learning objectives in the relevant areas of knowledge and what may facilitate or prevent their positive development. The study shows that concerted efforts are being made in the “reading, writing, arithmetic” area in the schools. Many of them have comprehensive educational programmes intended to ensure that children who face obstacles in the language, writing, reading and arithmetic process will attain learning objectives. Constructive cooperation between classroom teachers and special needs educators is usually found in the most successful schools. Another “picture” also emerges in the interviews about the schools’ capacity to meet all the needs of different children: respondents identified factors including lack of resources and inadequate teaching skills development as explanations for why various children do not achieve goals at school. 

     

     

  • 12.
    Hellblom-Thibblin, Tina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Gunilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Obstacles and Challenges in Gaining Knowledge for Constructing Inclusive Educational Practice: Teachers’ Perspectives2017In: POET Pedagogies of Educational Transitions: European and Antipodean Research / [ed] Nadine Ballam, Bob Perry, Anders Garpelin, Schweiz: Springer, 2017, 1, p. 43-58Chapter in book (Refereed)
    Abstract [en]

    In this chapter we explore teachers’ perceptions of children’s diversity in different educational settings. Using interviews with teachers from Swedish preschools, preschool classes and the first grade in primary school, we aim to study transitions in school from the perspectives of several actors. The theoretical framework we employ is influenced by an ecological approach to understanding children’s needs in educational transitions. The teachers’ reflections on these three transitions emphasised the importance of context when responding to children’s needs. The teachers also described transitions as dynamic processes in which factors and conditions at different levels interact.

  • 13.
    Sandberg, Gunilla
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ekström, Kenneth
    Umeå universitet, Sweden.
    Hellblom-Thibblin, Tina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Educational Practices and Children's Learning Journeys from Preschool to Primary School2017In: Pedagogies of Educational Transitions: European and Antipodean Research / [ed] Nadine Ballam, Bob Perry and Anders Garpelin, Switzerland: Springer International Publishing , 2017, p. 239-256Chapter in book (Refereed)
  • 14.
    Sandberg, Gunilla
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hellblom-Thibblin, Tina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Pedagogical transitions from the perspective of special needs educators2018In: "Inclusion and Exclusion, Resources for Educational Research?", 2018Conference paper (Refereed)
  • 15.
    Sandberg, Gunilla
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hellblom-Thibblin, Tina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Starting school – from the perspective of different children2015In: Children and Young People in School and in Society / [ed] Anette Sandberg & Anders Garpelin, Nova Science Publishers, Inc., 2015, p. 155-171Chapter in book (Refereed)
    Abstract [en]

    What do we know about children’s perspectives on starting school? This chapter reports and discusses findings from an ethnographic case study, aiming to deepen the understanding of how different children perceive the transition to school with regard to social as well as academic aspects. The theoretical framework is leaning on an interactional perspective, where children’s learning and development are seen to take place in a dynamic and ecological system. The reported results are based on interviews with 23 children, before and after their entrance in primary school, and on observed teaching situations in preschool class and grade 1. Research among children demands special ethical considerations, such as how to avoid that questions and interest from the researcher affect the position of children that are vulnerable in some way. The findings show that, within a group of children, facing the same educational settings and the transition between them, there are significant differences between the experiences expressed by the children.The findings presented support the importance of listen to children, when planning educational settings and the transitions between them.

  • 16.
    Sandberg, Gunilla
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hellblom-Thibblin, Tina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Teacher’s perspective on how to promote children’s learning in reading and writing2015In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 30, no 4, p. 505-517Article in journal (Refereed)
    Abstract [en]

    The aim of the study is to deepen the understanding of teacher’s perspective on how to promote all children’s learning in reading and writing in grade 1 of primary school. Semi-structured interviews were conducted in a Swedish context with 18 primary school teachers, representing a large collective experience from working as teachers in grade 1. The result shows there is a lack of sharing information and experiences, between preschool class and grade 1, concerning reading and writing activities and instructions. The teachers’ perspectives on reading and writing instruction can be described as pluralistic, in the sense that each teacher refers to several strategies and approaches to promote learning and development related to reading and writing. The variation of children appears to give meaning to the work of the teachers in the study, though it also is associated with challenges e.g. the experience of being alone and not sufficient to support children’s different abilities, experiences and needs. According to teachers in the study, the additional support in schools is more remedial than preventive since the resources are mainly invested in older students.

  • 17.
    Sandberg, Gunilla
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hellblom-Thibblin, Tina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Transition to school: A Swedish perspective2014In: Early Childhood Folio, ISSN 0112-0530, Vol. 18, no 2, p. 15-21Article in journal (Refereed)
    Abstract [en]

    This article reports findings from an ethnographic study aiming to deepen the understanding of the transition from preschool into school, with special regard to participation and learning, from the perspective of students and teachers involved. The results show that, although children appear well prepared and comfortable facing school, a system that requires two transitions within one year is problematic given the change in activities, roles, and relationships for children. In terms of literacy activities, preschool and Year 1 are weakly linked and there is no arena for teachers to develop a common ground for pedagogical discussion, a “borderland”.

1 - 17 of 17
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf