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  • 101.
    jernberg, emma
    Mälardalen University, School of Education, Culture and Communication.
    Språkval - obligatoriskt för vissa men frivilligt för andra2008Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 102.
    Johansson, Inge
    et al.
    Stockholm Inst Educ, Sweden.
    Sandberg, Anette
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    Practitioner oriented research as a tool for professional development2007In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 15, no 2, p. 151-166Article in journal (Refereed)
    Abstract [sv]

    The aim of this study was to analyse how a model for practitioner-oriented research can be used as a tool for professional development in the preschool. The focus of interest is the type of knowledge that is formed when researchers and preschool staff cooperate on local projects, and what this new knowledge means for the images of professional competence among staff and their regard to the research concept. The intention was to gain useful knowledge from experiences critically reflected in a team, related to theory and tested in local practice. The participants consisted of fifteen working-teams from preschools in two Swedish cities, together with three university-based researchers. After an introduction from the researchers, each team chose a theme. This was grounded in their local practice and was done over a period of eight months. During this period, the staff regularly met with each other in mixed groups and had supervision from the researchers. The results from the projects were documented and presented for all participants. The researchers further analysed these documents. Before and after the project, participants were asked to complete a questionnaire and were interviewed once. The results showed that the staff generally had a positive picture of the relevance of research-based knowledge for their developmental work, and increased their ability to use the group for constructive critical reflection on their professional work in preschool. The results are also discussed in relation to theories of group learning and situated learning.

  • 103.
    Johansson, Lars-Erik
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Ekosystemtjänster: En fenomenografisk studie utförd bland lärare2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att undersöka lärares uppfattningar av begreppet ekosystemtjänster samt hur deras förhållningssätt människa– miljö framträder när de beskriver sin ekologiundervisning. Studien utfördes som en semistrukturerad intervju, där såväl ekosystemtjänster som begrepp, som ekologiundervisning diskuterades. Analysen av intervjutranskripten gjordes med utgångspunkt i fenomenografin. De viktigaste resultaten är dels att begreppet ekosystemtjänst kan uppfattas på tre kvalitativt skilda sätt: Människan hjälper ekosystemen, människan drar nytta av ekosystemen samt ekosystemtjänster är en omskrivning av ekologi; dels att informanterna tenderar att förhålla sig antingen distanserat eller involverad i förhållandet människa – miljö. Det senare har också lett till att två kvalitativt skilda sätt att förhålla sig till omsorg om och ansvar för miljön också framträtt: Ett distanserat och ett relationellt.

  • 104.
    Johansson, Martina
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Tekniklärares utbildningsnivå, ämneskunskaper och uppfattning om sitt ämne.2008Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta arbete är att undersöka vilken utbildningsnivå och vilka ämneskunskaper lärare som undervisar i teknik har och deras uppfattningar om sitt ämne. Undersökning som ligger till grund för rapporten är en kombination mellan en enkät- och intervjustudie. Det visar sig att i undersökningen finns bara en lärare helt utan behörighet och ungefär hälften av lärarna är utbildade lärare men inte just inom ämnet teknik. Det är positivt jämfört med mycket av den tidigare forskningen som pekar på att det skulle vara mycket värre ställt med utbildningsnivån. Uppfattningen hos lärarna är att teknik är ett viktigt ämne och respondenterna pekar på att teknikämnet också har börjat prioriteras högre i skolan och hos andra lärare.

  • 105.
    Johansson, Ulrika
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Sparring, Ulrika
    Mälardalen University, School of Education, Culture and Communication.
    Klasslärares uppfattningar om alternativa verktyg.: En intervjustudie om hur klasslärare uppfattar alternativa verktyg i klassrummet för elever i läs- och skrivsvårigheter.2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studier om alternativa verktyg för elever i läs- och skrivsvårigheter har tidigare utgått från elevperspektiv samt ur specialpedagogers och speciallärares perspektiv. Den här studiens syfte har varit att belysa klasslärares uppfattningar om alternativa verktyg för elever i läs- och skrivsvårigheter i klassrummet. I vår studie har vi belyst hur klasslärare uppfattar sin egen kunskap och sitt arbete med alternativa verktyg för elever i läs- och skrivsvårigheter avseende måluppfyllelse och delaktighet. För att ta reda på dessa uppfattningar har vi använt en fenomenografisk ansats och genomfört kvalitativa intervjuer med 16 klasslärare i grundskolan.  Vi har använt en fenomenografisk analysmodell för att få syn på de olika uppfattningarna. Vi har tolkat uppfattningarna utifrån specialpedagogiska perspektiv. Vi fann att kunskapen skilde sig åt bland klasslärarna när det gäller alternativa verktyg för elever i läs- och skrivsvårigheter samt att mycket av deras kunskap inhämtats på basis av eget intresse. De flesta klasslärarna uppfattade att måluppfyllelse och delaktighet kunde öka med hjälp av användandet av alternativa verktyg. En framgångsfaktor för detta arbete var att använda de alternativa verktygen för alla elever i klassen. Det framkom dock att de olika förutsättningarna i skolorna hade betydelse då det gällde såväl kunskap om alternativa verktyg, hur de användes och om de hade någon effekt gällande måluppfyllelse eller delaktighet. Vi anser att det behövs större likvärdighet i den svenska skolan, alltför mycket av ansvaret för användandet av de alternativa verktygen läggs på de enskilda klasslärarna.

  • 106.
    Johnson, Daniel
    Mälardalen University, School of Education, Culture and Communication.
    Der Einsatz von Jugendliteratur im schwedischen DaF-Unterricht: Planung - Einsatz - Unterrichtsauswertung2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [de]

    Wie beeinflusst das Lesen von Jugendliteratur die sprachliche Entwicklung einer Gruppe von Lernern? In dieser Studie wird zuerst eine Unterrichtsreihe vorgestellt, in der die Schülerinnen und Schüler einer schwedischen Oberstufenklasse einen angepassten Jugendroman lesen. Die Unterrichtsreihe wird dann nach drei verschiedenen Gesichtspunkten ausgewertet.  Zuerst wird die Schülerperspektive dargestellt. Das heißt, man stellt die Fragen: Wie haben die Schülerinnen und Schüler diese Unterrichtsreihe wahrgenommen? Und inwiefern nehmen sie ihre sprachliche Entwicklung während der Unterrichtsreihe wahr?  Die zweite Perspektive ist die der unterrichtenden Lehrkraft. Wie hat die Lehrkraft diese Unterrichtsreihe wahrgenommen und ist sie der Meinung, dass diese Unterrichtsreihe zur sprachlichen Entwicklung der Schülerinnen und Schüler beigetragen hat. Zuletzt werden die Fakten analysiert und die Unterrichtsreihe wird quantitativ ausgewertet: Anhand der Resultate von zwei Leseverstehensprüfungen soll sich zeigen, ob und inwiefern sich die Schülerinnen und Schüler aufgrund dieser Unterrichtsreihe sprachlich entwickelt haben. 

  • 107.
    Jonsson, Elizabeth
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Hamrelius, Ellen
    Mälardalen University, School of Education, Culture and Communication.
    Formativ bedömning i matematikundervisningen: En kvalitativ studie om F-3 lärares arbete med formativ bedömning i matematikundervisningen.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka vad lärare anser är nyckelstrategier för att tillämpa formativ bedömning i matematikundervisning. För att studera detta användes semistrukturerade intervjuer samt enkät som metod. Resultatet visar att lärarnas arbete med formativ bedömning överensstämmer med forskning om formativ bedömning där Wiliams (2011) strategier är framstående. Det visade sig alltså att lärarna beskriver att de arbetar med strategier som att synliggöra målen för eleverna, möjliggöra diskussioner och kommunikation, ge feedback för att föra eleven framåt, gör samarbete mellan elever möjligt och gör eleverna medvetna och aktiva i sitt lärande.

  • 108.
    Jonsson, Gunnar
    et al.
    Mälardalen University, Department of Mathematics and Physics.
    Gustafsson, Peter
    Mälardalen University, Department of Mathematics and Physics.
    Enghag, Margareta
    Mälardalen University, Department of Mathematics and Physics.
    Context rich problems - an educational tool in physics teaching2005In: ESERA 2005 - CRESILS, Barcelona, Spain, 2005Conference paper (Refereed)
  • 109.
    Jonsson, Gunnar
    et al.
    Mälardalen University, Department of Mathematics and Physics.
    Gustafsson, Peter
    Mälardalen University, Department of Mathematics and Physics.
    Enghag, Margareta
    Mälardalen University, Department of Mathematics and Physics.
    Context rich problems as an educational tool in physics teaching – a case study2007In: Journal of Baltic Science Education, ISSN 1648-3898, Vol. 6, no 2, p. 26-34Article in journal (Refereed)
  • 110.
    Jonsson, Gunnar
    et al.
    Karlstad Universitet, Sweden.
    Gustafsson, Peter
    Mälardalen University, School of Education, Culture and Communication.
    Enghag, Margareta
    Karlstad Universitet, Sweden.
    Discussing Physics in Groups Using Quantitative and Qualitative Problems2011Conference paper (Refereed)
    Abstract [en]

    Context Rich Problems (CRPs) are used in order to discuss Physical phenomena on many different education levels from secondary upper school to university level (Heller & Hollabaugh, 1992; Heller, Keith, & Anderson, 1992; Benckert et. al., 2005). CRP solving sessions are found to help the students to deepen their understanding of the physical concepts and their ability to express them selfcorrectlyin a scientific language. Earlier findings have also shown that their conversationtake departurestartfrom personal experiences (Enghag, Gustafsson, & Jonsson, 2007). The aim of this study is to compare group discussions in physics using two different types of CRPs, the first with solutions of qualitative and the second with quantitative character. We present results from a comparative study using CRP in video recorded group discussions.Especially, video recordings from tTwo problemsused,are analyzed and presented in this paper. In the analysisfirstthe timeline wasfirstconstructed and the discourse moves (Barnes & Todd, 1995)[were]analyzed, after that interesting parts of the conversation were transcribed. In the first problemthe setting is thatyou have a trainee job at an air reconnaissance company, looking for whales from the air. The question is in what direction from the water surface you can see the whale, all over the surface or with some restrictions. This problem aims at qualitative reasoning and conclusion. In the other problem you here a rock concert 5 km away and has to calculate if it is theoretically possible to hear the sound. This problem is more quantitative, with calculations of dB-levelsand so onfor example.It seems that how the CRP are constructed influence the dynamics of the groups. If problems more of quantitative type are used and the knowledge levelofphysics forofthe group members are too disparate, the most capable member of the group often takes over and solve the problem more or less single handed (Jonsson, Gustafsson, & Enghag, 2007). Thiswe see evenis found alsoin this study, buttheourresultsfrom this studyalso indicate that, if problems are more of qualitative types, the less capable students will also contributeintothe discussions. It is therefore tempting to draw the conclusion that how to formatthe groups depend on the type of CRP used. In this study we also discover that, even though most of the students in an early state of their education learn how to calculate refraction angles with Snells law of refraction, they do not really understand the concepts behind the calculations. They also have a tendency to start calculating what is possible to calculate rather than to reason, even when the problem is of qualitative type. One can therefore question the passion for calculations instead of understanding of the physical concepts. Especially, since these easy examples often create problems in understanding even for the educators.

  • 111.
    Jonsson, Kristina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Socialt lärande - arbetet i fritidshemmet2018Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to contribute with knowledge about the leisure time centre staff’s perspectives on their work, specifically focusing on pupils’ social learning. The interest is directed at the Swedish leisure time centre for the public school’s early years. Two research questions were used to reach the aim. The first question concerns the knowledge and abilities by staff considered important in pupils’ social learning. The second question concerns the staff’s work with promoting these knowledge and abilities. With a standpoint in the staff’s descriptions, focus was to highlight what they consider as important work, as well as how and why the activities are directed the way they are. The study has been conducted as an interview study, with leisure time centre staff participating in group interviews. The theoretical point of departure is Bronfenbrenners bioecological systems theory. Through that the leisure time centre activities can be understood as the interaction of different factors, influencing and controlling the staff’s decisions concerning, both direct and distant.

    This licentiate thesis consists of two publications. The first publication, the anthology chapter Social learning in the leisure time centre: staff perspectives (Jonsson, 2017), answers the question of what knowledge and abilities staff consider important in social learning. The second publication, Promoting social learning in the Swedish leisure time centre (Jonsson & Lillvist, re-submitted) answers the question of how social learning is promoted and why the activities are directed the way they are.

    The results show consistent descriptions of what is considered important in pupils’ social learning.  The pupils’ common and individual security is, by the staff, considered to be the basis of social learning and with that in focus, empathy, communication and responsibility are outpointed as important factors. Responsibility is particularly emphasised and the staff stress the pupils’ ability to take responsibility of their words and actions, which in turn is said to be facilitated by the pupils’ empathic ability. The various factors can thus be regarded as interacting in pupils’ social learning.

    Collaborative activities are stressed as beneficial and the staff see their own indicative role as important. In this the daily dialogue with the pupils is emphasised. However, the structural conditions appear to be partly obstructive. Further appearing is the staff’s perspective of social learning as a topic not needed to be talked about, based on the belief that the everyday practice is grounded on shared values.

    The implications of the study are that social learning needs to be discussed, both in the immediate working group with the support of the principal, as well as at municipal and national level.

  • 112.
    Jonsson, Kristina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. örebro universitet .
    Promoting social learning in the Swedish leisure time centre2019In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 0, no 3, p. 243-257Article in journal (Refereed)
    Abstract [en]

    Swedish leisure time centres (LTCs) are included in the Swedish Education Act and are used by almost every pupil in the age range of 6–9 years. They are governed by national policy documents with a certain emphasis on social learning. This article aims to highlight the LTC staff’s perspectives on their work of promoting social learning in the Swedish LTC. The article is based on a qualitative study, with data from group interviews with 21 LTC staff. The data are analysed with an abductive approach, with Bronfenbrenner’s bioecological systems theory as a theoretical point of departure. Our results show that the work is directed both by the staff’s beliefs and by the structural conditions of the activities, which the staff seldom feel able to influence. This causes frustration among staff and, owing to a lack of didactic reflections, social learning among pupils is not optimised. We argue that the LTC needs to be further explored, at the municipal and local management levels, to enable optimised social learning for pupils in the LTC.

  • 113.
    Jonsson, Linda
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Utmaningar i ett samtida religionsläraruppdrag2017In: Nyanlända, interkulturalitet och flerspråkighet i klassrummet / [ed] Pirjo Lahdenperä, Eva Sundgren, Stockholm: Liber, 2017, p. 300-318Chapter in book (Other academic)
  • 114.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Conditions for social relations in the transition from preschool class to year one.2015Conference paper (Refereed)
    Abstract [en]

    To deepen the understanding of how conditions for social relations are made in the transition from preschool-class to year one. The importance of social relations in the transition to school is documented through several studies and emphasises the importance of creating belonging in a new culture (Peters, 2010). Frelin (2010) underpins teachers task perception as crucial for the relational dimension of education. The preschool-class in Sweden aims to facilitate the transition, between preschool and school with the assignment of creating a pedagogical platform for processes of relationships. Lago (2014) stresses how transitions are discussed and made related to teachers didactic choices and are problematised from that point. By using the theory of social representations (Moscovici, 1988) I try to get hold of the everyday knowledge that are expressed and used by teachers and children about the transition and the value of social relations. Data has been created from a case study by participant observation and interviews with both teachers and children during their last period in preschool-class and the initial period in year one. The theoretical framework includes an interpretive approach. Consent form and information sheet was provided to all participants and negotiated during the research.

    Participants are presented using pseudonyms and were able to withdraw from the study at any time. How teachers social representation of the transition makes that social continuity occurs for some children and discontinuity occurs for a few. To illuminate teachers professional task perception of the relational dimension of education in transitions, for participation.

     

  • 115.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Transitions between the preschool, the preschool-class and the school, a matter of educational challenges and experiences of participation2011Conference paper (Refereed)
  • 116.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Två lärarkategoriers arbete med sociala relationer i övergången från förskoleklass till årskurs 12018Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study investigates preschool-class teachers and primary school teachers approach to didactic work on social relationships in the transition from preschool class to primary school.  The didactic work is seen as a relational task that evolves over time coordinating adult´s and children’s actions and perceptions in the context of education. Further, it enables a supportive teaching environment and is an important part of how children experience meaning making processes in transitions. With the aim to gain a deeper understanding of the meaning preschool-class teachers’ and primary school teachers’ apply to their didactical work with social relationships in the transition, data material has been produced through participating in teachers’ pedagogical practice in three different schools. With an interpretive approach and with concepts inspired by the theory on professional representations, teachers’ actions are understood as expressions of meaning of their didactic work.

    The results shows that the meaning of the work of social relationships is generally to facilitate children´s and adult´s experience of new cultural and social education settings. It appears that the work on social relationships have a slightly different appearance in the two different school forms. The preschool class is described as a socially oriented setting with processes of the group and norms as a clear content of education. In primary school the work on social relationships is gradually intertwined in the teaching context, foremost as classroom rules. Teachers’ actions, their values and norms of specific abilities, as well as relations and cooperation along with structures and organization of the education environment is seen as part of the work on social relationships. The work is target-oriented based on familiarity acquired through evidence based experience and on a practical doing, which is made up of distinguishing processes clarifying differences as well as maintaining certain common practices in education of preschool class and primary school. Thus, collaboration between the two teaching professionals seem to affect the way children are viewed, and how the pedagogical content of the institutions and teacher roles are shaped. Hence, it impacts the work regarding social relationships and different meaning appears to different teaching professionals.

    The study contributes with knowledge on how didactical work regarding a teaching environment in the transition has been identified and highlighted as particularly meaningful, from an educational perspective and processes of socialization. 

  • 117.
    Kallberg, Pernilla
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Serrander, Fia
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Understanding children’s learning journeys from preschool into school, a Swedish context – Focus on numeracy and participation2012Conference paper (Refereed)
    Abstract [en]

    Based on the research project, Borderlands, Bridges and Rites of Passage – Understanding Children’s Learning Journeys from Preschool into School, at the conference, the key question scrutinized will be how to deepen the understanding of what characterizes the educational settings in the cases with reference to numeracy and participation. In the research project, an interpretive approach (Erickson, 1986) is applied, using a relational perspective (Garpelin, 1997) and the concepts borderland (Peters, 2010), learning journeys (Peters, 2010) and rites of passage (van Gennep, 1960). Data have been gathered in two different municipalities, in four different schools by participant observation and interviews with both teacher and children, following the groups of children from preschool-class into school. The research has been conducted in the preschool-classes from March until May 2011 and in first-year school classes from August until November 2011. Participation is pinpointed as one of the most underlying aspects for learning and meaningful education. In our study, different conditions experienced in the two schools seem to form various opportunities for participation, something that will be elaborated and discussed in this presentation, in relation to learning opportunities and learning journeys. In mathematics education research, consensus has been established around five competences required to gain mathematical knowledge and understanding, and the Swedish curriculum emphasizes that children, are given opportunities to develop such competences. In our research we try to understand: What characterizes the educational settings regarding the numeracy children encounter. At the conference, we will present some outcomes that can be identified in the initial analyses of the data collected with respect to these focuses.

  • 118.
    Karlbom, Joni
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Norström, Mattias
    Mälardalen University, School of Education, Culture and Communication.
    "a äter upp b": hur gymnasieelever översätter mellanmatematiskt språk, symbolspråk och vardagsspråk2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate how upper secondary school students translate between three mathematical language forms (symbolic language, mathematical language and everyday language). The study used a test (a diagnosis), to investigate this. Upper secondary school students belonging to the same program in three different grades were given the opportunity to take part in the study. The diagnosis was divided into three translation areas: from mathematical language to symbolic language, from symbolic language to mathematical language and finally from symbolic language to everyday language. The result shows that upper secondary school students, regardless of grade, have problems with the translations. Among other things, the students used the wrong operation signs, missed writing crucial parentheses and in some cases, they mixed the various language forms in the same sentence. The students were most successful with the translation from symbolic language to mathematical language, and the vast majority had knowledge of the "less than" - symbol.

  • 119.
    Keller, Christina
    et al.
    Jönköping International Business School, Sweden.
    CERNERUD, LARS
    Mälardalen University, Department of Caring and Public Health Sciences.
    Students’ Perceptions of E‐learning in University Education2002In: Journal of Educational Media, ISSN 1358-1651, Vol. 27, no 1-2, p. 55-67Article in journal (Refereed)
    Abstract [en]

    This paper examines students’ perceptions of e‐learning taking students at Jönköping University in Sweden as an example. The students had experiences from two years of e‐learning on campus. Students (n = 150) filled in a questionnaire with closed as well as open‐ended questions. The answers were analysed in a multiple regression analysis, putting the students’ perceptions in relation to gender, age, previous knowledge of computers, attitudes to new technology, learning styles and the way of implementing e‐learning at the university. Advantages and disadvantages of e‐leaming were categorized in a qualitative content analysis. The main conclusion from the study was that the strategy of implementing the e‐leaming system at the university was more important in influencing students’ perceptions than the individual background variables. Students did not regard access to e‐learning on campus as a benefit. Male students, students with previous knowledge of computers and students with positive attitudes to new technologies were all less positive to e‐leaming on campus than other students.

  • 120.
    Klein, Lena
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Lindbom, Alice
    Mälardalen University, School of Education, Culture and Communication.
    Konsten att välja högläsningsbok: En kvalitativ intervjustudie om åtta stycken 1–3-lärares högläsningsvanor och val av högläsningslitteratur i svenskämnet2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka om och hur åtta lärare med olika yrkeserfarenhet inom årskurserna ett till tre arbetar med högläsning i sin svenskundervisning med fokus på vilka faktorer som påverkar valet av högläsningslitteratur. Det teoretiska perspektivet vi har utgått ifrån när vi analyserade vår data baseras på Hetmars triangelmodell (eleven, läraren och litteraturen) och de ämnesdidaktiska grundfrågorna vad, hur och varför. Metoden som vi använt oss av är semistrukturerade intervjuer. Resultatet visar att lärarna i studien har ett litteraturintresse. Lärarna läser högt dagligen för sina elever och det finns många skäl till högläsning, vilka främst är språkutveckling och ökad läslust. Lärarna har egna teorier om högläsning och litteratur men behöver anpassa sin undervisning utifrån en rad olika praktiska och sociala aspekter, vilka ligger till grund för lärarnas val av högläsningslitteratur. Högläsning är ett vanligt undervisningsinslag på lågstadiet som kräver många komplexa beslut och som vi därför uppfattar som en konst alla lärare bör behärska.

  • 121.
    Koljonen, Tuula
    Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Finnish Teacher Guides in Mathematics: Resources for primary school teachers in designing teaching2014Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    Previous research worldwide has shown that curriculum materials maintain a strong presence and constitute an important tool, artefact, in mathematics classrooms. Yet, there is a vast lack of research on the design and the characteristics of teacher guides. The thesis aims to: 1) investigate the features of the Finnish teacher guides for mathematics at primary school and 2) map the cultural specificities and norms for classroom practices as construed in Finnish teacher guides. The data consist of nine Finnish teacher guides in mathematics (belonging to three textbook series) for Grades 1-6 and comprise almost 90 percent of the teacher guides utilized in Finnish schools for 2008. These teacher guides are examined through three studies. In the first study, we developed an analytical tool based on Davis and Krajcik’s ideas about educative curriculum materials when analysing the teacher guides’ content. In the second study, we analysed a larger sample of the Finnish teacher guides using the same analytical tool, but extending the study to also analyse their form, i.e. their look, structure and voice. This study shows that there is a wide consensus on both the content and the form of the guides. While several educative aspects are weakly presented in the guides, the analysis shows that they offer rich and varied resources for teachers in their everyday work in designing and enacting mathematics teaching and hence, learning in practice. The third study delves more deeply into the characteristics of the support the guides offer to design mathematics classrooms. We characterize the cultural script of the reflected classroom practice by analysing the form and the function of the activities promoted in most of the guides. We found a relatively homogeneous script that promotes differentiation while keeping students in the same mathematical area, opportunities to participate in whole-class interaction that comprises a variety of activities, like mental calculation, games, problem-solving, individual and group work, and small piece of homework after every single lesson. The thesis contributes to the international research discourse on curriculum materials and in particular on teacher guides as resources for design of mathematics classroom in a specific educational context. The study is also of interest for teachers, and for text-book authors in developing teacher guides in line with research.

  • 122.
    Koljonen, Tuula
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Finnish teaching materials in the hands of a Swedish teacher: The telling case of Cecilia2017In: PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10), 2017, p. 1626-1633Conference paper (Refereed)
    Abstract [en]

    A common perception in Sweden is that the best teachers do not rely on ready-made teaching materials. The position taken in this paper, building on socio-cultural theory, assumes that teacher materials can support teachers. Although there is an emerging body of research focusing on teachers’ use of teaching materials, cross-cultural studies on this are scarce. The current study addresses this gap by offering unique insight into how a Swedish teacher makes use of teaching materials originally from Finland but slightly adapted to the Swedish context. Based on teacher interviews and classroom observations, I studied how the teacher planned for and enacted lessons. Findings indicate that she fits the material to her preexisting practice and, thus, does not follow the material’s original intentions. The results are compared with previous results on materials and their use, and finally some implications for Swedish mathematics education are presented. 

  • 123.
    Koljonen, Tuula
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kryzwacki, Heidi
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Investigating Finnish teacher guides for Grades 1-6 as resource for teaching mathematicsManuscript (preprint) (Other academic)
    Abstract [en]

    In this study, we investigate the most commonly used Finnish teacher guides for primary mathematics (Grades 1-6) in terms of their potential to support teaching mathematics and enhance teacher learning. We have analyzed the characteristics of teacher guides from two perspectives: 1) content and 2) form. The analysis was done in several iterative cycles. The teacher guides content are comprised of topics connected to educative aspects that support teachers at their work and potentially enhance teacher learning. Similarly, the form of the various Finnish teacher guides seems to follow the same pattern. Both the content and form of the teacher guides seem to be designed to facilitate the work of teachers by supporting the classroom practice with the design and the implementation of lessons. The findings are discussed in relation to the Finnish educational context, which influences both the way the guides are produced and their potential to enhance mathematics education.

  • 124.
    Koljonen, Tuula
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication.
    Finnish mathematics classrooms as construced by nine teacher guidesManuscript (preprint) (Other academic)
    Abstract [en]

    In this article we explore how mathematics classrooms are constructed in the most commonly used teacher guides for elementary schools (Grades 1-6) in Finland. The teacher guides cover about 87 percent of the Finnish market and several reports show that Finnish teachers appreciate and follow the guides. The construction of classrooms is investigated in terms of cultural scripts through analysis of the form and function of the conveyed recurrent classroom activities – quantitatively. The analyses reveal relatively uniform cultural scripts with certain pattern regularly, emerging in all three textbook series. For instance that, the lessons gives all students opportunity to join whole class interaction where communication, variation with routines exists as well as homework are offered. These findings are discussed in the light of earlier cross-cultural research about effective mathematics teaching and in relation to methodological challenges of mapping cultural scripts.

  • 125.
    Kronberg Larsson, Ann
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Johansson, Annika
    Mälardalen University, School of Education, Culture and Communication.
    Barn med språkstörning i förskolan: Hur organiserar man en kommunikativ miljö i förskolan2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med uppsatsen har varit att beskriva hur specialpedagogiskt stöd är organiserat i förskolan för barn med språkstörning och att samla yrkeserfarenheter om hur man skapar en kommunikativ miljö i förskolan. Vi har valt en kvalitativ metod för att få reda på hur förskolor organiserar stödet till barn med språkstörning. Vi har intervjuat förskollärare, specialpedagoger, chefer och en logoped och frågat dem dels hur stödet är organiserat och dels vilka förväntningar de har på specialpedagogiska insatser. Vi har funnit att organisatoriskt så är stödet till barn med språkstörning ofta knutet till logopedkontakt, men också specialpedagog. Barnen remitteras till språkförskola via logoped eller specialpedagog. Förväntningar på specialpedagogisk hjälp handlar främst om handledning, konsultation och hjälp med TAKK (Tecken som alternativ och kompletterande kommunikation) och bildstöd. Barn med språkstörning behöver tid att utveckla TAKK, bildstöd och socialt samspel.Våra slutsatser är att en viktig del i specialpedagogens uppdrag är att utveckla pedagogiska lärmiljöer i förskolans kontext. Pedagogers förhållningssätt, bemötande och positionering i förhållande till barn som subjekt är viktiga förebyggande insatser för utvecklingen av en kommunikativ miljö. För att få en hållbar pedagogik, måste vi utmana och demaskera rådande diskurser och normer i förskolan.

  • 126.
    Krzywacki, Heidi
    et al.
    Helsinki University, Finland.
    Hemmi, Kirsti
    Åbo Akademi, Finland.
    Remillard, Janine
    University of Pennsylvania, USA.
    Van Steenbrugge, Hendrik
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Finnish primary teachers' interaction with curriculum materials: Digitalisation as an augmenting element2018In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1) / [ed] Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L., 2018, p. 259-266Conference paper (Refereed)
    Abstract [en]

    This paper investigates how Finnish primary teachers talk about their interaction with curriculum materials, especially the additional facilities that digitalisation and technology provide to mathematics education. Digital curriculum materials are seen as part of available resources for teaching and learning mathematics. The data of this qualitative study consists of semi-structured interviews with seven primary teachers. Six thematic categories emerge in the data illustrating the elements that teachers consider crucial in evaluating and using the curriculum resources. The Finnish teachers prove to be critical and strategic consumers who understand the potential of the digital curriculum materials but make decisions about the use primarily in terms of enhancing student learning. 

  • 127.
    Källstad, Elin
    Mälardalen University, School of Education, Culture and Communication.
    Högläsning i gymnasiet: Ett potentiellt didaktiskt verktyg i svenskämnet?2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka huruvida högläsning påverkar elevers läsförståelse i kursen svenska 1 på gymnasiet samt hur gymnasieelever ser på högläsning som ett arbetssätt i svenskämnet. 38 elever som studerar på ett teoretiskt program deltog i undersökningen. Datainsamlingen bestod av en läsförståelseövning med en efterföljande kvantitativ åsiktsenkät samt en kvalitativ undersökning i form av en fokusgrupp. Resultatet visade att högläsningen till viss del påverkade elevernas läsförståelse negativt med färre producerade svar per elev än efter tyst läsning. Enkätsvaren påvisade att ungefär hälften av eleverna var likgiltiga inför arbetssättet, men flera för- och nackdelar togs även upp. Slutsatsen av studien är att högläsning kan användas i svenskämnet för att variera innehållet, men att elever i stor grad känner sig likgiltiga inför arbetssättet och elevernas läsförståelse påverkas inte till det bättre.

  • 128.
    Lahdenperä, Pirjo
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Forskningscirkel som samproducerande kunskapsprojekt –vetenskaplig kvalité och stötestenar2014In: Forskningscirkeln - en möteplats för samproduktion / [ed] Pirjo Lahdenperä, Mälardalen University , 2014, p. 13-26Chapter in book (Refereed)
  • 129.
    Lahdenperä, Pirjo
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Mänskliga rättigheter i offentlig förvaltning – forskningscirkel som interkulturell läroprocess2014In: Forskningscirkeln - en möteplats för samproduktion / [ed] Pirjo Lahdenperä, Mälardalen University , 2014, p. 45-58Chapter in book (Refereed)
  • 130.
    Lahdenperä, Pirjo
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Storfors, Tom
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Gustafsson, Hans-Olof
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Forskningscirkeln – en mötesplats för samproduktion2014Report (Refereed)
  • 131.
    Larsson, Ann
    Mälardalen University, School of Education, Culture and Communication.
    Övergångar för barn/elever med intellektuella funktionsnedsättningar: Didaktiska perspektiv på övergången från förskolan till förskoleklass eller grundsärskola2018Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study examined the benefit of knowledge and experience of pre-school teachers´, when children with learning disabilities approach school start, and the transition context is planned for children with special educational needs. The study concerned the transition from pre-school to primary school. The focus area highlighted how some pre-school teachers´practical experiences were beneficial in the planning and organization of the transition context. The data collection consisted of qualitative interviews. During the focus group interviews, the informants shared their practical experiences of transition. The problem formulation was about how transition is planned and organized from pre-school to pre-school class and year 1 in the primary school for children with learning disabilities, based on pre-school teachers’ experiences of the transition between school forms. The results of the study showed that more knowledge about learning disabilities generally is needed in pre-school. Knowledge needs to be deepened both from an intercultural perspective and knowledge of each others´ governing documents is needed in order for a good collaboration between different forms of schools. Pre-school teachers in the respective activities need to discuss both subject matter didactics and generic didactics for more insight in each others´ activities. The study showed that pre-school teachers´ practical experiences and unreflected beliefs about each others´ assignments were of importance for the wellbeing of children´s future school results. The purpose of the study was to contribute more knowledge that can facilitate collaborators, staff and management in pre-, primary and lower secondary school. Knowledge can be helpful when routines are to be developed for children`s transition between school forms in early school years for children with learning disabilities.

  • 132.
    Larsson, Louise
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Fridolfsson, Malin
    Mälardalen University, School of Education, Culture and Communication.
    Föräldrasamverkan i praktiken: En kvalitativ studie om hur förskollärare samverkar med hemmet2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att synliggöra förskollärares beskrivningar av hur de arbetar med föräldrasamverkan i praktiken samt få syn på förskollärares uppfattningar om vad som kännetecknar en god samverkan. Studien har en kvalitativ ansats där åtta förskollärare intervjuats för att få syn på deras uppfattningar om föräldrasamverkan. Studiens resultat visade att samtliga förskollärare anser att det är av vikt att ha en fungerande samverkan mellan hem och förskola. Den dagliga kommunikationen används för att skapa goda relationer för att främja föräldrars inflytande och delaktighet. Utifrån resultatet går det att dra slutsatsen att det finns svårigheter i arbetet med föräldrasamverkan, främst svårigheter med kommunikationen och föräldrars engagemang och förståelse för samverkan. Dock beskrivs föräldrasamverkan som ett område som behöver arbetas med samt utvecklas, för att få alla föräldrar delaktiga i verksamheten.

  • 133.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Exploring a framework for classroom culture: A case study of the interaction patterns in mathematical whole-class discussions2015In: Proceedings of CERME9: 9th Congress of European Research in Mathematics Education, Prague, February, 4-8, 2015 / [ed] K. Krainer & N. Vondrová, Prague: PedF UK v Praze and ERME , 2015, p. 3065-3071Conference paper (Refereed)
    Abstract [en]

    Research is needed on frameworks that support teachers in the important and challenging work of orchestrating productive problem-solving whole-class discussions. The aim of this paper is to explore a framework for classroom culture with the overarching goal of supporting teachers in conducting class discussions focused on argumentation as well as connection making. Analyses of video-recorded whole-class discussions result in the articulation of some difficulties in clearly distinguishing between certain interaction patterns within different classroom cultures. The overall findings, however, suggest that the framework can be useful for characterizing interaction in terms of an inquiry/argument classroom culture.

  • 134.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Incorporating the practice of arguing in Stein et al.'s model for helping teachers plan and conduct productive whole-class discussions2015In: Development of Mathematics Teaching: Design, Scale, Effects: Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February, 4-5, 2014 / [ed] O. Helenius, A. Engström, T. Meaney, P. Nilsson, E. Norén, J. Sayers, & M. Österholm, Linköping: SMDF , 2015, p. 97-106Conference paper (Refereed)
    Abstract [en]

    How can pedagogical models support in-service and pre-service teachers in the complexity of orchestrating productive mathematical whole-class discussions? The overarching aim of this paper is to elaborate on a newly developed model to make it an even more useful tool for teachers to manage the challenging task of conducting productive whole-class discussions. Analyses of audio-recorded interviews and video-recorded whole-class discussions with a proficient mathematics teacher result in principles for how student solutions can be sequenced in order to take into account argumentation as well as connection-making in whole-class discussions. The findings suggest broadening the last practice in the five practices model to also incorporate the practice of arguing.

  • 135.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Orchestrating mathematical whole-class discussions in the problem-solving classroom: Theorizing challenges and support for teachers2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Promising teaching approaches for developing students’ mathematical competencies include the approach of teaching mathematics through problem solving. Orchestrating a whole-class discussion of students’ ideas is an important aspect of teaching through problem solving. There is a wide consensus within the field that it is very challenging for the teacher to conduct class discussions that both build on student ideas and highlight key mathematical ideas and relationships. Further, fostering argumentation in the class, which is important for students’ participation, is also a grand challenge. Teachers need support in these challenges. The aim of the thesis is to characterize challenges and support for mathematics teachers in orchestrating productive problem-solving whole-class discussions that focus on both mathematical connection-making and argumentation. In particular, it is investigated how Stein et al.’s (2008) model with five practices – anticipating, monitoring, selecting, sequencing and connecting student solutions – can support teachers to handle the challenges and what constitutes the limitations of the research-based and widely-used model. This thesis builds on six papers. The papers are based on three intervention studies and on one study of a mathematics teacher proficient in conducting problem-solving class discussions. Video recordings of observed whole-class discussions as well as audio-recorded teacher interviews and teacher meetings constitute the data that are analyzed. It is concluded in the thesis that the five practices model supports teachers’ preparation before the lesson by the practice of anticipating. However, making detailed anticipations, which is shown to be both challenging and important to foster argumentation in the class, is not explicitly supported by the model. Further, the practice of monitoring supports teachers in using the variety of student solutions to highlight key mathematical ideas and connections. Challenging aspects not supported by the monitoring practice are, however, how to interact with students during their exploration to actually get a variety of different solutions as a basis for argumentation. The challenge of selecting and sequencing student solutions is supported for the purpose of connection-making, but not for the purpose of argumentation. Making mathematical connections can be facilitated by the last practice of connecting, with the help of the previous practices. However, support for distinguishing between different kinds of connections is lacking, as well as support for creating an argumentative classroom culture. Since it is a great challenge to promote argumentation among students, support is needed for this throughout the model. Lastly, despite the importance and challenge of launching a problem productively, it is not supported by the model. Based on the conclusions on challenges and support, developments to the five practices model are suggested. The thesis contributes to research on the theoretical development of tools that support teachers in the challenges of orchestrating productive problem-solving whole-class discussions.

  • 136.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sensitizing Stein et al.'s five practices model to challenges crucial for argumentation in mathematical whole-class discussionsManuscript (preprint) (Other academic)
  • 137.
    Lempeä, Tina
    Mälardalen University, School of Education, Culture and Communication.
    Responsarbete: ur elevernas synvinkel2008Student paper other, 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Att elever lär med hjälp av dem som kommit längre i utvecklingen än dem själva finns det omfattande forskning om  och även att responsarbete mllan elever borde ge ett positivt resultat i elevers skrivande. I den litteratur vi läst på Lärarprogrammet märker man att lärare, lärarutbildare oc forskare ställer sig positiva till responsarbete som en del i elevernas skrivprocess och utveckling.

    Jag vill med denna undersökning ta reda på vad eleverna själva anser om att använda sig av responsarbete som en del av skrivprocessen genom att använda mig av elevenkäter där eleverna får motivera sina svar.  Genom att intevjua två lärare har jag också försökt ta reda på om deras tankar överensstämmer med elevernas. Att använda metodtriangulering i denna undersökning ger mig djupare svar än att endast ha enkäter.

    Undersökningen visar at de allra flesta elever i år 1 och i år 3, både i studieförberedande och i yrkesförberedande gymnasieprogram, har en positiv inställning till responsarbete. I svaren till både elevenkäten och lärarintervjuerna framkommer även att elever och lärare har liknande motiveringar till sina positiva attityder. I elevsvaren finns en skillnad mellan pojkar och flickor. Flickor tycker bättre om att ge respons medan pojkarna hellre tar emot respons än ger den.

  • 138.
    Levay Burman, Tobias
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Historia till vår tid: En innehållsmässigt komparativ studie av kursplanen HistoriaA och undervisande lärares HistoriaA2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Då den senaste kursplanen så tydligt poängterar att nutid, och även framtid, ska vara centrala aspekter att förstå och tolka historien genom och dessutom stipulerar att man bland annat ska innehållsmässigt behandla historien fram till och med idag så menar jag att det finns anledning att undersöka om det faktiskt är ett utbrett problem som jag har stött på samt även vad det kan få för konsekvenser. Eftersom även mycket av den moderna forskningen inom historieundervisning undersöker just historiemedvetenhet, som det här ju kan tangera, är det också intressant att se om lärare tror att ett glapp i kronologin kan påverka elevernas historiemedvetenhet och om det också är något som aktivt genomsyrar deras undervisning.

     

    För att själv se huruvida lärare också har upplevt problematiken kring att inte uppnå kursplanmålet i Historia A angående har jag i den här undersökningen sammanställt ett forskningsläge om i vilken utsträckning och vilken modernare historia som behandlas, hur lärares undervisningsstrategi kan påverka vilken historia de förmedlar, hur kursplanen ser ut samt vad historiemedvetenhet är. Jag har även lyft fram de delar i kursplanen och läroplanen som jag först och främst vill undersöka om de upprätthålls men även mer generella delar av dessa som förklarar varför det är viktigt att följa de planer som finns. Efter det så har jag genomfört intervjuer med undervisande lärare på gymnasiet för att även få deras syn på problemet, om det nu ens är ett problem, slutligen analyserat intervjuerna och kopplat de till forskningsläget och kursplanen.

  • 139.
    Lindahl, Susanne
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Granath, Malin
    Mälardalen University, School of Education, Culture and Communication.
    Specialpedagogens arbete inom elevhälsan2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att studera hur specialpedagogen beskriver, uppfattar och resonerar kring sitt eget professionella uppdrag inom elevhälsan. Vi har genomfört studien genom att använda kvalitativ metod och halvstrukturerade intervjuer som datainsamlingsteknik. I studien har tolv specialpedagoger intervjuats. Specialpedagogerna har alla haft en specialpedagogexamen och arbetat i Mälardalen. De intervjuade specialpedagogerna har en varierad skolbakgrund och varierade yrkeserfarenheter. I tidigare forskning har det framkommit att elevhälsans organisation varierar och att det inte finns någon modell som anses bättre än någon annan. Det framkommer också att elevhälsoteamens förhållningssätt i arbetet med elever kan variera, det finns elevhälsoteam som arbetar både utifrån ett relationellt och ett kategoriskt perspektiv. Ett multiprofessionellt team har visat sig ha positiv effekt i arbetet med elever med olika riskfaktorer, men att effektiviteten i teamet har betydelse utifrån flera faktorer. Våra respondenters svar visar att rektorns ledning är avgörande för teamets arbete. Likaså är samverkan inom teamet betydelsefullt då flera uppgav att det kan finnas prestige mellan professionerna, vilket påverkar effektiviteten. Vidare uppgav specialpedagogerna att de är väl förtrogna med sina uppdrag, men att det är verksamheternas olika behov som styr dem till att arbeta med andra arbetsuppgifter. Det framkom bland annat att skolans socioekonomiska område har stor inverkan på specialpedagogens arbete. Då flera faktorer påverkar specialpedagogens profession kan vi konstatera att det är angeläget att specialpedagogen är tydlig med sitt uppdrag och bör arbeta fram rutiner för detta. Studien visar även att flera specialpedagoger talar om en önskan om att få arbeta mer på grupp- och organisationsnivå utifrån ett förebyggande perspektiv liksom med handledning av kollegor i arbetslag samt delta i samverkan med ledningsgrupp. 

  • 140.
    Lindberg, Ellinor
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Björk, Michaela
    Mälardalen University, School of Education, Culture and Communication.
    "Det blir ju svårt med fokus om ett annat barn kör helikopter i klassrummet": En studie om faktorer som påverkar elevers uppgiftsfokusering och koncentration inom svenskundervisningen i grundskolans tidigare år2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Föreliggande studie syftar till att undersöka vad som påverkar elevers uppgiftsfokusering och koncentrationsförmåga inom svenskundervisningen i grundskolans tidigare år. Både kvalitativa och kvantitativa data har samlats in genom intervjuer och observationer. Resultatet visar att flertalet yttre påverkansfaktorer har betydelse för elevernas uppgiftsfokusering och koncentration i klassrummet. 

  • 141.
    Lindstrand, Fredrik
    et al.
    University of Gävle, Sweden.
    Insulander, Eva
    Mälardalen University, School of Education, Culture and Communication.
    Setting the ground for engagement – multimodal perspectives on exhibition design2012In: Designs for Learning, ISSN 1654-7608, Vol. 5, no 1-2, p. 30-49Article in journal (Refereed)
  • 142.
    Lindvall, Jannika
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Critical features and impacts of mathematics teacher professional development programs: Comparing and characterizing programs implemented at scale2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to contribute to the knowledge base on conceptualizations and impacts of teacher professional development (PD) programs. This is done by studying the case of two large-scale teacher PD programs. The first was mandatory for all public elementary school mathematics teachers in a larger Swedish municipality, and the second has been completed by 76% of all elementary school mathematics teachers in Sweden. In the municipality, and during the time frame in which this study was conducted, it was possible to make a comparison between teachers participating in different programs. Data on the programs’ impacts on teachers, instruction, and student achievement were gathered both immediately and one year after the teachers’ participation in one of them. In other words, the context of the study created an opportunity to respond to recent calls for studies that (a) examine the impacts of PD programs implemented on a larger scale, (b) adhere to PD programs’ impacts on teachers, instruction, and student achievement, (c) examine the sustainability of PD programs’ impacts, and (d) attend to variations within and between PD programs’ impacts. The results show that the studied programs are highly similar if characterized according to established research frameworks on what constitutes critical features of teacher PD. At the same time, they demonstrate different impacts, both between the programs and within them. These results suggested an elaboration of two of the five critical features of teacher PD: Content Focus and Coherence. Through the development and application of a more finely grained tool to characterize the programs’ Content Focus, differences between their characteristics were detected. Together with a systematic review of the PD research literature on Coherence, these results formed a basis for discussing plausible reasons for the difference in the programs’ impacts as well as elaborating on the critical features of Content Focus and Coherence. In summary, the thesis contributes: (a) empirical results in relation to large-scale teacher PD programs’ impacts; (b) methodological results in the form of tools for characterizing PD programs’ Content Focus and Coherence; and (c) theoretical results, as it examines established frameworks for characterizing teacher PD programs by using them in practice and, in light of the results, also suggests an elaboration of them.

  • 143.
    Lindvall, Jannika
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Large-scale professional development and teacher change – The case of Boost for Mathematics2018Conference paper (Refereed)
    Abstract [en]

    This study contributes to the ongoing discussion of conceptualizations and measures of teacher professional development (PD). It does so by using data from the TIMSS 2015 teacher questionnaires to study the impact of Boost for mathematics (BfM), a large-scale teacher PD program, on Teacher confidence, Teacher collaboration, and Support from school leadership. The results indicate that BfM has had no sustainedimpact on Teacher confidence and Support from school leadership. A positive impacton Teacher collaboration was found for the 8th grade teachers, but not for the 4thgrade teachers. These results are somewhat contradictory to the ones presentedin national evaluations of BfM and potential explanations for the differences are discussed.

  • 144.
    Lindvall, Jannika
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Supporting instructional improvement at scale: The role of teacher professional development programs and mathematics curriculum materials2016Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    We are currently witnessing an increase of international interest in mathematics education, fueled partly by the growing concerns of students’ declining results, but also by changed perceptions of what mathematics students should master. In response, many initiatives have appeared in order to move away from traditional to more inquiry based approaches to teaching. Though several small-scale studies have contributed much to our understanding on how to support teachers in this work, there is still a lack of research conducted on a larger scale. Therefore, the aim of this thesis is to add to our knowledge of how to support instructional improvement at scale. This is done by focusing on two common approaches to support mathematics teachers’ development of reform based practices: teacher professional development [PD] programs and curriculum materials. The thesis builds on four papers which are all connected to a project aiming at improving the mathematics instruction in a large Swedish municipality. The project includes a PD-program for almost 400 elementary teachers and the mathematics curriculum materials that teachers are using play a central role in the program. The first two papers focus on curriculum materials either by using surveys to compare teachers’ views of the support offered in the materials and their reported mathematics instruction, or by conducting textbook analyses to characterize how some commonly used materials communicate about, for example, goals of lessons. The results demonstrate that teachers using different materials experience different levels of support from them and also show variations in their reported instruction. These differences are further reflected in the textbook analyses which show that the materials offer teachers various support, for example regarding how they communicate about goals. The last two papers focus on teacher PD-programs either by comparing the effects of two programs on student achievement, or by using surveys to examine teachers’ views of one of the programs and its impact on their reported instruction. The results indicate that the two PD-programs have affected students’ achievement in different ways, demonstrating both decline and improvement. Even within the programs differences are revealed between students at the primary and secondary levels. These variations are further present in the teacher surveys, where the results show differences between teachers from different grade-levels. By drawing on the literature review and the results of the papers, the thesis ends with a discussion of possible elaborations of a widely used core conceptual framework for studying teacher PD.

  • 145.
    Lindvall, Jannika
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Helenius, Ola
    University of Gothenburg, Sweden.
    Marie, Wiberg
    Umeå University, Sweden.
    Critical features of professional development programs: Comparing content focus and impact of two large-scale programs2018In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 70, p. 121-131Article in journal (Refereed)
    Abstract [en]

    By comparing two large-scale professional development programs' content and impact on student achievement, we contribute to research on critical features of high quality professional development, especially content focus. Even though the programs are conducted in the same context and are highly similar if characterized according to established research frameworks, our results suggest that they differ in their impact on student achievement. We therefore develop an analytical framework that allow us to characterize the programs’ content and delivery in detail. Through this approach, we identify important differences between the programs that provide explanatory value in discussing reasons for their differing impacts.

  • 146.
    Lindvall, Jannika
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Coherence and the Positioning of Teachers in Professional Development Programs: A Systematic Review2019In: Educational Research Review, ISSN 1747-938X, Vol. 27, p. 140-154Article in journal (Other academic)
    Abstract [en]

    Lately, scholars have argued that there is a consensus on a number of critical features of effective teacher professional development (PD). This study presents the results of a systematic review of one of these features: coherence. The analysis and synthesis of 95 papers show that coherence in PD is conceptualized in various ways, and thus that the aforementioned consensus can be questioned. For example, should PD (1) be coherent with external factors, such as standards and assessments; (2) be internally coherent, for example that activities within PD programs should be aligned; or (3) create coherence between goals that are either predetermined or negotiated together with teachers? The different conceptualizations of coherence all implicate how teachers are positioned in relation to PD programs and, in the light of our results, we argue that teachers are primarily seen as implementers expected to align their instruction with external and predetermined goals and practices. 

  • 147.
    Lovén, Cathrine
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Muñoz, Nicole
    Mälardalen University, School of Education, Culture and Communication.
    En enkät- och intervjuundersökning om lärares tankar och arbetssätt kring svenskläxor2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Läxor är något som är omdiskuterat inom skolvärlden, det både finns de som är för och de som är emot användandet av läxor. Vi har gjort en kvantitativ enkätundersökning och fyra kvalitativa intervjuer vars syfte var att studera och jämföra hur lärarnas syn på läxor såg ut inom svenskämnet i årskurs 4–6 och hur de använde sig av detta i svenskundervisningen. Vår studie visar att läxor är ett vanligt förekommande fenomen inom skolkontexten även fast detta inte står fastskrivet i den aktuella läroplanen. Läsläxor, förberedandeläxor och repetitionsläxor var vanligt förekommande inom svenskämnet. Det lyftes även fram i både enkäten och intervjuerna att läxor ger både positiva och negativa effekter.  En positiv aspekt som många informanter anförde var att föräldern fick möjlighet att inkluderas i elevens skolarbete och att de på så sätt blev mer engagerade i barnets utveckling. Däremot förekom det informanter som tog upp att alla elever inte hade samma förutsättningar att få den hjälp som de behövde i samband med läxläsning i hemmet. Detta bidrar till att alla elever inte får den likvärdiga utbildning som skolan ska sträva efter. Slutsatsen är att majoriteten av lärarna arbetar med läxor i sin undervisning. En liten andel lärare lyfter fram läxors negativa aspekter och valde därför att avstå från att använda läxor i undervisningen.

  • 148.
    Lovén, Cathrine
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Muñoz, Nicole
    Mälardalen University, School of Education, Culture and Communication.
    En enkät- och intervjuundersökning om lärares tankar och arbetssätt kring svenskläxor2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Läxor är något som är omdiskuteratinom skolvärlden, det både finns de som är för och de som är emot användandet av läxor. Vi har gjort en kvantitativ enkätundersökning och fyra kvalitativa intervjuer vars syfte var att studera och jämföra hur lärarnas syn på läxor såg ut inom svenskämnet i årskurs 4–6 och hur de använde sig av detta i svenskundervisningen. Vår studie visar att läxor är ett vanligt förekommande fenomen inom skolkontexten även fast detta inte står fastskrivet i den aktuella läroplanen. Läsläxor, förberedandeläxor och repetitionsläxor var vanligt förekommande inom svenskämnet. Det lyftes även fram i både enkäten och intervjuerna att läxor ger både positiva och negativa effekter. En positiv aspekt som många informanter anförde var att föräldern fick möjlighet att inkluderas i elevens skolarbete och att de på så sätt blev mer engagerade i barnets utveckling. Däremot förekom det informanter som tog upp att alla elever inte hade samma förutsättningar att få den hjälp som de behövde i samband med läxläsning i hemmet.Detta bidrar till att alla elever inte får den likvärdiga utbildning som skolan ska sträva efter. Slutsatsen är att majoriteten av lärarna arbetar med läxor i sin undervisning. En liten andel lärare lyfter fram läxors negativa aspekter och valde därför att avstå från att använda läxor i undervisningen.

  • 149.
    Lovén, Cathrine
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Muñoz, Nicole
    Mälardalen University, School of Education, Culture and Communication.
    "Läs högt för barnen!”: En kvalitativ studie om fyra lärares tankar och arbetssätt kring högläsning.2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Högläsning är ett vanligt förekommande arbetssätt inom skolan. Vi har därför gjort en kvalitativ intervju- och observationsstudie vars syfte är att ta reda på hur fyra lärare i grundskolan (årskurs 4–6) arbetar med och förhåller sig till högläsning. Vår studie visar att lärarna är eniga om att högläsning är positivt för elevers språkutveckling. Dels för att eleverna ökar sitt ordförråd, dels för att högläsning stimulerar förmågor som kreativitet och fantasi när de får möta olika genrer. Något som lärarna uppmärksammade var att det var extra viktigt att högläsa för sina elever eftersom det finns många barn som inte får ”högläsningsstunder” i exempelvis hemmet. Det framgår även i vår studie att tre 2 av fyra lärare arbetar med att inkludera eleverna när läraren högläser. Endast en av lärarna läste ur boken utan att föra någon form av samspel eller dialog med eleverna. Tidigare forskning visar främst att högläsning är för barn i yngre åldrar, dock så väljer även lärare i äldre årskurser att läsa högt för dem.

  • 150.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Lust i läsandet: ett läsprojekt i samarbete mellan länsbiblioteket, skolor och lärarutbildningen i Västerbotten2007Report (Other academic)
    Abstract [sv]

    Lust i läsandet är ett utvecklingsprojekt som fokuserar lärares och bibliotekariers arbete med skönlitteratur. Projektets syfte är att främja arbete kring barnböcker och språklig utveckling, framförallt hur man kan koppla estetiska uttryck och lärprocesser - lek, drama, dans, bild, slöjd, film och musik - till läsande och skrivande. Nya utvecklande arbetsformer mellan lärre och bibliotekarier har fokuserats. Deltagarn, arbetslag från några skolor i Västerbottens län, har behandlat barn- och ungdomslitteratur utifrån olika teorier exempelvis receptions- och didaktikteorier. Varje arbetslag har via läsecirklar och boksamtal utvecklat det kreativa tänkandet kring litteratur. Projektet presenteras i denna rapport utifrån intervjuer med deltagare och elever, observationer i klassrum samt deltagarnas loggböcker som beskriver utvecklingsarbetet.

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