mdh.sePublications
Change search
Refine search result
123456 151 - 200 of 283
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.
  • 151.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Retoriken i den pedagogiska praktiken2008In: Sjätte nationella konferensen i svenska mned didaktisk inriktning / [ed] Anne Palmér, Uppsala: Uppsala universitet , 2008, 1, p. 70-82Chapter in book (Other academic)
    Abstract [sv]

    Studien, som redovisas, lyfter fram betydelsen av styrdokumentens och lokala arbetsplaners utformning samt lärares undervisning för att utveckla elevers kommunikativa förmåga uttryckt i förberett tal. I studien görs en retorisk analys av en elevtext, ett manus till ett förberett tal, från en sydafrikansk kontext. I manuset kan tre topos urskiljas, byggnader, samhälle/familj och kroppen, vilka utgör ramen för den retoriska analysen. Vidare visar analysen att eleven i sin text, My name is HIV, tydligt använder sig av retoriska grepp på ett övertygande, intressant och associativt sätt. Avslutningsvis för jag en didaktisk diskussion om undervisning i tal i en svensk kontext, där jag menar att ett kritiskt reflekterande över skrivande och i synnerhet tal måste övervägas.

  • 152.
    Ländin, Sofia
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Samtalet mellan lärare och elever vid arbete med molkylmodeller i kemiundervisningen på gymnasiet: -karaktär och teoretisk lärandepotential2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Undersökningen syftade till att påvisa karaktären och den teoretiska lärandepotentialen hos samtal mellan lärare och elever vid arbete med molekylmodeller i kemiundervisningen på gymnasiet. Därtill var syftet att problematisera resultatet utifrån lärarnas syn på sin pedagogiska roll och betydelsen av klassrumssamtalet för elevernas lärande. Metoden var kvalitativ och empirin samlades genom ljudinspelningar av sex stycken undervisningstillfällen, intervjuer av fem lärare samt genom gruppintervjuer av de elever som deltog i lektionstillfällena. Empirin analyserades och kategoriserades utifrån uppkomna samtalsmönster för bedömning av samtalens kommunikativa förhållningssätt. Resultatet påvisade att samtalen till stor del var monologiska i samtliga av de undersökta lektionstillfällena. Den teoretiska lärandepotentialen visade sig variera beroende på vilken lärandeteori som utgjorde utgångspunkten för analysen. Det framgick att lärarnas syn på lärande ibland inte stämmer överens med karaktären hos samtalet då de undervisar.

  • 153.
    Magnússon, Gunnlaugur
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Enacting Contradictory educational ideals: Balancing marketization and social inclusion in practice2017Conference paper (Refereed)
    Abstract [en]

    Background

    The marketization of education is an international phenomenon, with widespread consequences for schools, teachers and pupils. The marketization of the Swedish education system is a particularly interesting and extreme case in the international and European context. The realisation of market ideology in the Swedish education system can be viewed as a success in terms of its implementation and public and political acceptance. For instance, the proportions of pupils attending independent schools and the number of independent schools have grown exponentially, and school choice is seen as a democratic right and supported by most established political parties. However, there are several problems. Most importantly, market elements have contributed to increased segregation related to pupils’ background, the provision of special support, and of attainment. This is a real dilemma for a system that has emphasised social inclusion and education for all, egalitarian views that are seen as a point of departure for the Swedish education system. Thus, Swedish education lives with a tension of two educational ideologies, an individualistic-market educational ideology and a collectivistic-egalitarian educational ideology. Of course, both ideologies are far from unidimensional and encompass several different values and concepts. 

    Several studies conclude or assume that these ideologies – and the policies inspired by them – are contradictory and that market mechanisms will undermine inclusive ambitions. However, this may appear differently in different schools, as policies are interpreted and enacted rather than implemented. While there are examples of policy analyses regarding one or both of these ideologies, and studies regarding their contradictions and incompatibility, there have been few attempts to study empirically the interplay and consequences of their coexistence and enactment in schools. In particular, we know very little about ‘unexceptional’ or ‘ordinary’ schools and their enactment of policies.

    The project’s main objective is to develop a theoretical understanding of how these educational ideologies influence school’s work and organisation via policy and the enactment of policy. Using interviews with head teachers, the research questions are:

    • How do head teachers address, define and reflect around the challenges of social inclusion and market oriented policies in their work and in their schools?
    • To what extent do they believe pupils in general, and vulnerable pupils in particular are affected by market mechanisms in education? What are the challenges and/or benefits?

     

     

    The theoretical point of departure is inspired by the work of Michael Apple, (2004), Thomas Popkewitz, (2008) and Stephen Ball (1993; Ball et al., 2012). Questions about what education should accomplish, how it is organised and who is to be educated are often implicit in political discourse. Here, educational ideologies are seen as rendering different answers to these questions and thus leading to different implications for educational practice and organisation. It is argued that these ideologies have different conceptualization of society, democracy and even the individual citizen. While public education may historically have collectivistic ideals, the market ideal views the citizen-in-the-making as a consumer rather than as a participant in the shaping of future society. The individual consumer of education is thus to be able to choose schooling according to his/her preferences. This can be opposed to viewing schooling as contributing to social cohesion and inclusion by accommodating a plurality of pupils.

    These ideologies in turn find their way to policies, i.e. products of compromises, agendas and influences of various actors at various stages. Often containing contradicting goals and ambitions, policies then have to be interpreted and enacted by schools in a meaningful manner that fulfils the will of regulating and governing agencies as well as appeals to their prospective clients, namely pupils and parents.

     

    Method  

    For the purposes of this study, head teachers of primary schools have been chosen as respondents. Being in a middle management position, head teachers in Sweden are held accountable for the both the educational and economic situation of their schools. They answer to their principal organiser (PO) regarding economics, whether the PO is a municipality or a private organisation. Simultaneously, they are also accountable for the day to day work, the attainment of the pupils and the organisational situation the teachers work within. Additionally, head teachers are legally responsible for the special educational services and the preventive work against bullying. Finally yet importantly, they are to promote their schools as they compete for pupils (and thus fiscal resources). It can thus be argued that if anyone would see the consequences of market mechanisms and the responsibility of maintaining or achieving social inclusion, it would be the head teachers.

    Twenty school leaders from both municipal and independent schools in three municipalities will be interviewed and asked to reflect upon marketization of education and dimensions of social inclusion. They are asked how these ideologies translate into their work, the organisation of their school, their staff, pupils and guardians of the pupils. In addition, documents and policies from each municipality and each school will be analysed.

    The selection of municipalities and respondents is strategic. The three municipalities chosen have had different political approaches as regards the acceptance of market influences and thus very different experiences of the introduction of school choice and competition between schools. Municipality A has been very positive towards choice and private actors, for instance, implementing a ‘purchaser-provider’ model in the school sector services for several years. Municipality B has on the other hand been restrictive and attempted to veto the introduction of privately run schools several times. The third municipality is markedly smaller than the other two, and had not had any independent schools up until quite recently. In order to enrich the material with different experiences and perspectives, respondents will be contacted from schools with varying pupil demographics, in areas with varying social situations, and from both publically run schools and independent schools. These semi-structured interviews will take approximately an hour each and will be recorded and transcribed for subsequent analysis, using qualitative content analysis. Other theoretical devices, such as profession theory and organisation theory, may become useful to interpret these results.

    Expected outcomes/results

    The interviews are to be conducted in the upcoming month. The expected results are assumed to shed light upon how these educational ideologies, namely the individualistic-market ideology and the collectivistic-egalitarian ideology, can influence day to day work in primary schools. A common assumption is that they are incompatible and contradictory, and this is expected to appear in the responses. However, some prior research has shown that they live side by side in practice. That is not to say that one does not influence or diminish the other, rather that schools find ways to balance the two, resolving dilemmas as they arise. Hopefully, the paper can render a more nuanced understanding of these educational ideologies, how the coexistence of them can appear in the local context, and how schools enact seemingly contradictory policies.

    Additionally, this research can contribute to an understanding of the role of head teachers as actors within the school system in general, and the individual schools in particular, especially as regards the consequences of marketization of the education system.

    Intent of publication 

    The results presented here are to be submitted to an international peer-reviewed journal shortly after presentation at the conference.

     

     

     

    References  

    Andersson, E., B. Malmberg & Östh, J. (2012). Travel to school distances in Sweden 2000-2006: changing school geography with equality implications. Journal of Transport Geography, 23:34-45.

    Apple, M. W. (2004). Ideology and curriculum. New York, NY: Routledge.

    Ball, S. J. (1993). What is policy? Texts, trajectories and toolboxes. Discourse, 13(2): 10-17. Reprinted in Ball, S.J. (2006). (Ed.) Education Policy and Social Class. The selected works of Stephen J. Ball. New York: Routledge pp. 43-66

    Ball, S. J., Maguire, M. & Braun, A. (2012). How Schools do Policy. Policy Enactment in Secondary Schools. London, England: Routledge.

    Booth, T., Ainscow, M. & Dyson, A. (1997). Understanding Inclusion and exclusion in the English competitive education system. International Journal of Inclusive Education, 1(4), 337-355.

    Dyson, A. & Gallanaugh, F. (2007). National policy and the development of inclusive school practices: a case study. Cambridge Journal of Education, 37(4), 437-488

     Englund, T. (1998a). Utbildning som “public good “ eller “private good”? In T. Englund (Ed.), Utbildningspolitiskt systemskifte?  (pp. 107-142). Stockholm: HLS förlag.

    Lubienski, C. (2009). Do Quasi-markets Foster Innovation in Education? A Comparative Perspective. OECD Education Working Papers No. 25, OECD Publishing.

    Lundahl, L., Erixon Arreman, I., Holm, A.-S. and Lundström, U. (2013). Educational marketization the Swedish way. Education Inquiry, 4(3): 497–517.

    Magnússon, G. (2015). Traditions and Challenges. Special Support in Swedish Independent Compulsory Schools. (Dissertation). Västerås: Mälardalen University.

    Popkewitz, T. (2008). Cosmopolitanism and the Age of School Reform. Science, Education, and Making Society by Making of the Child. New York, NY: Routledge.

    Rönnberg, L. (2015). Marketization on export: Representations of the Swedish free school model in English media. European Education Research Journal, 14(6), 549-565.

    SNAE [The Swedish National Agency for Education]. (2012b). Likvärdig utbildning i svensk grundskola? En kvantiativ analys av likvärdighet över tid. Stockholm, Sweden: The National Agency for Education.

    SNAE. (2014a). Private actors in preschools and schools. A mapping of independent education providers and owners in Sweden. Stockholm, Sweden: The National Agency for Education.

     SOU 2013:56. Friskolorna i samhället. Betänkande av friskolekommmittén. [The independent schools in society. Considerations from the independent school committee]. Stockholm, Sweden: Fritzes

    Trumberg, A. (2011). Den delade skolan. Segregationsprocesser i det svenska skolsystemet. Diss. Örebro: Örebro Universitet.

     Vlachos, J. (2011). Friskolor i förändring. In L. Hartman (Ed.), Konkurrensens konsekvenser – vad händer med svensk välfärd? (pp.66-110). Stockholm, Sweden: SNS förlag.

    Waldow, F. (2009). Undeclared imports: silent borrowing in educational policy-making and research in Sweden. Comparative Education, 45(4), 477-494.

  • 154.
    Magnússon, Gunnlaugur
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Images of (Special) Education? Independent Schools’ Descriptions of their Special Educational Work.Manuscript (preprint) (Other academic)
    Abstract [en]

    An important argument for the introduction of school choice in Sweden, was that independent schools would be a source for innovation. But what images arise independent schools are asked if there is anything that they would like to emphasise regarding special support? Do these images follow traditional notions of special education, or do they aim for alternative organisational solutions, approaching inclusive education?

    Here results from a total population questionnaire of the Swedish independent schools (N = 686; response rate = 79%) are presented. 400 written responses to two open-ended questions were received. The responses covered topics such as resource allocation, school descriptions, and good practice. Themes and categories were condensed using qualitative content analysis. The results are analysed statistically using official groupings of schools. Finally, the results are theorised in terms of special educational perspectives and inclusive education.  

    Results show examples of alternative and inclusive approaches, as well as examples of traditional understanding and organisation of special support within the field. The idea of market competition as a driving force of innovation is not supported in this material, marketing and niching of schools can contribute to a less inclusive education system. The author argues that more research that is both large scale and contextual is needed to understand further how schools cope with contradicting educational ideals and policy when competing for pupils.

  • 155.
    Magnússon, Gunnlaugur
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Traditions and Challenges: Special Support in Swedish Independent Compulsory Schools2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis has two overarching aims. The first is to generate further knowledge about Swedish independent schools, specifically regarding the organisation and provision of special support and how these relate to special educational traditions and inclusive education. This is conducted through four empirical studies, utilising data gathered in two total population survey studies. The first survey was a total population study of Swedish independent compulsory schools (N = 686, response rate = 79%), and results from this study are presented in articles I, II and IV. Article III presents results derived from a total population survey of special pedagogues (SENCOs) and special education teachers in Sweden educated according to the degree ordinances of 2001, 2007 and 2008 (N = 4252, response rate = 75%).

    Article I contains a general description of special education issues in the total population of independent schools. Article II continues with comparisons of these issues in different groups of independent compulsory schools. Article III studies differences in organisational prioritisations regarding special support and special educators in municipal and independent schools. Finally, article IV presents qualitative content analysis of over 400 responses regarding special support at independent schools.

    The second overarching aim of the thesis is to further develop the discussions initiated in the articles about how special education and inclusive education can be understood in light of the education reforms that introduced the independent schools. A critical theoretical analysis and contextualization of the empirical results from the articles is conducted to explain and describe the consequences of the new (market) education paradigm.

    Results show that, generally, the independent schools have not challenged special educational traditions to a significant degree. Rather, traditional conceptions, explanations and organisational measures are reproduced, and in some cases enhanced, by market mechanisms. However, there are great differences between the different types of schools with regard to both their perspectives on special education and their organisational approaches. There are also indications that the principle of choice is limited for this pupil group as compared to some other groups. Additionally, the increasing clustering of pupils in need of special support at certain schools replicates a system with special schools. In this case, market mechanisms are contributing to a system that is in contradiction to the idea of an inclusive school system.

    The theoretical interpretation of the results suggests that Skrtic’s theory can largely explain the empirical patterns found. However, his theory gives rise to different predictions or potential scenarios depending on what parts of his theory are underscored. Moreover, his theory must be complemented with additional perspectives to more fully account for diversity within the results, particularly as the results indicate that discourses/paradigms of special education and inclusive education often occur simultaneously and can thus be seen as expressions of practices taking place in a complex social and political environment.

    Keywords: Special education; inclusion; school choice; education reform; independent schools; compulso-ry schools; pupils in need of special support, SENCOs; special education teachers; critical pragmatism; Thomas M. Skrtic

  • 156.
    Magnússon, Gunnlaugur
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Göransson, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Nilholm, Claes
    Malmö högskola.
    Different Approaches to Special Educational Support?: Special Educators in Swedish Independent and Municipal schoolsManuscript (preprint) (Other academic)
    Abstract [en]

    The independent schools have become securely established in the Swedish education system as tokens of school choice and educational innovation. Prior research has shown that they generally have fewer pupils in need of support and lower proportions of special educators. Here, results are presented from a total population survey study of Swedish special educators (n=4252) educated according to degree ordinances from 2001 and onwards. The aim of this paper is to explore prerequisites of special educational work in Swedish independent schools and municipal schools in terms of: a) the occurrence of these special educators and their occupational situations, and b) what specific values they express regarding identification and work with school problems.

    Results show that while the respondents are demographically similar and express similar values, they have very different occupational situations. Those employed in independent schools often have shorter experience as special educators, are more often employed part time than full time and have other occupational positions to a higher degree, for instance as head teachers, than those employed in municipal schools.

    The results can be seen as indicators of different approaches towards special educational needs and the special educational work. Apparent is that independent schools offer these special educational resources to a much lower degree and utilize them differently. This is likely to influence the current situation of pupils. It can also be interpreted as an indicator of innovative approaches to special education at the independent schools that do employ special educators.

  • 157.
    Marcus, Michael
    Mälardalen University, School of Education, Culture and Communication.
    Den matematiska dialogen2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Aktivt lyssnande är en teori som berättar hur man kommunicerar med studenter när man undervisar. Detta är ett försök som tillämpar Aktivt lyssnande vid samtal gällande matematisk problemlösning på gymnasienivå. Syftet med detta försök är att studera förändringen av dialogen mellan läraren och studenten under matematiklektionerna. Hur förändras typen av matematiska frågor som studenten ställer till läraren under dialogerna? Hur förändras - tidpunkten då studenten väljer att ställa sin fråga före, under eller efter påbörjad lösning? Kan Aktivt lyssnande hjälpa läraren att tolka studentens språk och förmedla sitt budskap? Datainsamlingen skedde sommaren 2007 hemma hos forskaren med aktivt deltagande. Jag planerar undervisningen och agerar sedan som lärare. Varje dialog dokumenteras inför reflektion och reglering till nästa gång. Försöket visade att aktivt lyssnande i början kräver mer tid per samtalstillfälle med studenten men efterhand med tiden så frågar studenten mindre och försöker göra mer på egen hand. Jag å min sida upplevde studenten mer motiverad och kreativ.

  • 158.
    Mardini, Atta
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Slewa, Kristena
    Mälardalen University, School of Education, Culture and Communication.
    ELEVERNAS MOTIVATION FÖR ÄMNET MATEMATIK UR ETT LÄRARPERSPEKTIV: En studie om hur lärarna i undervisningen uppfattar och kan väcka elevernas motivation för ämnet matematik2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien grundar sig på en kvalitativ metod som är semistrukturerade intervjuer. Genom de insamlade data som framhävdes i intervjuerna hittades tre olika teman. Resultatet är baserat på olika teman som påverkar elevernas motivation. Dessa teman är påverkansfaktorer, lärarens arbetssätt i undervisningen och lärarens inställning till ämnet matematik. Utifrån tidigare forskning, har vi dragit slutsatser kring vår undersökning. Resultatet visade enligt de intervjuade lärarna att elevers motivation är avgörande i undervisningen. Lärarna var eniga om att deras egen inställning till ämnet är en viktig faktor som också påverkar elevers inställning. De slutsatser som vi har kommit fram till är att en varierad undervisning som innehåller konkreta material, gruppdiskussioner, helklassundervisningar och genomgångar är viktiga för att främja elevers motivation i undervisningen.

  • 159.
    Munter, Ann-Charlotte
    Mälardalen University, School of Education, Culture and Communication.
    Matematikdidaktisk forsknings tillgänglighet och tillämpning i skolverksamheten2018Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This case study highlighted, in a township, mathematical teachers and school administrators narratives on different occasions when they had access to mathematics didactic research. The teachers reported various individual events that influenced them in their teaching and described how mathematical didactic research contributed to their skills development and development of their practical teaching. School administrators in the same township and two university educators of teachers form an outside university communicated about their experiences and perspectives on the access and application of mathematics didactic research in teachers´ practice. The aim of the study was to gain immersed knowledge and increased understanding of how mathematical didactic research was accessed to working math teachers. The study was a case study and applied a qualitative approach involving data collection consisting of unstructured observations, with semi-structured interviews individually with school administrators and university educators of teachers and in focused groups with a supplementary questionnaire for the teachers. Data collection based on a qualitative approach also took the form of collecting written critical incidents from the mathematics teachers participating in the study. The result revealed different examples, based on different professional perspectives, how didactic research was available to mathematics teachers. The study also highlighted the participants' descriptions of the connection between didactic research and the use of the same in professional development and the development of teaching.

  • 160.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication.
    Didaktikens behov av ett "experimentum linguae": Om språkets klassificerande, manipulerande, inneslutande och uteslutande funktioner2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 2, p. 143-160Article in journal (Refereed)
    Abstract [en]

    The need for an “experimentum linguae” in didactics. on the clas-sifying, manipulating, integrating and segregating functions of language. This article explores the boundaries of language, and how language serves both to include and to exclude. Following Agamben’s view of language my presentation unfolds in three movements. First, I explore Agamben’s use of infancy in order to grasp the limits of language by illuminating the split between language and discourse. The second part includes voices on participation, which are analysed through the metaphors of “us and them” and “doors and bridges” to illustrate the segregating and integrating functions that language performs. Finally, I return to Agamben’s view of language and his notion of an “experimentum linguae” in order to criticize and challenge didactic perspectives that cling to a discourse which keeps ambivalence at bay, inasmuch as the “experimentum” opens up the very space of ethics.

  • 161.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Är allt polisens fel?: Om dilemmat då en forskningscirkels arbetssätt hakar i redan befintliga strukturer2014In: Forskningscirkeln - en möteplats för samproduktion / [ed] Pirjo Lahdenperä, Eskilstuna: Mälardalen University , 2014, p. 93-108Chapter in book (Refereed)
  • 162.
    Månsson, Niclas
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Nordmark, Jonas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Den allmänna didaktikens gränser: Om möjligheter och begränsningar för en samhällsomvandlande didaktik2015In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 24, no 3, p. 65-82Article in journal (Refereed)
    Abstract [en]

    The article outlines two lines of thought in the current debate on education. First, the declining results in schools are seen as an overarching problem for the school system, second, individual performance within schools is disconnected from societal, collective goals. We then discuss different modes of thinking of socialization in relation to general didactics. The teachers’ role in that sense is to socialize the next generation into a given social order. Another mode of thinking regards the young person as discovering society, within society. We argue, inspired by Wolfgang Klafki, for a conception of “general didactics” as a response to the need for an education for society that has solidarity as an overarching aim, rather than to produce new members to society. We end the article with the conclusion that the limits of general didactics are in one way or the other societal, inasmuch public education reflects the need for social (re-)production of knowledge, norms and values.

  • 163.
    Mård, Pernilla
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Holmgren Blom, Andreas
    Mälardalen University, School of Education, Culture and Communication.
    Matematik för alla, eller får någon klara sig själv?: En kvalitativ studie om lärares arbetssätt för att lyfta och utmana elever som är matematiskt särskilt begåvade2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Pupils with special mathematical talent are in the same need of being challenged, helped and seen as all other pupils. These students sometimes end up in situations where they need to cope themselves with parts of their learning, because there are other students who are in "greater" need of the teacher's attention. The purpose of this study is to gain a greater understanding of how teachers currently teaching mathematically talented students in grades 4-6, work with these students, the challenges the teachers face and how the teachers’ pay attention to pupils. The method used is semi-structured interviews for interviewing four teachers currently teaching mathematically talented students in grades 4–6. In all interviews the  emerging themes indicated that the knowledge of these pupils' need for attention is high, but the resources to give them what they need are inadequate, which results in them often having to cope with their own learning on their own.

  • 164.
    Namdar, Kamran
    Mälardalen University, School of Education, Culture and Communication.
    In Quest of the Globally Good Teacher: Exploring the need, the possibilities, and the main elements of a globally relevant core curriculum for teacher education2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This primarily theoretical-philosophical study is aimed at identifying the main principles according to which a globally relevant core curriculum for teacher education could be devised at a critical juncture in human history. In order to do that, a Weberian ideal type of the globally good teacher is outlined. The notion of the globally good teacher refers to a teacher role, with the salient associated principles and action capabilities that, by rational criteria, would be relevant to the developmental challenges and possibilities of humanity as an entity, would be acceptable in any societal context across the globe, and would draw on wisdom and knowledge from a broad range of cultures.

    Teachers as world makers, implying a teacher role which is based on the most salient task of a teacher being the promotion of societal transformation towards a new cosmopolitan culture, is suggested as the essence of the globally good teacher. Such a role is enacted in three main aspects of an inspiring driving force, a responsive explorer, and a synergizing harmonizer, each manifested in a set of guiding principles and an action repertoire. Though a theoretical construct, the ideal type of the globally good teacher is shown to have been instantiated in the educational practices of teachers and teacher educators, as well as in national and international policy documents.

    Based on the characterization of the globally good teacher, the main elements for developing a globally relevant core curriculum for teacher education are concluded to be transformativity, normativity, and potentiality. The study closes with a discussion of the strategic possibilities for bringing the ideal type of the globally good teacher to bear upon the discourses and practices of teacher education.

  • 165.
    Narvesjö, Johanna
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Jakten på ett roligare läromedel: - ett utvecklingsarbete om undervisning om atomen2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med utvecklingsarbetet var att skapa ett genusneutralt läromedeli ämnet kemi om atomen för årskurserna 4-6. Nuvarande läromedelupplevs som för svåra och irrelevanta för eleverna som i stor gradtappar intresset i elvaårsåldern. Framför allt flickor upplever att ämnetinte är riktat till dem. Därför skapade jag ett material utan traditionelltmanliga inslag, för att inkludera alla elever. Fakta förenklades ochkonkretiserades så att den blev relevant och begriplig för eleverna.Produkten syftade till att vara åldersanpassad och kreativtstimulerande, då barns kunskaper gynnas av lekfullt lärande. Materialetbestod av texter och övningar med tillhörande praktiskt material.Produkten testades av åtta flickor och sju pojkar i årskurs fem. Åsikteroch synpunkter om produkten samlades in via en enkät. Enligtenkäterna skapade mitt material nyfikenhet för ämnet, både blandflickor och pojkar. De upplevde att de tittade och läste i boken för att detvar underhållande, inte för att de skulle lära sig något som står ikursplanen. Metoden att skapa ett annorlunda läromedel är ett enkeltknep för att tillvarata det naturliga intresset eleverna har.

  • 166.
    Nevala, Åsa
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Stenhag, Matilda
    Mälardalen University, School of Education, Culture and Communication.
    Böckernas värld i skolan: En studie av lärarnas tankar och beslut kring skönlitteratur i svenskundervisningen2009Independent thesis Advanced level (professional degree), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [sv]

    Kursplanen för svenska (Skolverket, 2000) återkommer ständigt till att litteraturen bör ha en central roll i undervisningen. Litteratur beskrivs som något man kan lära och uppleva genom, dels om sig själv, dels sin omvärld. Syftet med denna studie är att belysa vilken skönlitteratur lärarna använder i svenskundervisningen på högstadiet, hur den väljs samt hur lärarna väljer att arbeta med den. Våra informanter består av lärare, från två olika skolor med skilda förutsättningar. Av studien framgår att skolorna trots andra skillnader är relativt lika gällande skönlitteraturen och dess roll i svenskundervisningen, vilken samtliga lärare beskriver som central. Lärarna på de båda skolorna har i mångt och mycket fria händer gällande val av skönlitteratur och litteraturdidaktiska arbetsmetoder och de motsätter sig även användandet av en litterär kanon. Påpekas bör dock att det kontinuerliga arbetet mot Kursplanen för svenska (Skolverket, 2000) och dess strävansmål är sällsynt. Av vår studie framgår även att elevernas olikheter (kunskapsmässiga, kulturella, kön) innebär en svårighet vid valet av skönlitteratur för klassen.

  • 167.
    Ngaosuvan, Leonard
    Mälardalen University, School of Health, Care and Social Welfare.
    M2-metoden: Minne och motivation i harmoni för ökad genomströmning2013In: Högre utbildning, ISSN 2000-7558, Vol. 3, no 1, p. 57-61Article in journal (Other academic)
    Abstract [sv]

    God genomströmning är en ekonomisk förutsättning för lärosäten inom högre utbildning. Studiens syfte var att testa en didaktisk metod där studenter övar med tentamensuppgifter under kursens gång. Metoden testades på ett moment i metod och statistik på en samhällsvetenskaplig utbildning. Ett treveckorsmoment i kvantitativ metod och statistik genomfördes på avancerad nivå och bestod av föreläsningar, statistikövningar och gruppövningar. Inför momentet presenterades 117 uppgifter ur vilka ett stratifierat slumpvist urval konstituerade salstentan. Studenterna arbetade självständigt med studieuppgifterna med lärarstöd. Resultatet visade god genomströmning, där samtliga 64 förstagångstentander blev godkända. Metodens framgång i genomströmning förklaras i termer av både minnes- och motivationspsykologi.

  • 168.
    Niklasson, Laila
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Inter-professional work: A follow-up study of supporting children in need2015In: International Journal of Humanities and Social Science Invention, ISSN 2319-7722, Vol. 4, no 11, p. 90-99Article in journal (Refereed)
  • 169.
    Niklasson, Laila
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Transition from Initial Teacher Education to Working Life: Components for Success2016In: Redefining Teacher Education for the Post-2015 Era: Global Challenges and Best Practices / [ed] Maria Assuncão Flores and Thuwayba Al Barwani, New York: Nova Science Publishers, Inc., 2016, p. 145-157Chapter in book (Refereed)
    Abstract [en]

    After spending years in school themselves, student teachers enter a new situation: they have earned their degree and are ready to apply for a teaching job. Earlier research shows that information about the transition to working life during Initial Teacher Education (ITE) varies, including whether an induction programme can be expected for the new teacher. The induction period can be perceived as bridging the transition into working life and supporting a professional identity. Extensive research on the induction period shows that the organisation and results of these programmes vary among countries. Based on results from induction programmes and earlier studies of transition from education a question is raised about possibilities to further develop research on how the transition from ITE to in-service is carried out, including the time when student teachers are ending ITE. The research question concerns what the crucial components are during the transition from ITE to working life. Different induction models are presented, based on which an additional model is presented including individual and organisational components during the last term in ITE. The chapter ends with a critical discussion concerning structured transition from ITE to working life.

  • 170.
    Nilsson, Annika
    Mälardalen University, School of Education, Culture and Communication.
    Interkulturellt ledarskap i förskolan: En kvalitativ studie av pedagogernas egna upplevelser och kunskap om interkulturellt ledarskap i förskolan.2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to investigate intercultural leadership in the preschool and to gain a deeper understanding of the preschool teachers’ experiences and knowledge regarding interculturality and leadership. Six child minders and six preschool teachers from two contextually diverse preschools participated in the study. The study is fenomenological to its attempt, with a qualitative method and the interviews have been conducted using a semi-structured interview technique. To add the prefix ”inter” in front of cultural leadership gives most pedagogues the space to on their own interpret the conception, but, in most cases it is clear that the intercultural often blends with the everyday work regarding values and norms. The pedagogues’ experiences and descriptions concerning the intercultural leadership in the preschool is about organizational and contextual questions/difficulties like segregation, norms, rules, gender roles, time and co-operation with parents. The result of the study indicates differences regarding the pedagogues experiences in meeting children in a multicultural society. Their competence has been achieved via their regular teacher’s education and courses/lectures given, or, organized by their employer. The result shows that leadership regarding the role as a preschool teacher is implying a more distinct responsibility concerning the preschool’s pedagogical content and the development of the activity than the role of the child minder. As shown in the conclusion the pedagogues who have been participating in this study haven’t been given the preparation or tools in their own education in order to meet children in a multicultural society.

  • 171.
    Nilsson, Per
    et al.
    Linnaeus University, Växjö, Sweden.
    Ryve, Andreas
    Stockholm University, Stockholm, Sweden; University of Oxford, Oxford, UK.
    Focal event, Contextualization, and Effective Communication in the Mathematics Classroom2010In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 74, no 3, p. 241-258Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to develop analytical tools for studying mathematical communication in collaborative activities. The theoretical construct of contextualization is elaborated methodologically in order to study diversity in individual thinking in relation to effective communication. The construct of contextualization highlights issues of diversity in collaborative activities as it emphasizes how students may struggle differently with a learning activity. The interaction of students (12 to 13 years old), playing a specifically designed dice game, is used as an example for illustration. The article shows how accounting for the focal events of the interlocutors, and the contexts in which they contextualize these events, help in organizing our thinking about mathematically effective communication in collaborative activities.

  • 172.
    Nilsson, Per
    et al.
    Linneaus University, Sweden.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    The nature and role of common ground in the learning of mathematics in small-group discussions2014In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 58, no 5, p. 609-623Article in journal (Refereed)
    Abstract [en]

    This study investigates the nature and role of common ground in group learning of mathematics by means of the analytical construct of focal projects and contextualization. The analysis investigates two students (12-13 years old) playing a dice game, where they are to distribute a set of markers based on the totals of two dice. The analysis shows how the consistency between the students’ focal projects became critical to their progression from a uniform to a non-uniform distribution of the markers. The task system and concrete manipulatives became crucial in furthering the students’ explorations. In the frame of a frequency context, we also discuss how a contextualization may restrict certain aspects of probability from coming into play during such explorations.

  • 173.
    Nilsson, Tor
    Mälardalen University, School of Education, Culture and Communication.
    A Longitudinal Study of Chemistry Students’ Learning Processes in Thermodynamics2006Conference paper (Other academic)
  • 174.
    Nilsson, Tor
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    EDUCATIVE CURRICULUM MATERIALS AND CHEMISTRY: A MATCH MADE IN HEAVEN?2018In: Science competencies for the future / [ed] Auður Pálsdóttir, 2018, p. 5-12Conference paper (Refereed)
  • 175.
    Nilsson, Tor
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    The need to identify the carbon dioxide pressure – taking CaCO3 as an example2013Conference paper (Refereed)
    Abstract [en]

    Equilibrium reactions are of fundamental importance in chemistry and validity is a key concern in research. Here, a previous used research task was further developed in order to investigate how undergraduate students describe why no calcium oxide is formed when the carbon dioxide pressure exceeds the partial pressure given by the equilibrium constant. The aim of this pilot study was to begin the validation of some of the original research findings. Two groups of students participated. The first group (n=17) took their first chemistry course and answered exam question. The second group (n=7) took a course in chemical thermodynamics and answered hand ins (part of course credit). Data was analyzed iterative and descriptive categories regarding data from the exam were constructed. These categories were used to analyze the data from the hand ins but new categories were also developed. The final step was to merge all the developed descriptive categories. The result shows that in the first group 18 % (3/17) correctly identified the carbon dioxide pressure as too high, whereas 57 % (4/7) in the second group either identified the carbon dioxide as too high or used ΔG. Also, 41 % (7/17) and 14 % (1/7) left blank answers despite the course credit. The incorrect answers in each group 41 % (7/17) and 28 % (2/7) were categorized with different categories, hence in general there seems to be a difference in how the groups described why no calcium carbonate is formed. The results give some implications for the original study, but the small sample size must be addressed in the future as well as the data collection methods.

  • 176.
    Nilsson, Tor
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Niedderer, Hans
    Mälardalen University, School of Education, Culture and Communication.
    An analytical tool to determine undergraduate students’ use of volume and pressure when describing expansion work and technical work2012In: Chemistry Education Research and Practice, ISSN 1109-4028, Vol. 13, no 3, p. 348-356Article in journal (Refereed)
    Abstract [en]

    In undergraduate chemical thermodynamics teachers often include equations and viewmanipulations of variables as understanding. Undergraduate students are often not able todescribe the meaning of these equations. In chemistry, enthalpy and its change are introduced todescribe some features of chemical reactions. In the process of measuring heat at constantpressure, work is often disregarded. Therefore, we investigated how undergraduate studentsdescribe expansion work and technical work in relation to enthalpy and its change. Threeempirical studies (ntot = 64, ntot = 22, ntot = 10) with undergraduate chemistry students takingtheir first or fifth chemistry course at two Swedish universities were conducted. Questions onenthalpy and its change, internal energy and its change, heat and work were administered inquestionnaires, exam questions, hand-ins and interviews. An analytical matrix was developed andqualitative categories with respect to pressure and volume were formed. The results indicate thatwork in general and even more so expansion work and technical work are difficult processes todescribe and relate to the definition and formula of enthalpy change. Work is mainly describedwithout reference to pressure and volume. The properties of volume are more likely to bedescribed correctly than the properties of pressure. The definition of enthalpy change at constantpressure is generalised to constant volume/varying pressure cases. This study gives further insightinto the way in which students use pressure and volume as they describe expansion work andtechnical work as well as the contextual correctness of these descriptions. The matrix andcategories can be used by researchers, teachers and students.

  • 177.
    Nilsson, Tor
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Niedderer, Hans
    Mälardalen University, School of Education, Culture and Communication.
    Chemical engineering students’ qualitative understanding of enthalpy and enthalpy change2007Conference paper (Refereed)
    Abstract [en]

    This study investigates chemistry engineering students’ qualitative understanding of enthalpy and enthalpy change. Data was collected in 2006 at different times and in different educational settings with different qualitative and quantitative methods. A first version of two sets of categories of students’ qualitative understanding of enthalpy prior to instruction has been constructed from pre-questionnaire answers (n=64). Four students were selected for a deeper qualitative analysis. Data analysis is presently conducted and at the moment there are only preliminary results concerning enthalpy and enthalpy change available. One of the four students has difficulties discerning between the system property enthalpy and the energy transfer, i.e. enthalpy change. As the same pattern can be found among many students we wonder why enthalpy and enthalpy change is difficult for the students. The analysis of data continues in order to improve the definitions of the categories.

  • 178.
    Nilsson, Tor
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Niedderer, Hans
    Mälardalen University, School of Education, Culture and Communication.
    Undergraduate students’ conceptions of enthalpy and enthalpy change2010In: ESERA10 Summer School, Udine, July 25-31, 2010, 2010Conference paper (Refereed)
  • 179.
    Nilsson, Tor
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Niedderer, Hans
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Undergraduate students’ conceptions of enthalpy, enthalpy change and related concepts2014In: Chemistry Education Research and Practice, ISSN 1109-4028, Vol. 15, no 3, p. 336-353Article in journal (Refereed)
    Abstract [en]

    Research shows that students have problems understanding thermodynamic concepts and that a gap exists at the tertiary level related to more specific chemistry concepts such as enthalpy. Therefore, the aim of this study is to construct undergraduate students’ conceptions of enthalpy, its change and related concepts. Three explorative small-scale studies were conducted at two Swedish universities. Questionnaires, exam questions, hand-ins and interviews covered a range of issues from chemical thermodynamics in general to specific questions about enthalpy and its change, internal energy and its change, heat and work. Data were analysed iteratively and qualitative categories were constructed (F1-2, F4-9). The underlying conceptions indicate that constant pressure is explicitly expressed but disregarded as the answer is given (F1), that work is described as mechanical work (F2), that enthalpy is used as a form of energy (F4), and that enthalpy is used for enthalpy change and vice versa (F5). The logical conceptions indicate that molar enthalpy determines the heat given off by a reaction and not the path taken (F6), that constant pressure/constant volume and the definition of enthalpy change are problematic (F7), that students argue for the case when ΔH = ΔU instead of ΔH = q (F8), and that there are different ways to interpret the given tasks (F9). This study offers insight into the ways students use enthalpy and its change when arguing and solving qualitative tasks. How the categories may be used as well as other implications for teaching and research are addressed in the paper.

  • 180.
    Nilsson, Tor
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sundqvist, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Gustafsson, Peter
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    A Pilot Study of the Technological Literacy among Primary School Teachers in Sweden2016In: PATT32: Technology Education for 21st Century skills, Utrecht, 2016Conference paper (Refereed)
    Abstract [en]

    A pilot study focused on technological literacy and the nature of technology was undertakenamong 30 Swedish primary school teachers. This research utilised a study-specificquestionnaire based on previous findings and was comprised of 62 items answered by theteachers using a Likert-type scale. The answers were analysed statistically to determineinternal consistency and for further development of the questionnaire. In addition, a group of 6teachers gave their views on why some of the items deviated. The results indicate that, in total,at least 7 of the 14 categories need further development, especially the 5 newly designedcategories covering the critical aspects of technological literacy for which no descriptivecategories were found in previous research. Factor analyses were also performed to exploredata and look for indications of how these teachers’ views of technology can be described.One 3-factor solution covered 2 dimensions (how technology is conceived and interaction withartefacts) as well as one 4-factor solution covering both of these dimensions and backgroundvariables. Although the sample size limits our conclusions, it is evident that some backgroundvariables explain more of the variation than would be possible if the sample had been larger.Even so, the analyses provide valuable input for the development of our ongoing researchproject.

  • 181.
    Nilsson, Tor
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sundqvist, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Gustafsson, Peter
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kompetens för teknik i förskola2019In: Forum för forskningsbaserad NT-undervisning / [ed] Karin Stolpe, Gunnar Höst och Andreas Larsson, Linköping, 2019Conference paper (Refereed)
  • 182.
    Nilsson, Ulrika
    Mälardalen University, School of Education, Culture and Communication.
    Att förstå, testa och utvärdera grit i en lärarpraktik2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie handlar om att undersöka hur lärare kan förstå, testa och utvärdera forskning kring grit i relation till sin lärarpraktik samt vilka lärdomar detta kan leda till. Aktionsforskning bedrevs i en fokusgrupp med fem medforskande lärare som har olika ämneskombinationer på gymnasiet. Fokusgruppen involverade elevgrupper som utfört aktiviteter kopplat till studiens frågeställningar och syfte. Studien visade att även om forskning kring grit kan relateras till didaktisk forskning och styrdokument så har aktionsforskningen lett till att lärare och elever ökade sin medvetenhet och kunskap om vikten av ansträngning. Under aktionsforskningen kom fokusgruppen att resonera om bland annat att se intelligens som utvecklingsbar, hur ansträngning kan premieras, hur elever tar sig an utmaningar och om elevers svårigheter att bibehålla koncentration och fokus. En slutsats var att det kan vara givande att låta lärare och elever resonera om elevers grit eller ihärdighet oavsett om man väljer att använda just begreppet grit eller ej. Att en del elever säger sig vilja försöka tänka på ett nytt sätt vid en utmaning kan ses som en vinst.

  • 183. Nordmark, Jonas
    Kan vi räkna med läraren?2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 3, p. 23-38Article in journal (Refereed)
    Abstract [en]

    Are teachers to be counted on? This article focuses on the consequences of evaluating teachers and teachers’ practice. The discussion relates to a specific report which argues in favour of a need for evaluation by present-ing a supposed correlation between teacher intelligence and effectiveness in education and in which suppositions and propositions are made not only about teachers and teachers’ practice, but about education and effectiveness as well. This, however, is done without any reference to theoretical demarca-tions on the subject. Theory is by large effectively avoided, and in the ruins of the teacher as a subject remains what I refer to as a ”cognitive economy”. This transition of the teacher as a subject into an object is understood by Lyotard’s description of language games and the discourse of perfomativ-ity in science. A further point of departure is Rose’s and Hacking’s analysis on how politics, ideology and moral values are constructed by the use of statistics and measurements as a language of power.

  • 184.
    Nordmark, Jonas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Med en framtida demokrat som adressat: Föreställningar om framtid i svenska samhällskunskapsböcker 1992-20102015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation is a critical study on conceptions of future in swedish social studies textbooks for primary secondary school, and a discussion on discourses of the young person as a future political subject. The main part of the thesis is a discourse analysis of textbooks published within the timeframe 1992 through 2010. The demarcation of the two decade timeframe stems from a critical discussion within educational research on political and educational discourses about individual and common future in recent years. I mainly draw my critical theoretical argument from a discussion on what in radical democratic theory is referred to as a post-political state within late liberal democracies. Much of the future oriented educational research is implicitly rooted within this discussion, where the possibility of understanding the young person as a future political subject to a great extent is scrutinized. The method through which the textbooks are read is discourse analysis, mainly inspired by deconstruction, focusing social and political logic within normative texts. My findings are that future in large parts of the textbooks is put forth as dependant on the single individual´s commitment to making the future democratic society possible through political engagement, but also her adaptation to an already well ordered democratic society. Commitment and adaptation take form in two, what I call, ontopolitical discourses about the young person as a future partaker of democratic society. The first discourse delineate the young person as partaker in an already initiated course onto a better common future. As an individual the young person is put forth as part of an overarching common shared temporal movement towards future for the society as a whole. Earlier books seem to suggest this temporalization of the common, to a higher extent than later. Later books suggest the idea of the young person as possible part to either a positive common future full of personal opportunities at hand, or a negative common future, shared by those without same life opportunities. This second discourse render threats towards the future democratic society, as such individuals without ability to fulfil their aspirations. Being unemployed at the outskirts of society both put a strain on the ordered society and also implies that those without means to take care of themselves might in fact become dangerous. Through French thinker Jacques Rancière I suggest that these implications should be understood as a view on future society where all are included, but some are included through defining them as excluded within society.  

  • 185.
    Nordmark, Jonas
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Jonsson, Linda
    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.
    Att bilda eller bedöma?: Om skapandet av demokratiska medborgare2018In: Nordisk tidskrift för allmän didaktik, ISSN 2002-1534, Vol. 4, no 2, p. 3-16Article in journal (Refereed)
    Abstract [en]

    In this article we take a closer look at the relation between general didactics and civic studies education through a critical analysis of civic studies syllabuses in primary education, in order to illuminate some general motives that legitimizes the role and content of general didactics. It seems to us that the idea of general didactics in Sweden either is about learning theories for instruction, regardless the subject, or to emancipate the democratic potentiality of the subject. In his article, we focus on the latter: First we present our theoretical perspective. With the help from Klafki’s understandings of school as an engaging part of democratic society we discern two aspects of general didactics. In relation to education, one emanates from democracy and learning, and the other springs from democratic virtues and political action. Secondly, and with these two understandings in mind, we engage in a critical reading of the Curriculum for compulsory school (LGR 11) and the syllabuses for civic studies in primary education in order to trace some similarities that might give civic studies a central position for democratic socialization in general. Thirdly, and through our analysis, we reach the conclusion that, due to the similarities between the curricula and syllabus when it comes to foster the democratic subject, the pupil risks not only to be evaluated and graded subject wise, but also for his or her democratic disposition.

  • 186.
    Norström, Mattias
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Sjökvist, Martin
    Mälardalen University, School of Education, Culture and Communication.
    Om och endast om: hur bevis och bevisföring hanteras i två gymnasieböcker2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    There exists a problem in Swedish students’ transition between high school and college. One factor of this problem stems from the fact that proofs and proving are handled in different ways at these different levels of education. In addition, research on how textbooks deal with proofs and proving is limited. This study examines proofs and proving in two common math textbooks intended for upper secondary high school students in Sweden. Based on the contents of the curriculum, the theoretical sections in the textbooks are examined with an added focus on proofs and proving. Also, the textbooks’ tasks are examined with the help of a modified framework based on G. Stylianides (2009) framework. The results show that the textbooks are inconsistent in their handling of proofs and that proofs are often made invisible in the theoretical sections. Another result is that the mathematical structure is difficult to follow. The textbooks contain 6.7% and 13.7% proving tasks respectively and we have found 19 different types of proving tasks among which two types are very dominant. We argue that didactically valuable objectives can be achieved by making proofs more visible in textbooks.

  • 187.
    Nygren, Thomas
    et al.
    Umeå universitet, Sweden.
    Sandberg, Karin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Vikström, Lotta
    Umeå universitet, Sweden.
    Digitala primärkällor i historieundervisningen: en utmaning för elevers historiska tänkande och historiska empati2014In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 208-245Article in journal (Refereed)
    Abstract [en]

    In this study, 110 Swedish upper secondary students use a historical database designed for research. We analyze how they perceive the use of this digital tool in teaching and if they are able to use historical thinking and historical empathy in their historical writing and presentations. Using case-study methodology including questionnaires, observations, interviews and text analysis we find this to be a complex task for students. Our results highlight technological problems and problems in contextualizing historical evidence. However, students show interest in using primary sources and ability to use historical thinking and historical empathy, especially older students in more advanced courses when they have time to reflect upon the historical material.

  • 188.
    Näslund, Elin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Bengtsson Svärd, Camilla
    Mälardalen University, School of Education, Culture and Communication.
    Elevers metakognitiva kunskaper i matematik: En enkätstudie kring elevers medvetenhet om sitt matematiska lärande2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate students' motivation and metacognitive knowledge in mathematics. We have investigated the attitude students in first grade in high school have towards mathematics, students' awareness of how they learn mathematics best, and how students view their learning and what they do to affect their learning. In our study we also analyzed the differences or similarities between boys and girls and between students at a vocational program or an academic program in high school. We have used quantitative research methods and structured surveys. Conclusions and results we have been able to draw is that the attitude towards mathematics as a subject is negative and the study's results indicate that there are no major differences between students in vocational and academic programs.

  • 189. Olsson, Jan
    Relations between Task Design and Students' Utilization of GeoGebra2019In: Digital Experinces in Mathematics Education, ISSN 2199-3254Article in journal (Refereed)
  • 190.
    Olsson, Jan
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    The Contribution of Reasoning to the Utilization of Feedback from Software When Solving Mathematical Problems2018In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 16, no 4, p. 715-735Article in journal (Refereed)
    Abstract [en]

    This study investigates how students’ reasoning contributes to their utilization of computer-generated feedback. Sixteen 16-year-old students solved a linear function task designed to present a challenge to them using dynamic software, GeoGebra, for assistance. The data were analysed with respect both to character of reasoning and to the use of feedback generated through activities in GeoGebra. The results showed that students who successfully solved the task were engaged in creative reasoning and used feedback extensively.

  • 191.
    Olsson, Jan
    et al.
    Umeå university, Sweden.
    Granberg, Carina
    Umeå university, Sweden.
    Dynamic Software, Task Solving With or Without Guidelines, and Learning OutcomesIn: Technology, Knowledge and Learning, ISSN 2211-1662, E-ISSN 2211-1670, ISSN 2211-1662Article in journal (Refereed)
    Abstract [en]

    The present study contributes to knowledge about how to design tasks that benefit from dynamic software in math education, comparing practice performance and learning outcomes among 129 students practicing on two different task designs using GeoGebra. The task designs differed with respect to the presence or absence of guidelines on how to solve the task. One student group practiced on the guided task while the other student group practiced on the unguided task, and 1 week later a posttest was conducted. Data were statistically analyzed and showed significant differences with regard to success during practice for students solving the guided task. Among the students who succeeded in solving the task (guided or unguided) during practice, however, the analysis showed significant differences in the posttest performance in favor of the unguided students.

  • 192.
    Olsson, Jan
    et al.
    Umeå university, Sweden.
    Granberg, Carina
    Umeå university, Sweden.
    ICT-supported problem solving and collaborative creative reasoning: Exploring linear functions using dynamic mathematics software2015In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, ISSN 0732-3123, Vol. 37, p. 48-62Article in journal (Refereed)
    Abstract [en]

    The present study investigates how a dynamic software program, GeoGebra, may support students' collaboration and creative reasoning during mathematical problem solving. Thirty-six students between the ages of 16 and 17 worked in pairs to solve a linear function using GeoGebra. Data in the form of recorded conversations, and computer activities were analyzed using Lithner's (2008) framework of imitative and creative reasoning in conjunction with the collaborative model of joint problem space (Roschelle & Teasley, 1994). The results indicated that GeoGebra supported collaboration and creative reasoning by providing students with a shared working space and feedback that became the subject for students' creative reasoning. Furthermore, the students' collaborative activities aimed toward sharing their reasoning with one another enhanced their creative reasoning. There were also examples of students using GeoGebra for trial-and-error strategies and students engaging in superficial argumentation.

  • 193.
    Olsson, Jan
    et al.
    Umeå University, Sweden.
    Liljekvist, Yvonne
    Uppsala University, Sweden.
    Mellroth, Elisabet
    Karlstad University, Sweden.
    Boesen, Jesper
    Gothenburg University, Sweden.
    Conceptualizing a local instruction theory in design research2017In: ICT in mathematics education: the future and the realities: Proceedings of MADIF10 / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2017, s. 119-128, 2017Conference paper (Refereed)
    Abstract [en]

    This is a report on the discussions (and post-re ections) of the MADIF10 symposium ”Conceptualizing a local instructional theory in design research”. Linking the discus- sion to Koeno Gravemeijer’s keynote at MADIF9 and drawing on di erent ongoing research projects, the aim of the symposium was to discuss [examples of] the opera- tionalization of design principles in order to deepen the understanding of some theo- retical concepts in design research. The contribution of the symposium is the inter- pretation of how local instruction theory interrelates with other concepts in design research, for instance, the hypothetical learning trajectory. The role of the concepts as both design tools and as outcomes was presented and discussed.

  • 194.
    Olsson, Jan
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Teledahl, Anna
    Dalarna University, Sweden.
    Feedback to encourage creative reasoning2018In: Proceedings of MADIF 11, 2018, p. 101-110Conference paper (Refereed)
    Abstract [en]

    This paper presents the way pilot studies underpin a design for a future project investigating how formative feedback can be designed in order to support students’ creative reasoning when constructing solutions to mathematical tasks. It builds on the idea that creative reasoning is beneficial to students’ mathematical learning. Four pilot studies have been performed with the purpose of creating an empirical base for the preparation of formative feedback to students in mathematics classrooms. The results represent a development of general theoretical guidelines for formative feedback. Our specific and empirically based guidelines will act as a starting point for further intervention studies investigating the design of formative feedback aimed at supporting students’ creative reasoning.

  • 195.
    Parker-Jenkins, Marie
    et al.
    University of Limerick, Limerick, Republic of Ireland.
    Francia, Guadalupe
    University of Uppsala, Uppsala, Sweden .
    Edling, Silvia
    University of Gävle, Gävle, Sweden.
    Education for the other: policy and provision for Muslim children in the UK and Swedish education systems2017In: Compare, ISSN 0305-7925, E-ISSN 1469-3623, Vol. 47, no 2, p. 257-270Article in journal (Refereed)
    Abstract [en]

    Metrics Reprints & Permissions PDFAbstract

    The European Convention on Human Rights has been signed by both the UK and Sweden as well as other European states, providing legal justification for accommodating the educational needs of religious minorities. This legal entitlement is explored in the paper, with particular reference to parental choice for schools based on an Islamic ethos. How the UK and Sweden have responded to accommodate the religious convictions of Muslim families is the focus of discussion, drawing on historical and policy backgrounds. The paper also draws on the theoretical work of Kumashiro and the concept of ‘Education for the Other’, examining the positioning of minority groups within the broad context of a multicultural society and the challenge of accommodating religious convictions in a climate of increasing support for cultural assimilation.

  • 196.
    Pecorari, Diane
    et al.
    Linnaeus University, Sweden .
    Shaw, Philip
    Stockholm University, Sweden .
    Types of student intertextuality and faculty attitudes2012In: Journal of second language writing, ISSN 1060-3743, E-ISSN 1873-1422, Vol. 21, no 2, p. 149-164Article in journal (Refereed)
    Abstract [en]

    Intertextuality is a prominent feature of academic writing, and the ability to use sources effectively and appropriately is an essential skill which novice writers must acquire. It is also a complex skill, and student performance is not always successful. It is presumably beneficial for students to receive consistent messages about what source use is and is not appropriate, but some evidence suggests that university teachers and other gatekeepers may fall short of this consistency. This paper reports the findings of semi-structured text-based interviews aimed at understanding the basis of teacher attitudes and responses to intertextuality in academic writing. Teachers who were asked to evaluate the same examples from student texts differed in their judgments about whether the examples were appropriate, and provided different types of explanation for their judgments. These explanations enable us to develop a four-part typology of intertextuality which allows analytic discussion of differing judgments. The implications both of the teacher judgments and of the typology for second language writing instruction are discussed and an assessment of the relevance of our findings for the theme of this special issue is provided. 

  • 197.
    Pecorari, Diane
    et al.
    Linnaeus University, Växjö, Sweden.
    Shaw, Philip
    Stockholm University, Stockholm, Sweden .
    Irvine, Aileen
    Edinburgh University, Edinburgh, United Kingdom .
    Malmström, Hans
    Chalmers University of Technology, Gothenburg, Sweden.
    Reading in tertiary education: Undergraduate student practices and attitudes2012In: Quality in Higher Education, ISSN 1353-8322, E-ISSN 1470-1081, Vol. 18, no 2, p. 235-256Article in journal (Refereed)
    Abstract [en]

    This paper reports the findings of a study of undergraduate student use of, and attitudes toward, textbooks and other assigned reading. More than 1200 students of various subjects at three Swedish universities were surveyed. Most students said reading played an important role in learning generally and attributed positive characteristics to their textbooks. However, students' self-reported reading behaviour was at odds with these attitudes, with many students reporting some degree of non-compliance with reading assignments and a small group of students expressing active resistance to completing reading assignments. Although textbooks were perceived as valuable, students reported a preference for learning course content from other resources, such as lectures and lecture notes. Textbooks were perceived as alternatives, rather than complements, to attending class. Differences were found across academic disciplines. Implications of these findings for educational administration and classroom practice are discussed.

  • 198.
    Petersson, Johanna
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Sex- och samlevnadsundervisning i grundskolans senare år2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I den samhälle som ungdomar idag lever i finns sexualiteten ständigt närvarande genom olika media. Undervisning i sexualkunskap har funnits i skolan sedan början av 1900-talet och varit obligatorisk sedan 1955. Idag benämns sex och samlevnad som ett ämnesövergripande arbetsområde i läroplanen, och anges vara en del av rektors ansvar.

    Syftet med denna undersökning var att studera sex- och samlevnads-undervisning på grundskolorna i en kommun i Mellansverige. Undervisningens upplägg och innehåll studerades och jämfördes mellan skolorna och med tidigare forskning. Undersökningen genomfördes i form av ett frågeformulär som skickades ut till de arbetslag som valde att delta. Resultatet visade att sex- och samlevnads-undervisning är ett arbetsområde som främst bedrivs inom biologiämnet och genomförs under ett antal veckor i årskurs åtta. Rektors ansvar att ge arbetet en ämnesövergripande karaktär framgår inte på de deltagande skolorna. Innehålls-mässigt inkluderar undervisningen vanligtvis pubertet, fortplantning, onani, sexuellt överförbara infektioner, preventivmedel, relationer och kärlek.

    Slutsatserna från undersökningen var att sex- och samlevnadsundervisningen behöver bli mer ämnesövergripande och återkomma i fler årskurser, fler män behöver leda undervisning inom området, kompetens-utveckling behöver erbjudas personalen, undervisningsmetoderna, samt kontakten mellan hem och skola inom arbetsområdet, behöver utvecklas.

  • 199.
    Pind, Maria
    Mälardalen University, School of Education, Culture and Communication.
    Hur främjas läslust?2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta examensarbete har varit att ta reda på vilka metoder några lärare använder för att främja elevernas läslust, vilka genrer lärarna anser att eleverna bör läsa och vad eleverna faktiskt läser. Jag ville också ta reda på om lärarnas bild av elevernas läsvanor stämde. Jag har intervjuat tre lärare i årskurserna fyra respektive fem samt via enkäter kart­lagt deras 52 elevers läsvanor. Resultatet visade att lärarna använde en mängd olika strategier för att främja läslusten, även om de fokuserade på att hitta rätt bok till varje elev. Precis som lärarna förutsåg var elevernas läsvanor väldigt skiftande, både när man ser på mängden de läser och vilken genre de läser respektive tycker bäst om. Lärarna ansåg att skönlittera­tur var den bästa genren för eleverna att läsa, medan forskning visar att facklitte­ratur är minst lika viktigt för att få en god läsförmåga. 

  • 200.
    Prytz, Kjell
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kulturdebatt: Bristen på naturvetenskapligt tänkande hotar demokratin och banar väg för falska nyheter2018In: Vestmanlands läns tidning, ISSN 1104-0181, p. --Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Ett av många samhällsproblem i västvärlden är det bristande intresset för naturvetenskap bland ungdomar. Det låga intresset återspeglas i det faktum att endast en handfull lärare inom naturvetenskap utbildas årligen i Sverige. Särskilt allvarligt är det ställt inom kemi och fysik. Detta skapar i sin tur sämre förutsättningar för att utveckla det naturvetenskapliga intresset i skolan.

    Bristen på vetenskaplig skolning utgör en risk för demokratin eftersom det kan leda till svårigheter att genomskåda s.k. falska nyheter samt hur man säkerställer en kunskap. Naturvetenskapen spelar en avgörande roll här.

    Naturvetenskap är en synnerligen viktig del av människans existens. Inte bara för det fysiska välstånd det borgar för utan även för att det utvecklar människans förnuft. Naturvetenskapen utvecklade den vetenskapliga metoden (eller processen) så som vi känner den idag och tog människan ur vidskepelsens och handlingsförlamningens tillvaro.

    Den vetenskapliga metoden är unik för naturvetenskapen. Inom andra områden av kunskapssökande såsom humaniora och samhällsvetenskap har man lite annorlunda kriterier för vad som får kallas vetande. Låt oss därför fokusera på den naturvetenskapliga processen och dess koppling till det mänskliga förnuftet.

123456 151 - 200 of 283
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