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Olin-Scheller, ChristinaORCID iD iconorcid.org/0000-0002-2872-4102
Publications (10 of 94) Show all publications
Löfdahl, A., Olin-Scheller, C. & Tanner, M. (Eds.). (2018). Berättelser: Vänbok till Héctor Pérez Prieto. Karlstad: Karlstads universitet
Open this publication in new window or tab >>Berättelser: Vänbok till Héctor Pérez Prieto
2018 (Swedish)Collection (editor) (Other (popular science, discussion, etc.))
Abstract [sv]

Denna vänbok tillägnas vår kollega Héctor Pérez Prieto. Boken består av olika berättelser med anknytning till Héctors forskning och tillsammans formar bidragen en ny berättelse om hans forskarliv, en slags livsberättelse.

Författarna är akademiska vänner som vid olika tidpunkter och på olika platser samarbetat med Héctor som handledare, student, doktorand och kollega.  

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2018
Series
Karlstad University Studies, ISSN 1403-8099 ; 2018:3
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-65444 (URN)978-91-7063-829-9 (ISBN)978-91-7063-924-1 (ISBN)
Available from: 2017-12-19 Created: 2017-12-19 Last updated: 2018-02-22
van Bommel, J., Liljekvist, Y. & Olin-Scheller, C. (2018). Capturing, Managing and Analyzing Teachers' Informal Professional Development on Social Media.
Open this publication in new window or tab >>Capturing, Managing and Analyzing Teachers' Informal Professional Development on Social Media
2018 (English)Report (Refereed)
Abstract [en]

Teachers’ professional discussions have now expanded onto different platforms on social media. Collecting such digital open accessible data from social media brings new challenges for educational researchers. Teachers’ discussions on Facebook are the focus of this study and the methodological issues coming from capturing, managing and analyzing our data are explored.

Different social media generate different types of data and the difference between dialogical and monological communication becomes clear. Further, the issue of anonymity requires special attention, as one has to redefine what can be considered public information. As the data is relatively easy to gather, it can result in large quantities and a stratified sample of the data is suggested, both for qualitative and generalizable results.

This report aims to convey our findings but also raises some unresolved questions, for instance concerning the use of different modalities or future technological development. 

Series
Working Papers in Mathematics Education ; 2018:1
Keywords
data collection, methodological concerns, professional development, social media, teachers
National Category
Educational Sciences
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-65315 (URN)978-91-7063-921-0 (ISBN)
Funder
Swedish Research Council, 2015-01979
Available from: 2017-12-06 Created: 2017-12-06 Last updated: 2018-06-26Bibliographically approved
Roos, C. & Olin-Scheller, C. (2018). Digital participation among children in rural areas. In: S. Danby, M. Fleer, C. Davidsson & S. Hatzigianni (Ed.), Digital childhoods : Technologies in children’s everyday lives (pp. 49-63). New York: Springer-Verlag New York
Open this publication in new window or tab >>Digital participation among children in rural areas
2018 (English)In: Digital childhoods : Technologies in children’s everyday lives / [ed] S. Danby, M. Fleer, C. Davidsson & S. Hatzigianni, New York: Springer-Verlag New York, 2018, p. 49-63Chapter in book (Refereed)
Place, publisher, year, edition, pages
New York: Springer-Verlag New York, 2018
Series
International Perspectives on Early Childhood Education and Development, ISSN 2468-8746, E-ISSN 2468-8754 ; 22
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-48186 (URN)10.1007/978-981-10-6484-5 (DOI)978-981-10-6483-8 (ISBN)978-981-10-6484-5 (ISBN)
Available from: 2017-03-22 Created: 2017-03-22 Last updated: 2018-04-16Bibliographically approved
Olin-Scheller, C. (2018). Då tänker jag på Sokrates. Värmländsk kultur (5), 36-37
Open this publication in new window or tab >>Då tänker jag på Sokrates
2018 (Swedish)In: Värmländsk kultur, no 5, p. 36-37Article in journal (Other (popular science, discussion, etc.)) Published
National Category
Humanities and the Arts
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-69531 (URN)
Available from: 2018-10-08 Created: 2018-10-08 Last updated: 2018-10-08
Olin-Scheller, C. & Tanner, M. (2018). Klassrummet som plats för lärande utmanas. Svenskläraren (1), 18-19
Open this publication in new window or tab >>Klassrummet som plats för lärande utmanas
2018 (Swedish)In: Svenskläraren, ISSN 0346-2412, no 1, p. 18-19Article in journal, Editorial material (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Stockholm: Svenskläraren, 2018
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-66085 (URN)
Projects
Uppkopplade klassrum
Funder
Swedish Research Council, 2015-01044
Available from: 2018-02-02 Created: 2018-02-02 Last updated: 2018-02-22Bibliographically approved
Olin-Scheller, C. (2018). Mobiler, klassrum och enkla svar. Alfa (1), 4
Open this publication in new window or tab >>Mobiler, klassrum och enkla svar
2018 (Swedish)In: Alfa, ISSN 2000-1959, no 1, p. 4-Article in journal (Other (popular science, discussion, etc.)) Published
National Category
Humanities and the Arts
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-66498 (URN)
Funder
Swedish Research Council, 2015-01044
Available from: 2018-02-27 Created: 2018-02-27 Last updated: 2018-05-17Bibliographically approved
Elf, N., Gilje, Ø., Olin-Scheller, C. & Slotte, A. (2018). Nordisk status og forskningsperspektiver: Multimodalitet i styredokumenter og klasserumsrumspraksis. In: Rogne, M. & Rune Waage, L. (Ed.), Multimodalitet i skole- og fritidstekstar. : Ein vitskapleg antologi (pp. 71-104). Fagbokforlaget
Open this publication in new window or tab >>Nordisk status og forskningsperspektiver: Multimodalitet i styredokumenter og klasserumsrumspraksis
2018 (Danish)In: Multimodalitet i skole- og fritidstekstar. : Ein vitskapleg antologi / [ed] Rogne, M. & Rune Waage, L., Fagbokforlaget , 2018, p. 71-104Chapter in book (Refereed)
Place, publisher, year, edition, pages
Fagbokforlaget, 2018
National Category
Humanities and the Arts
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-69532 (URN)
Available from: 2018-10-08 Created: 2018-10-08 Last updated: 2018-10-08
Gericke, N., Hudson, B., Olin-Scheller, C. & Stolare, M. (2018). Powerful knowledge, transformations and the need for empirical studies across school subjects. London Review of Education, 16(3), 428-444
Open this publication in new window or tab >>Powerful knowledge, transformations and the need for empirical studies across school subjects
2018 (English)In: London Review of Education, ISSN 1474-8460, E-ISSN 1474-8479, Vol. 16, no 3, p. 428-444Article in journal (Refereed) Published
Abstract [en]

In this article, we explore the concept of 'powerful knowledge' which, from a curriculum studies perspective, refers to the aspects of content knowledge towards which teaching should be oriented. We then consider how the concept of 'powerful knowledge' can be developed and operationalized as a research framework within studies in subject-specific didactics across the curriculum by relating it to the analytical concept of 'transformation'. Transformation is perceived in this case as an integrative process in which content knowledge is transformed into knowledge that is taught and learned through various transformation processes both outside and within the educational system. We argue that powerful knowledge cannot be identified based on the discipline alone, but needs to consider transformation processes and be empirically explored. A variety of theories and frameworks developed within the European research tradition of didactics are described as ways to study transformation processes related to powerful knowledge at different institutional levels as well as between different subjects and disciplines. A comparative research framework related to subject-specific education is proposed around three research questions.

Place, publisher, year, edition, pages
London: UCL Press, 2018
Keywords
Curriculum theory, powerful knowledge, school subjects, subject didactics, transformation
National Category
Didactics
Research subject
History; Educational Work; Education
Identifiers
urn:nbn:se:kau:diva-69571 (URN)10.18546/LRE.16.3.06 (DOI)000450052000006 ()
Projects
ROSE
Available from: 2018-10-11 Created: 2018-10-11 Last updated: 2018-12-06Bibliographically approved
Asplund, S.-B., Olin-Scheller, C. & Tanner, M. (2018). Under the teacher´s radar: Literacy practices in task-related smartphone use in the connected classroom. L1-Educational Studies in Language and Literature, 18, 1-26
Open this publication in new window or tab >>Under the teacher´s radar: Literacy practices in task-related smartphone use in the connected classroom
2018 (English)In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 18, p. 1-26Article in journal (Refereed) Published
Abstract [en]

In this article, we explore the role of smartphones in the classroom and how they interact with teaching. Drawing on examples of literacy events, we show how the students use the smartphone as a resource to exercise power and influence in the literacy practices in which they participate in the classroom, in relation to a teaching content. These actions take place without the teachers being aware of them, and thus theseprocesses dismantle the teacher’s authority in terms of access to, and overview of, the diversity of texts that are managed by the students in the classroom. The article concludes that it is evident that digital tools in general, and smartphones in particular, change the role of the teacher and the school, and thatthe students’ design of texts places new or altered demands on students as well as teachers.

Place, publisher, year, edition, pages
Amsterdam: International Association for Research in L1-Education, University of Amsterdam, 2018
Keywords
digital media, smartphones, teaching, literacy
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-67590 (URN)10.17239/L1ESLL-2018.18.01.03 (DOI)
Funder
Swedish Research Council, 2015-01044
Available from: 2018-06-12 Created: 2018-06-12 Last updated: 2018-06-14Bibliographically approved
Buskqvist, U., Olin-Scheller, C. & Tanner, M. (2017). Den digitaliserade skolan - etiska spänningsfält. In: Åsa Söderström (Ed.), Etiska perspektiv på skolledares arbete: (pp. 29-47). Stockholm: Studentlitteratur AB
Open this publication in new window or tab >>Den digitaliserade skolan - etiska spänningsfält
2017 (Swedish)In: Etiska perspektiv på skolledares arbete / [ed] Åsa Söderström, Stockholm: Studentlitteratur AB, 2017, p. 29-47Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Studentlitteratur AB, 2017
Keywords
digitalisering, skola, rektor, ledarskap, IKT, mobil
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-64430 (URN)978-91-44-11702-7 (ISBN)
Available from: 2017-10-02 Created: 2017-10-02 Last updated: 2018-03-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2872-4102

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