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Publications (10 of 39) 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
Klette, K., Sahlström, F., Blikstad-Balas, M., Luoto, J., Tanner, M., Tengberg, M., . . . Slotte, A. (2018). Justice through participation: Student engagement in Nordic classrooms. Education Inquiry, 9(1), 57-77
Open this publication in new window or tab >>Justice through participation: Student engagement in Nordic classrooms
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2018 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 9, no 1, p. 57-77Article in journal (Refereed) Published
Abstract [en]

In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situations in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have approached our topic through two concerns: student participation in classroom discourse and student engagement as providing access to content. Our findings seem to pose some serious challenges for the Nordic welfare society vision of classrooms as core societal hubs for justice and equality. While whole-class teaching is one of the primary tools available for attempting to achieve justice and equality for all, this interaction format seems to contain inherent constraints that do not support equitable student engagement. Further, the way the Nordic classrooms have responded so far to the massive digitisation in their societies seems to pose serious questions rather than provide comforting answers.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-66615 (URN)10.1080/20004508.2018.1428036 (DOI)
Available from: 2018-03-08 Created: 2018-03-08 Last updated: 2018-08-31Bibliographically approved
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
Tanner, M. & Sahlström, F. (2018). Same and Different: Epistemic Topicalizations as Resources for Cohesion and Change in Classroom Learning Trajectories. Discourse processes, 55(8), 704-725
Open this publication in new window or tab >>Same and Different: Epistemic Topicalizations as Resources for Cohesion and Change in Classroom Learning Trajectories
2018 (English)In: Discourse processes, ISSN 0163-853X, E-ISSN 1532-6950, Vol. 55, no 8, p. 704-725Article in journal (Refereed) Published
Abstract [en]

Despite a seemingly fragmented interactional context, teachers and students in classrooms routinely manage to co-construct coherent, inter-related, and individually adapted learning trajectories distributed over days and weeks. The aim of this article is to explore with what interactional resources progressivity is accomplished in learning trajectories by focusing on how participants establish relations of cohesion and change between current and previous occasions that constitute a learning trajectory. Analysis of empirical data shows how participants frequently topicalize aspects of epistemic stance toward a co-constructed learning content. Such epistemic topicalizations play an important role in maintaining cohesion in a learning trajectory, while making it possible for teachers and students to progressively change and differentiate their epistemic stance. Epistemic topicalizations are suggested as a useful analytic concept, grounded in conversation analysis, to describe how cohesion and change are emically managed in interaction to accomplish progressivity in learning trajectories.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
National Category
Pedagogical Work Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-55434 (URN)10.1080/0163853X.2017.1319168 (DOI)000448082700005 ()
Available from: 2017-06-26 Created: 2017-06-26 Last updated: 2018-11-23Bibliographically 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
Tanner, M. (2017). Att lära sig skriva nationella prov. In: Héctor Pérez Prieto, Håkan Löfgren (Ed.), Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov (pp. 83-108). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att lära sig skriva nationella prov
2017 (Swedish)In: Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov / [ed] Héctor Pérez Prieto, Håkan Löfgren, Lund: Studentlitteratur AB, 2017, p. 83-108Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-65452 (URN)978-91-44-11590-0 (ISBN)
Available from: 2017-12-20 Created: 2017-12-20 Last updated: 2017-12-21Bibliographically approved
Löfgren, H., Pérez Prieto, H., Tanner, M., Löfgren, R., Samuelsson, J. & Lindberg, V. (2017). Att ständigt bli bedömd. In: Héctor Pérez Prieto, Håkan Löfgren (Ed.), Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov (pp. 175-188). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att ständigt bli bedömd
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2017 (Swedish)In: Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov / [ed] Héctor Pérez Prieto, Håkan Löfgren, Lund: Studentlitteratur AB, 2017, p. 175-188Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-65455 (URN)978-91-44-11590-0 (ISBN)
Available from: 2017-12-20 Created: 2017-12-20 Last updated: 2017-12-21Bibliographically approved
Öhman, A. & Tanner, M. (2017). Creating space for students' concerns: Embodied feedback practices in hairdressing education. Learning, Culture and Social Interaction, 14, 79-93
Open this publication in new window or tab >>Creating space for students' concerns: Embodied feedback practices in hairdressing education
2017 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 14, p. 79-93Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to explore feedback practices in situated activities and how such actions of assessment emerge from embodied participation in classroom interactions between teachers and students. Using video recordings of teacher and student interactions in hairdressing education, we investigate through conversation analysis how feedback practices such as making loops are initiated and enabled between the participants in situated activities. Feedback in the practice of loops is contingent upon an embodied moment-to-moment monitoring and collaboration between the teacher and student, and is initiated with a concern from the student that is responded to by the teacher, enabling feedback to become a common exploration of professional knowledge. Overall, the findings show how feedback is mutually produced, making visible that salient aspects of the education are emanating from the student’s own concern.

Place, publisher, year, edition, pages
Elsevier, 2017
Keywords
Feedback, Assessment, Loops, Vocational education, Participation, Conversation analysis
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-62960 (URN)10.1016/j.lcsi.2017.04.005 (DOI)
Available from: 2017-09-08 Created: 2017-09-08 Last updated: 2018-06-12Bibliographically 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
Tanner, M. & Pérez Prieto, H. (2017). Elevers motstånd i ett beslut som berör dem. In: Héctor Pérez Prieto, Håkan Löfgren (Ed.), Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov (pp. 159-174). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Elevers motstånd i ett beslut som berör dem
2017 (Swedish)In: Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov / [ed] Héctor Pérez Prieto, Håkan Löfgren, Lund: Studentlitteratur AB, 2017, p. 159-174Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-65454 (URN)978-91-44-11590-0 (ISBN)
Available from: 2017-12-20 Created: 2017-12-20 Last updated: 2017-12-21Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7691-2490

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