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  • 1.
    Abraham, Getahun Yacob
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    von Brömssen, Kerstin
    Högskolan Väst.
    Internationalisation in teacher education: student teachers’ reflections on experiences from a field study in South Africa2018Inngår i: Education Inquiry, E-ISSN 2000-4508, Vol. 9, nr 4, s. 347-362Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Internationalisation of higher education and teacher education has been a key issue since the 1990s and many universities still attempt to increase student mobility ever since. Much research has been done on the topic of internationalisation and higher education, including teacher education trying to show how a certain programme impacts on students’ learning, especially intercultural learning when it comes to programmes in teacher education. These studies are often directed towards programmes that last several months or a whole year. The focus of this study is rather to explore if and in what way experiences in a two-week field study can contribute to a student teacher’s intercultural learning and professional development. The findings of the research show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and on awareness of teachers’ living and working conditions in a different culture like South Africa.

    Fulltekst (pdf)
    fulltext
  • 2.
    Agneta, Grönlund
    et al.
    Linköpings universitet.
    Joakim, Samuelsson
    Linköpings universitet.
    Samuelsson, Johan
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    When documentation becomes feedback: tensions in feedback activity in Learning Management Systems2021Inngår i: Education Inquiry, E-ISSN 2000-4508, Vol. 14, nr 2, s. 194-212Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Teachers’ feedback via Learning Management Systems (LMSs) isstudied within the subject of social studies at upper secondaryschool in Sweden. A qualitative study involved classroom observationswithin LMSs, gathering teachers’ feedback on pupils’ submittedassignments, and semi-structured interviews with sixteachers. With the support of activity theory, the interest of thestudy was directed towards the tensions that arise in an activitysystem consisting of teachers’ feedback actions in a digital assessmentcontext. The results reveal tensions in the relationshipbetween grading documentation in the LMS and the subject’straditions in the form of discussions, for example. Tensions weredistinguished in the interaction between a school policy of usinga feedback matrix and teachers’ formative ideals. Tensions werealso distinguished between teachers’ need to legitimise gradesand give feedback according to formative ideals. Finally,a tension was distinguished between the time available for providingfeedback and teachers’ formative ideals for giving feedback.

    Fulltekst (pdf)
    fulltext
  • 3.
    Asplund, Stig-Börje
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Being a skilled reader: Reception patterns in vehicle engineering students' literature discussion2012Inngår i: Education Inquiry, E-ISSN 2000-4508, Vol. 3, nr 2, s. 243-257Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article explores how four male vehicle engineering students at an upper secondary school in Sweden engage in literature discussion. The study combines a Conversation Analysis (CA) approach with a reception theory perspective and shows that the boys use direct reported speech (DRS) in their interaction as a technique to handle intimate and personal dimensions in the text, but also to construct themselves as skilled readers. Approaching the empirical data in this way makes it possible to go beyond the stereotyped images of (working class) boys presented in so many research papers and provide a more nuanced picture of boys' reception pattern in a school context.

  • 4.
    Duek, Susanne
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Nilsberth, Marie
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Languages and identity constructions in multilingual students’ digital literacy practices2022Inngår i: Education Inquiry, E-ISSN 2000-4508Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study is to investigate multilingual students’ identity constructions in their participation in different digital literacy practices. Theoretically, we depart from a translanguaging perspective and a social understanding of literacy from the field of New Literacy Studies. The data was constructed through qualitative interviews with eleven multilingual students in Sweden, and analysed through positioning analysis. The results show that the students use their multilingual repertoires in a variety of digital contexts for entertainment, learning, and socialising purposes. From the positioning analysis, three recurring themes emerged: positionings in relation to i. their heritage, ii. notions of ‘Swedishness”, and iii. transcultural identities. However, there is a range of variations in students’ approaches to their linguistic repertoires, which is further discussed in terms of identity constructions, as well as what teachers in monolingual schools settings can learn from the students’ everyday digital literacy practices and identity processes.

    Fulltekst (pdf)
    fulltext
  • 5.
    Hedlin, Maria
    et al.
    Linnaeus University.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning (from 2013).
    Johansson, Caroline
    Linnaeus University.
    Fun guy and possible perpetrator: An interview study of how men are positioned within early childhood education and care2019Inngår i: Education Inquiry, E-ISSN 2000-4508, Vol. 10, nr 2, s. 95-115Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Many countries call for more men to be teachers in early child-hood education and care (ECEC). In Sweden, the issue has beendiscussed since the early 1970s, but despite these discussionsthere is little Swedish research that examines the notions andexpectations associated with male teachers. International researchhas found that perceptions of men in ECEC can be very ambivalentand that physical contact between the male educator and childrenis a sensitive issue. By focusing on the interaction between edu-cators and children, the purpose of this study is to investigategender-specific beliefs about male preschool teachers. The empiri-cal material consists of interviews with 50 informants. Of these, 17are men and 33 are women. The results show that“the fun guy”and“the possible perpetrator”are two gender-specific positionsthat male informants are subjected to. The article discusses howmen take up and resist the two positions, and argues for the needto further challenge gendered stereotypes in preschools

    Fulltekst (pdf)
    Hedlin2019
  • 6.
    Hjalmarsson, Maria
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Löfdahl, Annica
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Warin, Jo
    Lancaster University, UK.
    Gendered aspects of Leisure-time teacher’s care: social and physical dimensions2017Inngår i: Education Inquiry, E-ISSN 2000-4508, Vol. 8, nr 3, s. 232-245Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article aims to gain knowledge on how gender and profession are accounted for and expressed in leisure-time teachers’ (LtTs) work in Sweden, with a specific focus on the caring aspects of the profession. Our results show that LtTs take up various positions in navigating between aspects connected to managerialism and external auditing as well as trust and internal valuation. We argue that the need exists for an expanded understanding of care in order to recognise and reward various gendered actions and activities in teachers’ caring orientation. The article provides knowledge to both researchers and practitioners on gendered nuances of care that by tradition have been connected to women.

  • 7.
    Hägglund, Solveig
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Thelander, Nina
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för politiska och historiska studier.
    Children's rights at 21: policy, theory, practice2011Inngår i: Education Inquiry, E-ISSN 2000-4508, Vol. 2, nr 3, s. 365-371Artikkel i tidsskrift (Fagfellevurdert)
  • 8.
    Klette, Kirsti
    et al.
    Department of Teacher Education and School Research, University of Oslo, Oslo, Norway.
    Sahlström, Fritjof
    Department of Pedagogy, Åbo Akademi University, Vaasa, Finland.
    Blikstad-Balas, Marte
    Department of Teacher Education and School Research, University of Oslo, Oslo, Norway.
    Luoto, Jennifer
    Department of Teacher Education and School Research, University of Oslo, Oslo, Norway.
    Tanner, Marie
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Tengberg, Michael
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Roe, Astrid
    Department of Teacher Education and School Research, University of Oslo, Oslo, Norway.
    Slotte, Anna
    Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.
    Justice through participation: Student engagement in Nordic classrooms2018Inngår i: Education Inquiry, E-ISSN 2000-4508, Vol. 9, nr 1, s. 57-77Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 9.
    Larsson, Joakim
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Löfdahl, Annica
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Pérez Prieto, Héctor
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Rerouting: Discipline, Assessment and Performativity in Contemporary Swedish Educational Discourse2010Inngår i: Education Inquiry, E-ISSN 2000-4508, Vol. 1, nr 3, s. 177-195Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    As Sweden drew nearer to the 2006 national election, two themes emerged in the educational debate: a concern for order and discipline in schools, and the ambition to raise educational levels of achievement. The objective of this article is to locate these two themes within a broader framework of understanding by: 1) discussing examples of how the reinforcement of disciplinary power in schools was introduced, justified and deployed by right-wing constellations during this time; and 2) to relate these policy changes to both a Foucauldian theory of power and to current discussions on performativity, assessment and governmentality. Considered as attempts to locate students, teachers and schools within networks of performativity, thereby strengthening the image of Sweden as a "performing knowledge nation", we argue that these policy changes have a much closer relationship with the art of "perception management" than with any genuine interest in education for human proficiency.

  • 10.
    Lundström, Stefan
    et al.
    Department of Arts, Communication and Education, Luleå University of Technology.
    Olin-Scheller, Christina
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Playing fiction: The use of semiotic resources in role play2014Inngår i: Education Inquiry, E-ISSN 2000-4508, Vol. 5, nr 1, s. 149-166Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    By taking two different kinds of role playing as examples, this article explores how semiotic resources are utilised within a certain context. Regarding these role-playing activities as examples of participative narratives, we discuss how the playing and fiction interaction works as semiotic remediation practices for teenagers and young adults. While actively becoming part of the story and ‘making’ themselves in interaction with fiction, they use semiotic resources not usually included in literacy competencies such as the body and various artifacts. This kind of participation in narrative indicates that we have a need for play not only as a first step in our socialisation to become a reader, but also as a tool for reading development throughout life.

  • 11.
    Löfdahl, Annica
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Bergh, Andreas
    Uppsala Universitet.
    Lennartsdotter, Maria
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Löfgren, Håkan
    Linköpings universitet.
    Swedish teachers' and school leaders' rebellion groups on Facebook- collective formations and administrators as gatekeepers2023Inngår i: Education Inquiry, E-ISSN 2000-4508, Vol. 14, nr 3, s. 352-366Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article explores Swedish teachers' and school leaders' Facebook rebellion groups as a medium where professional needs and actions can be formulated. Data consist of interviews with administrators representing the rebellion groups. Based on a theoretical perspective of teacher agency we searched for experiences and visions related to contextual aspects expressed in the groups. The results indicate a common experience of lacking resources among the groups. Through a well-balanced agency, they search for support among politicians in their striving to improve working conditions. However, the groups might develop different conditions for participating due to the formation of group-specific conversational climate about what is desirable and possible to post and discuss. Discussions on work-related issues might certainly be affected and the rebellion groups might contribute to preserve the specificity of each level in the school system. A split in the teachers' rebellion group indicates virtual relationships between professionals are easy to give up in favour of new formations, making the virtual groups vulnerable. The results raise the question about changing cultural aspects and what it means to be a professional teacher/school leader. Will teacher agency in the future be dependent on participation in such social media groups?

    Fulltekst (pdf)
    fulltext
  • 12.
    Olin-Scheller, Christina
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap. Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för språk- och litteraturdidaktik, CSL.
    Wikström, Patrik
    Karlstads universitet, Fakulteten för ekonomi, kommunikation och IT, Avdelningen för medie- och kommunikationsvetenskap.
    Literary Prosumers: Young peoples reading and writing in a new media landscape2010Inngår i: Education Inquiry, E-ISSN 2000-4508, Vol. 1, nr 1, s. 41-56Artikkel i tidsskrift (Fagfellevurdert)
  • 13.
    Randahl, Ann-Christin
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Liljekvist, Yvonne
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Olin-Scheller, Christina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    van Bommel, Jorryt
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    From authorised visitor to key person – a trajectory of participation in teacher Facebook groups2023Inngår i: Education Inquiry, E-ISSN 2000-4508, Vol. 14, nr 4, s. 480-495Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article reports a study on members in self-organised Facebook groups for teachers. The aim is to investigate how teachers’ needs and actions form their roles in the extended staffroom. 26 teachers from six different Facebook groups within two different school subjects, mathematics and Swedish, are interviewed. The results reveal a trajectory from a lurking behaviour as authorised visitor to a key person within the community of the group or an influencer, where teachers can function as authorities in their field. In relation to this trajectory, the interviewed teachers describe the choice to become public as a crucial step, emphasising the courage needed. A next important step can be identified when teachers leave the role as consumers of content that others provide, asking questions and commenting on others’ posts, in favour of a more contributing role, publishing their own posts and expressing an agenda. Further, these kinds of large Facebook groups can be seen as a node in teachers’ social media networks.

    Fulltekst (pdf)
    fulltext
  • 14.
    Tengberg, Michael
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Olin-Scheller, Christina
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Improving Reading and Interpretation in Seventh Grade: A Comparative Study of the Effects of Two Different Models for Reading Instruction2013Inngår i: Education Inquiry, E-ISSN 2000-4508, Vol. 4, nr 4Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article investigates the potentials for developing advanced reading and interpretative skills in Swedish secondary school. During six weeks four separate study groups in seventh grade participated in an intervention study. The purpose was to gather more knowledge of how different teaching strategies affect students’ development of advanced reading skills. Data was collected from written assignments and from an experiential questionnaire. The study attempts to provide an empirical corroboration of previously theoretically founded propositions. Findings indicate that the choice of teaching strategy plays a significant role to students’ learning. However, in order to make normative judgments on one teaching model’s advantage over the other, further evidence is necessary. Moreover, to study the implementation and the effects of instructional change is a challenging field of research, which requires an array of sophisticated methods that combine qualitative and quantitative analyses.

    Fulltekst (pdf)
    fulltext
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