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  • 1.
    Franzen, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Being a tour guide or travel companion on the children's knowledge journey2015In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, no 11-12, p. 1928-1943Article, review/survey (Refereed)
    Abstract [en]

    The purpose is to discuss two competing theories of learning in preschool based on preschool teachers' views of knowledge and learning. The focus is mathematical learning but the discussion is applicable to all early childhood learning contexts. Preschool teachers' views on children's learning and development is important for the pedagogy they use and affects how they structure everyday life in the preschool and could lead to consequences for toddlers' knowledge development. In Swedish research on learning, we can identify two dominant, competing perspectives, one based on a predetermined linear course that can be understood as adults defining what is important for children to learn, and a multidimensional perspective, starting with children's knowledge - what they already know and express with spoken or unspoken language. I advocate the broader view of learning since the linear view gives children little opportunity to influence what is to be learned and in what way. Children's initiatives are overlooked in favour of teachers' perceptions of what is important to learn.

  • 2.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    ’Att synliggöra det osynliga – hur går det till?'2011In: Skolledaren i fokus - kunskap, värden och verktyg / [ed] Ulf Blossing, Studentlitteratur, 2011, p. 139-155Chapter in book (Other academic)
  • 3.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Being a tour guide or travelcompanion on the children’s knowledge journey2017In: Early childhood pedagogies: Creating spaces for young children to flourish / [ed] Jane Murray, Oxford: Routledge, 2017Chapter in book (Refereed)
  • 4.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Cool Practice with a Warm Heart: The construction of School Leadership From a Gender Perspective2009Conference paper (Refereed)
  • 5.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Cool Practice With a Warm Heart: The Constructions of Swedish School Leadership From a gender perspective2008Conference paper (Refereed)
  • 6.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Is i magen och ett varmt hjärta: Konstruktionen av skolledarskap i ett könsperspektiv2006Doctoral thesis, monograph (Other academic)
  • 7.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Leadership and Gender: The Discursive Construction of Educational Leadership2002Conference paper (Refereed)
  • 8.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Mathematics for the very young: Discourses on the right to learn and the task to teach2011Conference paper (Refereed)
  • 9.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Mathematics for the very young: Discourses on the right to learn and the task to teach2010Conference paper (Refereed)
  • 10.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Räkna med tultarna- små barns möte med matematik2009Conference paper (Other (popular science, discussion, etc.))
  • 11.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    School Leadership And Gender; A Swedish Perspective.2005In: Reynolds, Cecilia & Collard, John. (eds). Leadership, Gender and Culture; Male and Female Perspectives, Open University Press , 2005Chapter in book (Other academic)
  • 12.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    School Leadership Discourses: Directing Ahead or Back?2002Conference paper (Other (popular science, discussion, etc.))
  • 13.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Skolledarskap och kön: Diskurser på väg framåt eller tillbaka?2002Conference paper (Other (popular science, discussion, etc.))
  • 14.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Skolledarskap och kön på 2000-talet. Betydelsebärande motstånd möterförändring2012In: Karlstads pedagogiska tidskrift, ISSN 1653-4743, Vol. 8, no 1, p. 7-28Article in journal (Other academic)
    Abstract [sv]

    Syftet med den här artikeln är att presentera och diskutera delar av datamaterial från ett forskningsprojekt med fokus på skolledarskap och kön. Studiens syfte är att undersöka den diskursiva konstruktionen av svenskt skolledarskap i ett könsperspektiv. I studien deltog fyra manliga och fyra kvinnliga skolledare samt nio kvinnliga och sju manliga lärare i svensk grundskola. Resultatet visade att när skolledare och lärare talar om betydelser inbäddade i begreppet skolledarskap har tre huvudsakliga subjektspositioner identifierats: supporter, chef och pedagogisk ledare. I en stor del av både skolledares och lärares tal positioneras skolledaren som supporter med innebörderna lyhördhet och tillgänglighet är dominerande. Jag har därför valt att diskutera innebörder och konsekvenser av supporterpositionen i den här artikeln. Studien visar inga betydande skillnader i de skolledande kvinnornas och männens konstruktioner av positionen supporter. Med andra ord verkar könsstereotyper inte vara styrande för deras tal. Däremot visar resultatet att könsdiskurser aktiveras i lärarnas konstruktion. Stereotypa föreställningar om hur kvinnor och män förväntas vara som ledare kommer till uttryck i lärarnas tal. Diskussionen reflekterar kring supporterpositionens dominerande ställning samt konsekvenser för ledarskapet. Vidare lyfts könsdiskursers betydelse för skolledarskapets utövande. 

  • 15.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Swedish school leaders' and teachers' constructions of school leadership from a gender perspective2012In: Journal of Educational Leadership, Policy and Practice, ISSN 1178-8690, Vol. 27, no 1, p. 46-55Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to describe what meanings leaders and teachers attach to the concept of school leadership and to problematise these meanings from the perspective of gender. Four female and four male school leaders and nine female and seven male teachers representing eight primary and secondary schools were interviewed. Discourse analysis was used as an analytic tool. The school leaders' and teachers' talk about school leadership emerges in a dominant position: the supporter position. Characteristic meanings embedded in this position are sensitivity to people and personal accessibility at all times. Both male and female school leaders construct themselves as supportive leaders in rather similar ways. However, gender discourses seem to affect the way teachers construct school leadership, as male leaders who act as supporters are sometimes positioned as deviant. The supporter position is the most activated position for both the school leaders and the teachers. The school leaders' use of the position in similar ways indicates that the boundary between 'male' and 'female' school leadership is fluid. This result strengthens a theoretical perspective where school leadership and gender are seen as a social construction.

  • 16.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The "Oppressed Male Supportive Swedish School Leader2004Conference paper (Refereed)
  • 17.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Toddlers’ mathematics – an intense physical work2011Conference paper (Refereed)
    Abstract [en]

    This paper focuses mathematics for toddlers in preschool. The study pays attention to the importance of education in early years. The aim of the project presented here is to study the practices that formal and informal ascribes mathematics for the youngest preschool children, 1-3 years old. Nowadays, young children’s mathematical learning is hot stuff in many countries considering data from international studies on student’s knowledge of mathematics shows significant differences between countries. These differences in mathematic knowledge worry researchers and teachers and they emphasize the importance to start mathematic learning in early years. 

    According to these international studies, Swedish children in general have insufficient knowledge of mathematics. Studies also show that despite the fact that girls achieve good results in primary school, they lose interest when they get older. These data have caused the Swedish government to support in service training in mathematics for practicing preschool teachers. The Swedish newly revised curriculum for preschools stresses the role of mathematics in preschool. Recent research on preschool children and mathematics emphasizes the children’s cognitive learning. These studies give attention to how children understand mathematical concepts and which strategies they use for learning. There is reason to believe that the methods and practices for children’s mathematic learning have been developed for the slightly older pre-school children (4-6 years). In Sweden, even 1-3 year olds spend a great part of their day in preschool and here we ask ourselves what mathematics might mean for the youngest children in their everyday preschool life.

    This question is framed by a concern for the youngest children’s right to learn and develop in general and, more specifically, a wish to find out what discourses are involved when the young child encounters mathematics in early childhood education practice. In this study the focus is on what discursive rules that frame the way preschool teachers talk about and act as teachers in relation to mathematical activities and the toddler as learner of mathematics. Further mathematics in children’s own activities will be considered.

    Data will be collected from the preschool practice by interviewing teachers and by observing the children’s activities and the teachers work. Data will be analyzed by inspiration from discourse theory. The ambition to involve young children claims careful ethical consideration. Children participating in this study are too young to consent. Accordingly, it’s important to be very attentive to the children’s behaviors during the observations.   

     

  • 18.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Toddlers' mathematics - an intra-action with the environment2012Conference paper (Refereed)
  • 19.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Toddlers' mathematics - teachers view2013Conference paper (Refereed)
  • 20.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Under threes' mathematical learning2015In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 23, no 1, p. 43-54Article in journal (Refereed)
    Abstract [en]

    The article focuses on mathematics for toddlers in preschool, with the aim of challenging a strong learning discourse that mainly focuses on cognitive learning. By devoting more attention to other perspectives on learning, the hope is to better promote children's early mathematical development. Sweden is one of few countries to have a curriculum for preschool, which includes a provision of promoting children's mathematical learning. What then might mathematics be to these young children? The article is based on a pilot study in which 13 one- to three-year-old preschool children were observed in play situations. The results show that children often use their bodies as a tool for understanding mathematical concepts. These results are interesting as the body has been virtually invisible in previous research on toddlers and mathematics. The results have been analysed with inspiration from theories that open up for new ways of understanding the learning subject.

  • 21.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Under-threes' mathematical learning - teachers’ perspectives2014In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 34, no 3, p. 241-254Article in journal (Refereed)
    Abstract [en]

    This project highlights preschool teachers' views of toddlers' learning in mathematics. The Swedish national curriculum covers even the youngest children who are 1–3 years old. Interesting questions are thus: what should mathematics be for this age group and how should preschool teachers work with maths to achieve the curriculum objectives? Data were collected through interviews with six preschool teachers working in four different preschools. The data show that the teachers emphasize the body as very important for the learning process, which means that for these children, it is not a matter of simply talking about mathematical concepts, but experiencing them bodily. The teachers also report that they now pay more attention than previously to what material the children use and how they interact with it. They are more aware of how they organize and offer the various materials in the preschool and how this influences the way children use them and, consequently, their learning processes.

  • 22.
    Franzén, Karin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    At your service 24/7: Preschool managers on their tasks and daily work2018In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, p. 1-13Article in journal (Refereed)
    Abstract [en]

    This article focuses on Swedish preschool managers’ views of their tasks and daily work: activities, conditions, challenges and ideas on leadership. Five preschool managers were asked to write diary notes during a couple of weeks at work. Through the analysis process, we were inspired by Yukl’s hierarchical behaviour taxonomy. The taxonomy divides leadership behaviours into four parts, task-oriented, relations-oriented, change-oriented and external. The taxonomy was used in terms of positions the managers navigate between, rather than considering them as being bearers of certain behaviours. Data indicate that these preschool managers mainly use the task-oriented and the relation-oriented position. We noticed that they also activate positions oriented to change and external contacts and network building, but to a significantly lesser extent. They solve all kind of problems and many of their stories are about how they strive to meet the needs of children, parents and staff.

  • 23.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Franzén, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    De yngsta barnen - exemplet matematik2014In: Förskollärarens metod och vetenskapsteori / [ed] Löfdahl, A., Hjalmarsson, M. & Franzén, K., Liber, 2014, p. 58-68Chapter in book (Other academic)
  • 24.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Hjalmarsson, MariaKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.Franzén, KarinKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskollärarens metod och vetenskapsteori2014Collection (editor) (Other (popular science, discussion, etc.))
1 - 24 of 24
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