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  • 101.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    "From the worst to the first" - the story of the Rinkeby school2010In: Bildung und Erziehung, ISSN 0006-2456, Vol. 63, no 3, p. 293-312Article in journal (Refereed)
    Abstract [en]

    This paper recounts the success story of a school in the suburbs of Stockholm, which describes a trajectory of development from being threatened by abandon and closing by the municipal authorities in the late 80s to being rewarded and celebrated as one of the best schools in Sweden about 15 years later. The radical transformation of the schools climate and mode of action was to a large extent due to the creative initiatives of a new headmaster, whose strong will, sound educational ideas and charismatic leadership inspired his staff to work hard for the improvement of the school. The actions undertaken and described in the paper are related to what research on good school leadership has shown to be good practice, as well as to more general ideas in educational theory. The choice of the story format is pragmatically and aesthetically motivated: we are usually more impressed by a (good) story and more inspired to let ourselves be guided by it, than by mere theoretical principles or abstractions

  • 102.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Genforskningen och människosynen ' ett angeläget tema för religionsundervisningen2003In: Religion & Livsfrågor, ISSN 0347-2159, no 3Article in journal (Other (popular science, discussion, etc.))
  • 103.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Ingrid Sanderoths Om lust att lära i skolan. En analys av dokument och klass 8y2003In: Pedagogisk Forskning i Sverige, 8(1-2); 130-134Article, book review (Refereed)
  • 104.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Människan, Konsten och Kunskapen: En filosofisk och didaktisk betraktelse1996In: Didaktisk Tidskrift 4/1996, s 37-54Article in journal (Other academic)
    Abstract [sv]

    Artikeln diskuterar konstens roll i människans lärande och utveckling

  • 105.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Om Goethes färglära som "alternativ vetenskap" och kunskap om vetenskapliga kontroverser som nödvändig för naturvetenskaplig bildning2011In: Norsk pedagogisk tidsskrift, ISSN 0029-2052, E-ISSN 1504-2987, Vol. 95, no 4, p. 286-296Article in journal (Refereed)
  • 106.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Om IKT-baserad distansutbildning och 'flexibelt lärande' en forskningsöversikt2000Report (Refereed)
    Abstract [sv]

    Denna rapport är en forskningsöversikt som handlar om informations- och kommunikationsteknologiskt (IKT) baserad distansutbildning och distansundervisning. Den behandlar olika aspekter av datormedierad kommunikation i högre utbildning, såsom lärarens roll i denna typ av undervisning och olika strukturer för hur utbildningen kan byggas upp

  • 107.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Om undran inför livet: Barn och livsfrågor i ett mångkulturellt samhälle2004Book (Refereed)
  • 108.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Om waldorfskolan och gränsen mellan konfessionella och icke-konfessionella skolor2008In: Religion & Livsfrågor, ISSN 0347-2159, no 4Article in journal (Other (popular science, discussion, etc.))
  • 109.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    On the path towards thinking: learning from Martin Heidegger and Rudolf Steiner2009In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 28, no 6, p. 537-554Article in journal (Refereed)
    Abstract [en]

    This paper is a philosophical treatment of the nature of thinking based on the philosophies of Martin Heidegger and Rudolf Steiner. For Heidegger, the pre-Socratic Greek philosophers exemplified genuine thinking, appreciating the meaning of Being. But this kind of philosophy was soon replaced by the onto-theological approach, in which Being is reductively objectified, and the question of the meaning of Being is forgotten. Hence, according to Heidegger, we still have to learn to think. Commentators on Heidegger point to the similarities between his approach to thinking and that of various mystical teachings, such as those of Meister Eckhart or Zen Buddhism. Another less well known philosopher who devoted himself to this question was Rudolf Steiner. Like Heidegger, Steiner also claims that we do not know what it means to really think. Steiner was however more outspoken in insisting that only through a kind of meditative practice can we directly experience the nature of thinking. Present day materialistic explanations of thinking as caused by the brain stand in clear opposition to this spiritual conception of thinking. Drawing upon Heidegger (somewhat) and Steiner (mostly) I argue against the materialistic understanding of thinking as jumping to unwarranted conclusions. The paper ends with describing some of the elements of Steiner Waldorf education which are intended to promote the development of living, creative thinking

  • 110.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Our posthuman future and education: Homo Zappiens, Cyborgs, and the New Adam2012In: Futures: The journal of policy, planning and futures studies, ISSN 0016-3287, E-ISSN 1873-6378, Vol. 44, no 1, p. 55-63Article in journal (Refereed)
    Abstract [en]

    This paper is a philosophical reflection on the historical development of ideas about the nature of human beings and what this development may mean for the future of and in education. In terms of the causal layered analysis developed by Sohail Inayatullah, it is an investigation on the levels of worldviews and archetypes. Ideas of human nature describe a trajectory from supranature (theological and mystical) via nature (philosophical and mechanical) to subnature (digital). With the development of psychological science about a century ago, so called psycho-utopian visions of a better society arose, based on the transformation of the human mind. Such visions seem today to have been replaced by digital utopias, based on the development of superfast computers and the enhancement of brain capacity through neural implants. The latter is a prominent feature of so called transhumanism. The transhumanist ideas of Ray Kurzweil are briefly presented and contrasted with traditional religious and spiritual ideas. Of special interest in this context is Rudolf Steiner’s philosophical–spiritual understanding of human being and development, which underpins Steiner Waldorf education. There is an existential choice confronting us today: whether to see humans as essentially spiritual beings, or as highly complex bio-computers. This choice has obvious ramifications for education as well as for the future of human being in general.

     

  • 111.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Phenomenography, language and semiotics ' a neo-Peircean perspective2005Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    This paper argues for the relevance of the so-called semiotic triad of C S Peirce within phenomenography. According to Peirce, a triad of internal relations between the sign, the referent and the interpretant is the basic analytic tool for investigating human perception. The relation between the interpretant and the referent is characterised as phenomenological, whereas that between the interpretant and the sign is seen as hermeneutical. Phenomenography and variation theory so far has not paid due attention to the fact that access to phenomena involves both of these relations. Human understanding develops on the basis of perceptual experience of phenomena as well as on participating in language-mediated discourse about the same phenomena

  • 112.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Psycho-utopianism and education: Comenius, Skinner, and beyond2009In: World Futures: Journal of General Evolution, ISSN 0260-4027, E-ISSN 1556-1844, Vol. 65, no 7, p. 507-526Article in journal (Refereed)
    Abstract

    In the history of ideas some researchers have recently coined the term psychoutopianism,denoting the notion that the ideal society presupposes a new man, that is, the psychological nature of man must change before society can change. Cultural studies have noted this line of thinking also within the so-called New Age movement. However, the notion of a New Age is not really new; it occurred already at the beginning of theModern Epoch; in seventeenth-century Europe. At

    that time, the educational philosopher J. A. Comenius was writing his canonical work Didactica Magna and other texts on education, science, and philosophy,

    with the ultimate aim of contributing to a new world order. Comenius was one of the first modern educators to argue for a general education of both boys and girls

    irrespective of social class. Three hundred years later, B. F. Skinner suggested psychological methods of education and upbringing, also with the ultimate aim

    to transform society. In this article I will look closer at the similarities and differences between these two thinkers regarding their psycho-utopian notions. I will conclude with similar reflections on psycho-utopian tendencies in present discourses on information and communication technology (ICT) and education

  • 113.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Social and emotional education in Sweden: Two examples of good practice2008In: Social and emotional education: An international analysis / [ed] C. Clouder, Santander, Spanien: Fundación Marcelino Botín , 2008Chapter in book (Other academic)
    Abstract [en]

    This chapter starts with a description of the Swedish school system and the situation of social and emotional education in Swedish schools. In Sweden, special programs for social and emotional learning are often associated with interventions in or prevention of bullying. No particular social and emocional program has been implemented on a national level, but several are in use in various schools around the country. However, no systematic scientific evaluations of these programs, as employed within the Swedish context, have yet been completed. The chapter goes on to describe two examples of social and emotional education. The first recounts a success story of one particular school which changed from the worst to the first through several creative and imaginative pedagogical innovations focused on the social and emotional aspects of schooling. The story illustrates among other things the benefits of gathering external resources and institutions around the school, turning it into a cultural centre for the neighbourhood. The second example summarises some results of an evaluation study of Swedish Steiner Waldorf schools. The evaluation provides suggestive evidence that these schools cultivate a successful form of social and emotional education. The two examples illustrate indirect forms of social and emotional education, focused on values and the cultivation of positive feelings

  • 114.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The Primacy of Cognition - or of Perception?: A Phenomenological Critique of the Theoretical Bases of Science Education2001In: Science & Education 10: 453-475, 2001Article in journal (Refereed)
    Abstract [en]

    This paper is a phenomenological critique of a particular trend in educational research and practice, which is identified as cognitivism. The basic feature of this trend is a one-sided and exclusive focus on conceptual cognition and concept formation, with a simultaneous neglect of sense experience

  • 115.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The primacy of cognition ' or of perception?: A phenomenological critique of the theoretical bases of science education2001In: F. Bevilacqua & E. Giannetto & M. Matthews (Eds.), Science Education and Culture: The Role of History and Philosophy of Science (pp. 129-151), Dordrecht: Kluwer Academic Publishers , 2001Chapter in book (Other academic)
    Abstract [en]

    samma som tidskriftartikeln i Science & Education

  • 116.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The Waldorf Scool - Cultivating Humanity?: A report from an evaluation of Waldorf schools in Sweden2007Report (Refereed)
    Abstract [en]

    This report is a summary of an extensive avaluation of Waldorf schools in Sweden, carried out between 2003 and 2005. The evaluation dealt with several questions, such as former Waldorf students in higher education, the civic-moral competencies developed by Waldorf pupils, how Waldorf schools take care of children with learning porblems, and questions concerning Waldorf teacher training. In addition, the results are related to the idea of cultivating humanity inherent in Waldorf education, as well as to issues of social and political philosophy discussed today, for instance the notion of a (global) civil society

  • 117.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Veta Göra Leva Vara: om skolan som samhällets själ2002In: Pedagogiska Magasinet nr 2/02Article in journal (Other (popular science, discussion, etc.))
  • 118.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Ways of coming to understand: metacognitive awareness among first-year university students1999In: Scandinavian Jounal of Educational Research 43, s 191-208Article in journal (Refereed)
    Abstract [en]

    Intervjuundersökning med 30 förstaårs studerande vid dåvarande Högskolan i Karlstad

  • 119.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Andersson, C.
    Langmann, E.
    Waldorfelever i högre utbildning. En uppföljningsstudie2003Report (Other academic)
  • 120.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Andersson, C.
    Langmann, E.
    Waldorfskolor och medborgerligt-moralisk kompetens: En jämförelse mellan waldorfelever och elever i den kommunala skolan2004Report (Other academic)
  • 121.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Andersson, C.
    Langmann, E.
    Waldorfskolorna och segregationsfrågan: En undersökning av2004Report (Other academic)
  • 122.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hugo, Aksel
    Östergaard, Edvin
    This side up!' Reversing the Theoretical Bases of Science Education: A Phenomenological Alternative to Cognitionism2005Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to argue for a renewal of science teaching by introducing a phenomenological perspective and showing not only its practical implications, but also how this perspective in itself promotes a fruitful interchange between the theory and practice of science teaching. Our basic arguments are based on three radical reversals. We call them the ontological reversal, the epistemological reversal, and the pedagogical reversal. We conclude by presenting some consequences of these reversals for science teacher education, emphasising the training of multiple skills

  • 123.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Ingelman, Rutger
    Dahlin, Christina
    Besjälat lärande: Skisser till en fördjupad pedagogik2002Book (Refereed)
  • 124.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Liljeroth, I.
    Nobel, A.
    Waldorfskolan ' en skola för människobildning?: Slutrapport från projektet Waldorfskolor i Sverige2006Report (Refereed)
  • 125.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Majorek, Marek
    On the path towards thinking: Learning from Martin Heidegger and Rudolf Steiner2008Conference paper (Refereed)
    Abstract [en]

    This paper is a philosophical consideration of how to understand thinking as a mental activity. It starts by noting that some teachers claim to observe the decrease of thinking abilities among young people today. Apart from the questions of how to establish this as a fact and the possible empirical causes behind it, it is also important to consider the more basic question of what thinking really is. Heidegger deals with this question in his later philosophy; another important, if generally less well known, thinker and researcher, who devoted much attention to this issue was Rudolf Steiner. For Heidegger, some pre-Socratic Greek philosophers exemplify genuine thinking, appreciating the meaning of Being and transcending the subject-object dualism. But this kind of philosophy was soon replaced by the onto-theological approach, in which Being is reductively objectified, and the question of the meaning of Being is forgotten. Hence, according to Heidegger, we still have to learn to think. Commentators on Heidegger point to the similarity between his approach to thinking and that of various mystical teachings, such as those of Meister Eckhart or Zen Buddhism. Like Heidegger, Steiner also claimed that we do not know what it means to really think. Steiner was however more outspoken and penetrating in his approach, insisting that only through meditative practice can we directly experience the nature of thinking as mental activity. However, the present day materialistic explanations of thinking as originating in (or being identical with) neurological brain processes of a purely biochemical nature, stand in clear opposition to these or any other spiritual conceptions of thinking. Drawing upon Heidegger (somewhat) and Steiner (mostly) we argue against the materialistic understanding of thinking as misguided and jumping to unwarranted conclusions. We also argue that the materialistic understanding of thinking widespread today may be one of the reasons behind the alleged decrease of thinking abilities among young people. As is well known, Rudolf Steiner was the founder of Steiner Waldorf education, which is based on a spiritual conception of the human being. The paper ends with describing some of the elements of Steiner Waldorf education which are intended to promote the development of living, creative thinking

  • 126.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Murari Regmi, P
    Learning in Nepal: A phenomenographic study of conceptions of learning among Nepali students1997Report (Refereed)
    Abstract [en]

    Under de senaste åren har den pedagogiska forskningen kring hur studerande upplever sitt lärande, och saker sammanhängande därmed, ökat betydligt. Inte bara västerländska studenter har undersökts, utan även studerande i Asien och Fjärran Östern. Det ökar möjligheterna att synliggöra kulturens inverkan på det individuella lärandet och studieprocessen. Den här rapporten redogör för en studie av nepalesiska studenter på gymnasie- och universitetsnivå. Undersökningen följer den fenomenografiska forskningsansatsen. Fenomenografins teoretiska utgångspunkter diskuteras inledningsvis i förhållande till bl a cultural psychology och cross-cultural psychology.



    Resultaten av intervjuanalyserna visar bl a att de nepalesiska studenterna lägger stor vikt vid lärandets sociala och moraliska aspekter. De tenderar också att förbinda memorering med förståelse på ett sätt som är ovanligt bland västerländska studenter. Resultaten relateras till tidigare undersökningar i Nepal, vilka huvudsakligen använt kvantitativa test utvecklade i Väst. Resultaten visar att möjligheten att använda dessa test i en helt annan kultur kan ifrågasättas. Å andra sidan finns vissa likheter mellan de nepalesiska föreställningarna om lärande och kunskap och de tänkesätt som förekommit i Europa under tidigare århundraden. Jämför man resultaten av både synkrona och diakrona studier av människors erfarenhet av studier och lärande tycks slutsatsen bli, att denna erfarenhet har både universella och kulturellt betingade drag.



    In English:



    Fairly extensive research into studentsÕ experiences of and approaches to learning and related matters has been conducted during the last decade. Recently, such studies have also been carried out among non-Western, particularly Asian students. This report presents a qualitative study of conceptions of learning, and related phenomena among Nepali students. The research approach used - phenomenography - is discussed in relation to various methodological perspectives within the area of Cultural Psychology. The results presented are based on interview data, from a total of 59 interviews.



    In general, the social and moral aspects of learning seemed to be of primary importance to Nepali students. They also tended to look upon memorising and understanding as interlinked in a way not usually found among Western students. The Nepali views of memorising and understanding are related to the role of memorising in Medieval Western educational culture. Comparing the results of both synchronic and diachronic investigations of the human experience of learning, the ultimate conclusion seems to be that this experience has both universal and culturally specific aspects

  • 127.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Regmi, Murari P
    Conceptions of learning among Nepalese students1997In: Higher Education 33. p 1-23Article in journal (Refereed)
  • 128.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Regmi, P. Murari
    Ontologies of knowledge, East and West - a comparison of the views of Swedish and Nepalese students2000In: Qualitative Studies in Education, 2000, vol. 13, No 1, 43-61Article in journal (Refereed)
  • 129.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Watkins, D
    The role of repetition in the processes of memorising and understanding: A comparison of the views of German and Chinese secondary school students in Hong Kong2000In: British Journal of Educational Psychology (2000), 70, 65-84Article in journal (Refereed)
  • 130.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Watkins, David
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The role of assessment in student learning: The views of Hongkong and Swedish lecturers2001In: I D. Watkins & J. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives (pp. 47-74), Hongkong & Melbourne: CERC & ACER , 2001Chapter in book (Other academic)
  • 131.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Östergaard, E
    Hugo, A
    An Argument for Reversing the Bases of Science Education: A Phenomenological Alternative to Cognitionism2009In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 2, p. 201-215Article in journal (Refereed)
    Abstract

    This paper is a phenomenological critique of some of the basic notions informing much of the research in and practice of science education (SE) today. It is suggested that the theoretical bases of SE are in need of three reversals of primacy: the ontological primacy of the perceptual lifeworld must replace that of abstract scientific models; the epistemological primacy of attentive action must replace that of conceptual cognition; and the pedagogical primacy of cultivating competencies must replace that of imparting ready-made knowledge. Four arguments for a phenomenological approach to SE are presented and some consequences for the training of science teachers are discussed; some of which are already being implemented at the science teacher education of the Norwegian University of Life Sciences

  • 132.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Östergaard, Edvin
    Sound and sensibility: Pre-service science teachers bridging phenomena and concepts2009Conference paper (Refereed)
    Abstract

    This paper reports an empirical study of pre-service science teachers (PST) exploring the phenomenon of sound. The research design is based on a phenomenological approach to science education, starting from careful descriptions of phenomena as experienced before introducing scientific concepts. The purpose of the study is to explore how PST conceive the relation between on the one hand a phenomenon as experienced and described in everyday terms and on the other the scientific concepts explaining it. How do they experience a particular sound phenomenon, and how do they link these experiences with scientific concepts when planning a science lesson on sound? Data were generated by involving two classes of PST in listening and describing a sound, then planning and presenting a lesson based on a bridge between these descriptions and scientific concepts. The results show that the science end of such bridges established by the PST was wider in the sense of being quantitatively more prevalent in their planned lessons than that end of the bridge which rested in lifeworld experience. The majority of participants presented lesson plans based on an illustrative-deductive approach. A minority based their plans on a genetic-inductive approach; starting from experience and proceeding to scientific concepts. This was in spite of the fact that non-scientific, more or less imaginative associations were more prevalent in the experiential descriptions of the phenomenon. This conclusion points to the need for PST to develop courage to use their own and their students immediate perceptual experiences as raw material for building that end of the bridge which rests in the perceptual lifeworld of human experience

  • 133. Davidsson, B.
    et al.
    Dovemark, M.
    Eriksson, A.
    Strömberg, M.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Två blivande lärares reflektioner över mötet med lärarutbildning1999Report (Refereed)
  • 134. Davidsson, B.
    et al.
    Dovemark, M.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Vem blir lärare och varför?: Utgångspunkter för en studie med fokus på lärarstudenters sociokulturella bakgrund och dess betydelse för högskolestudier och yrkesval1999Report (Refereed)
  • 135. Davidsson, B.
    et al.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Kihlström, S.
    Att lära till lärare: Beskrivning av ett forskningsprogram om socialisation i yrkesutbildning och yrkespraktik1999Report (Refereed)
  • 136. Dunkel, Elza
    et al.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The ethics of online interviews: Addressing some burning methodological issues2005Conference paper (Refereed)
    Abstract [en]

    In this article we want to discuss the advantages and disadvantages we have found when using online interviews with children and teenagers.



    * What ethical and methodological issues are specific to online interviews?

    * How can the method be developed further?



    It is based on experiences from three different research projects in which children at different ages were interviewed online, and it discusses some ethical and meth-odological problems concerning this method. No web cameras were used, which had the effect that no eye-to-eye contact was possible between the interviewer and the interviewee.



    Six critical themes have emerged in our discussions of online interviews; Bridging the Distance, Written Conversations, Interpretation Difficulties, Identity, the Ethics of Online Interviewing and Practical Issues.



    We have found that online interviews can be very useful as they simplify the in-terview situation in many ways.

  • 137. Dunkels, Elza
    et al.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Interviews with young people using online chat2008In: Encyclopedia of Information Ethics and Security / [ed] M. Quigley, Hersley: Idea Group Reference , 2008, p. 403-410Chapter in book (Refereed)
  • 138.
    Ekdahl, Carina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Avsaknad av kvinnliga kockar: En undersökning om varför det är så få yrkesverksamma kvinnliga kockar2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

     

    The purpose of this thesis is to seek understanding and reasons for the low number of female chefs that are trained annually, compared to male cooks in the Swedish restaurant schools. There are far too few women working at the restaurant. This causes questions of the qualitative gender dimension in both the school and working environment.

     

    I chose to implement qualitative interviews for my research, using mind maps, which are considered to provide an in-depth understanding of the person being interviewed. These interviews were conducted with staff and employers. I conducted the interview to clarify the answers. I used fixed response options, these survey questions were addressed to students.

     

    The result show that the schools need to be more active and work with long-term issues relating to gender equality in school and working life. In addition, school should actively work together with the restaurant industry to develop education and even create a better understanding of school. Employers often break gender and equity laws when hiring staff and this branch should even improve its work with qualitive equality

  • 139.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    A Centralised School Reform Programme in Sweden and the Local Response: Taking the Long Term View Works: A twenty year longitudinal study of 35 Swedish grund schools2005Conference paper (Refereed)
  • 140.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Användningen av tiden i skolan2007In: i Einarsson, C. m fl (red) Det enkla är det sköna - en vänbok till Kjell Granström, Linköping: Skapande Vetande , 2007Chapter in book (Refereed)
  • 141.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Att fånga kunnandet om lärande och undervisning: Om villkoren för skolledare och lärare att ta del av systematiskt framtagen kunskap om utbildningsverksamhet2005Book (Refereed)
  • 142.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Curriculum in Sweden. Use and discussions2005Conference paper (Refereed)
  • 143.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Einsicht in das Deutsche Schulsystem aus der Sicht eines Peers2004In: Journal für LehrerInnebildung, 4/2004, s 52-57Article in journal (Refereed)
  • 144.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Evidence-based policy research - some Swedish lessons2004Conference paper (Refereed)
  • 145.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Individuelle Förderung als Leitbild der Schulreform in Schweden2007In: i Vorbildfunktion vs Entsorgungspädagogik. Schulpolitik und Bildung in Skandinavien und Deutschland, Leipzig und Berlin: Edition Kirchhof und Franke , 2007Chapter in book (Other academic)
  • 146.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Institutionalised School Leader Education2007Conference paper (Refereed)
  • 147.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Learning about learning among teachers2006In: A vision of European Teaching and Learning. Perspectives on the New Role of the Teacher, Karlstad: City Tryck , 2006Chapter in book (Other academic)
  • 148.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Learning democracy by sharing power: the student role in effectiveness and improvement2004In: MacBeath, J. och Moos, L. (2004) Democratic Learning. The challenge to school effectiveness, London: Routledge Falmer , 2004Chapter in book (Refereed)
  • 149.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Learning from development work applications2010Conference paper (Refereed)
    Abstract

    Erfarenheter från granskningar av utvecklingsprojekt i norska kommuner och skolor som samverkar med kompetensmiljöer för utveckling av skolor redovisas. Innehållet i de ansökningar som erhöll och inte erhöll medel diskuteras

  • 150.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Nasjonale pröver - internationella utblickar och lärdomar av värde för Norge2005Conference paper (Refereed)
1234567 101 - 150 of 832
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