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  • 201.
    Enochsson, Ann-Britt
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Forsling, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Student teachers discussing literature: A comparison between online and offline discussions2011Conference paper (Refereed)
    Abstract [en]

    An important element in the professional development of student teachers in most European countries is their progression towards becoming reflective practitioners - reflecting on and in practice (Schön, 1987) - and this can be evidenced in both oral and written forms of assessment. These two evaluative processes - oral feedback (for example in seminars) and written reflections (for example in reflective journals or assignments) are seen as different modes; some students who do not perform well in writing might be better in oral discussions, and vice-versa. A key difference in terms of how these two modes are performed is that while oral discussion is generally interactional, written assignments are typically completed in solitude. Thus students who prefer written mode do not get the same feedback as in a discussion, while those who prefer discussion may struggle with the lone nature of the written form. In this paper we compare outcomes of student teachers use of both oral classroom and written online-forum discussions for reflections on course literature, with the aim of examining each mode in facilitating reflective practice. Initial findings indicate that both modes have benefits and drawbacks. Further analysis which explores the interaction between modal preference and modal presentation, and the implications for online peer-collaboration, are discussed

  • 202.
    Enochsson, Ann-Britt
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Jernfält, Margareta
    Sundberg-Wincent, Marija
    Janson, Staffan
    Karlstad University, Faculty of Social and Life Sciences, Department of Health and Environmental Sciences.
    Barns och ungdomars hälsa i norra Värmland1998Report (Other academic)
  • 203.
    Enochsson, Ann-Britt
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Incongruence in Ethical and Methodological Issues in Research Concerning Children's Perspective2003Conference paper (Refereed)
    Abstract [en]

    Abstract

    Experiences from two doctoral dissertations where childrens perspective has been focused have shown that ethical as well as methodological issues have to be highlighted. Interview studies and ethnographical studies often take up the perspective of the researcher or other adults to obtain as valid results as possible. The authors would like to extend the problem to include also what it means to the children in preschool and school to participate in a scientific study, and put focus on ethical aspects which can arise when chil-dren and researchers meet.

  • 204.
    Enochsson, Ann-Britt
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Moll, Birgitta
    Informationssökning gav sexåringar lust att läsa2005In: Datorn i UtbildningenArticle in journal (Other (popular science, discussion, etc.))
  • 205.
    Enochsson, Ann-Britt
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Olin, Fredrik
    Internet öppnar för anonym mobbning2004In: Pedagogiska MagasinetArticle in journal (Other (popular science, discussion, etc.))
  • 206.
    Enochsson, Ann-Britt
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Olin, Fredrik
    Trakasserier och mobbning på den virtuella arenan2007In: Utstött: en bok om mobbning, Stockholm: Lärarförbundets förlag , 2007Chapter in book (Other academic)
  • 207.
    Enochsson, Ann-Britt
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Rizza, Caroline
    ICT in initial teacher training: Research review2009Report (Refereed)
    Abstract [en]

    This research review reports on articles presenting empirical research in the area of how teacher- training institutions work on preparing future teachers for the integration of information and communication technologies (ICT) in their future classrooms. It was conducted mainly in English and French and covers research in 11 OECD-countries during the years 2002-2009. The research is unanimous, even if it is not comprehensive, and it shows that ICT is not used regularly or systematically in the countries reviewed. There are good examples, carried out by enthusiastic teacher trainers, but only a minority of the student teachers benefit from this. Very few articles report innovative use of recent technology. Most of the research reports on the use of computers and traditional computer software. Overall, student teachers do not integrate technology into their teaching. A number of reasons for this are identified. The overall picture is that implementation is necessary at all levels (macro, meso, micro) for a successful outcome, but research also gives examples of how problems can be overcome at a micro-level, which is the level of the actors pedagogical practice. Enthusiasts do seem to have room for maneuver, but the lack of incentives makes it difficult to involve everyone. According to the presented research, the following is needed: Policy level: Define clear expectations, carry out evaluations and give room for enough flexibility for the changing field. Management level: Offer career possibilities, relevant incentives and suitable equipment, define clear expectations on cooperating schools and mentor teachers in addition to what is already mentioned for a policy level. Local actors level (teacher trainers, mentor teachers and student teachers): Ensure basic technological skills, integrate technology as a natural part in subject courses as well as internship, and learn about pupils technological worlds

  • 208. Eriksson, A.
    et al.
    Davidsson, B.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Iaktta, handla, reflektera. Blivande förskollärare om yrkeslärande före och efter verksamhetsförlagd yrkesutbildning1999Report (Refereed)
  • 209. Evaldsson, Ann-Carita
    et al.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Preadolescent boys and girls accounts for equity, justice and harassment in multiethnic peergroups in a Swedish school2007Conference paper (Refereed)
  • 210. Evaldsson, Ann-Carita
    et al.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Resisting the categorization of "victim" and "bullies" - Identity constructions in preadolescent girls' peer talk2008Conference paper (Refereed)
  • 211. Falkman, K.W.
    et al.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Mentalizing skills of non-native, early signers:: A longitudinal perspective2007In: European Journal of Developmental Psychology, 4, (2), 178-197Article in journal (Refereed)
  • 212.
    Ferm, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Digital kompetens: för individens frigörelse eller för marknadens behov?2011Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
  • 213.
    Forsling, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Digital kompetens i förskolan2011In: KAPET.Karlstads universitets Pedagogiska Tidskrift, ISSN 1653-4743, Vol. 1, no 1, p. 76-95Article in journal (Other academic)
    Abstract [sv]

    Artikeln diskuterar betydelsen av en digital kompetens hos barn och vuxna i dagens förskola utifrån frågor som: Har små barn en digital kompetens? Behövs en digital kompetens i förskolan? Om den behövs, för vems skull? Hur kan digital kompetens utvecklas i förskolan? Vilken blir pedagogernas roll i samband med detta och vilka kompetenser behöver de?  Några avhandlingar inom området lyfts, samt ett forskningsområde som kallas medielek. Några europeiska förskolor/barnverksamheter får stå som exempel på hur barn och vuxna utvecklar en digital kompetens tillsammans. Forskning visar att de förskolor som jobbar aktivt med informations- och kommunikationsteknologi (IKT) och medier har en stor kompetens, en klar medvetenhet och tydliga mål för arbetet med digitala verktyg. Vi lever i en medieberusad värld och det innebär att vi inte längre kan ställa oss frågan om IKT är bra för barn. Frågan blir istället: vad, när och hur och vi pedagoger får aldrig som vanligt, vare sig vi använder krita, papper, penna, dator som verktyg - aldrig glömma den viktigaste pedagogiska frågan: varför.

  • 214.
    Forsling, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Medielek och digital kompetens i en förskolekontext: Design för meningsskapande2011Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis is to make a contribution to the field of design oriented theory, regarding young children and their way to digital competence. My research question is: How can a preschool with a certain pedagogical ICT-design give the children affordances for media play and for developing a digital competence?

    The European Parliament points out digital literacy as one of the Key Competences for life long learning. A digital competence is built on basic ICT (Information and Communication technology) skills. Skills you can develop any time during life, weather you are young or old. Recent Swedish research on young children and digital competence points out the preschool teacher’s insecurity regarding the use of ICT in the preschool´s daily activities (Ljung- Djärf, Klerfelt).

     

    There are an amount of new social and cultural gaps in our modern society regarding illiteracies and learning. Fear for the digital gap, or divide, is confirmed by researchers such as Buckingham and Kress. Briefly, if one doesn’t possess digital literacy, the risk of society divides is impending. This could be built on factors such as gender, ethnicity, class, generational and geographical divides, but also about dichotomies in the capacity of learning in a digitalized milieu.

     

    Today’s children are the first generation to grow up in a society characterized by digital media. They are born into it. They are the Digital Natives and they take the new technology for granted. The rest of us are Digital Immigrants and we try to adapt to the new society. Prensky highlights the possibilities of changes in young persons’ brains, or at least in their thinking, as a result of their nursery in the digital world. Where does that leave the teachers of the pre-digital age? The true risk of a digital divide can perhaps be found in the daily melting pot between “the natives” and “the immigrants”.  The act of arranging meaningful communicative meetings could be one education’s most important responsibilities.

     

    From the view of a design orientated perspective, built on a socio-cultural theoretical framework, key words like design, setting and affordance become important in my study. Didactic design is a theoretical perspective which elaborates understanding of learning from semiotic activities. Learning is to be seen as meaning making in social contexts. These contexts are in pedagogical milieus called institutional settings. The teacher and /or the child can be designers of and actors in the setting.

     

    Through the design and settings, the children at the preschool in my study, achieved consistent possibilities for media play and for developing digital competence. They got the opportunity to develop different kinds of literacy. One of the important findings of my study was that the preschool teachers developed digital competence and confidence much in the same way as the children did. Collaborative learning processes, elaboration, curiosity and playfulness stood up as affordances for learning. There have to be milieus designed for flexibility and elaborations and there have to be preschool teachers deliberately setting these kind of designs.

     

    The study confirms previous research at one hand in the area young children and digital competence and on the other hand in research connected to design oriented theories. This study has merged the two fields together.

     

    Further research is to be seen in a wide spread field. An interesting continuation is to study the preschool teachers education. Questions of learning and intertextuality are other important issues.

     

    Key words:

    Didactic design, digital competence, digital divides, literacy, media play, affordances, settings, tools, preschool, ICT, multimodality, social semiotics, meaningmaking.

  • 215.
    Forssten Seiser, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Education, Department of Education.
    Stärkt pedagogiskt ledarskap: Rektorer granskar sin egen praktik2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the study is to generate knowledge about principals´ pedagogical leadership practice. Furthermore, the study aims at generate knowledge of what is happening in a joint action research practice when principals explore a pedagogical leadership. In the study the theory of practice architectures interacts with the choice of methodological orientation and is used to analyse the results. The study is embedded in the Nordic action research tradition. Partnership between universities and practitioners is seen as an important arena for professional development. The results are of importance to the principals who daily work to improve their schools. The students' learning and development appear to be an important and almost obvious component of the principal´s pedagogical leadership practice.

     

    The principal's pedagogical leadership is defined as an indirect leadership in which the principal focuses on arranging the conditions for the teachers so that they are given the opportunity to improve their teaching. A pedagogical leader is not just talking about changes, he/she also calls for concrete actions in the school's internal work. The principals´ pedagogical leadership can be described as orchestrating the surrounding arrangement in such a way that they enable a learning and collaborative practice at the school. Part of this orchestration is about supporting forms of cooperation so that good norms and a development-promoting culture are established. The study shows how trustworthy relationships in the groups were absolutely necessary for the participants to be able to change their understanding of the pedagogical leadership. The changes in the joint action research practice have been described as three stages: the establishment stage, the testing stage and the critical stage, where the names of the stages characterize what happened in the groups during different periods of time in the change process. A critical and emancipatory approach was developed in the process. 

  • 216.
    Forssten Seiser, Anette
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Karlefjärd, Anna
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Aktionsforskning som förhållningssätt i en föränderlig omvärld2014In: KAPET, ISSN 1653-4743, Vol. 10, no 1, p. 58-73Article in journal (Other academic)
    Abstract [sv]

    Abstract

    Vad kan behövas för att hantera en verksamhet i en föränderlig omvärld? De senaste årens krav på förbättringar inom skolan har lett till omfattande policyförändringar och många gånger en jakt på ”rätt” metod. I strävan efter högre måluppfyllelse har bland annat bedömning för lärande (Lundahl, 2014) fått stort genomslag i svensk skola. Vilket gör skolledare och lärares förståelse av såväl skolförbättring som bedömning till intressant undersökningsobjekt.

    Inom ramen för vår forskning har vi genomfört en inledande kartläggning av hur bedömning för lärande (BFL) förstås av skolledare och lärare. I analysen av kartläggning framträder två tydliga mönster.  Det första mönstret uppvisar en tydlig skillnad mellan grundantaganden för hur bedömning kan användas för att utveckla elevers lärande och hur lärare praktiserar BFL i sin verksamhet. Bedömning för lärande bygger på dialog, där återkoppling och förändring av undervisning är centralt. I kartläggningen ser vi att det i praktiken snarare blir information, det vill säga envägskommunikation från lärare till elev. Det sker heller ingen förändring av undervisningen utifrån de bedömningar som görs.  Vi ser med andra ord en instrumentell användning av bedömning snarare än en förändrad förståelse av hur bedömning kan användas för att utveckla elevers lärande.

     

    Det andra mönstret visar på hur skolledare och lärares uppfattningar skiljer sig om vad som behöver göras i skolans pågående förbättringsarbete, gällande bedömning. Det rektorer berättar om skolans förbättringsarbete försvinner i lärarnas beskrivningar om vad som görs. Vi ser att rektorer fokuserar på att starta upp förbättringsarbeten på skolan men att de inte följer upp arbetet. Dessutom saknas en långsiktig ledningsstrategi för hur arbetet ska få fäste i verksamheten.

     

    De framträdande mönster har gjort oss intresserade av Critical Participatory Action Research (CPAR) där utgångspunkten är att praktiken behöver fånga sina egna frågor, synliggöra sin verksamhet och i ett dialogiskt samarbete långsiktigt förbättra praktiken. Utifrån det har vi initierat två aktionsforskningsprojekt: Hur lärare konstruerar sina bedömningspraktiker och hur rektorers förstår och gestaltar ett pedagogiskt ledarskap i praktiken?

  • 217.
    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)
  • 218.
    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)
  • 219.
    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)
  • 220.
    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)
  • 221.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Leadership and Gender: The Discursive Construction of Educational Leadership2002Conference paper (Refereed)
  • 222.
    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)
  • 223.
    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)
  • 224.
    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.))
  • 225.
    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)
  • 226.
    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.))
  • 227.
    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.))
  • 228.
    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.

  • 229.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The "Oppressed Male Supportive Swedish School Leader2004Conference paper (Refereed)
  • 230.
    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.   

     

  • 231.
    Franzén, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Toddlers' mathematics - an intra-action with the environment2012Conference paper (Refereed)
  • 232.
    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.

  • 233.
    Gagnestam, Eva
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Culture in Foreign Language Teaching in a Multicultural World2004Conference paper (Other (popular science, discussion, etc.))
  • 234.
    Gagnestam, Eva
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Engelskundervisning i en mångkulturell värld2003In: ASLA:s skrift 2003 , , Presenterad vid: ASLA-konferensen Språk och Lärande 7-8 nov. 2002 i KarlstadArticle in journal (Refereed)
  • 235.
    Gagnestam, Eva
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Engelskundervisning i en mångkulturell värld2004In: Perspectives on Language and Learning / [ed] Linnarud, Moira, Karlstad: Karlstad University Press , 2004Chapter in book (Refereed)
  • 236.
    Gagnestam, Eva
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Kultur i främmande språkundervisning i en mångkulturell värld2006In: Aspekter på 'kultur' i det mångkulturella språkklassrummet: En konferensrapport / [ed] U. Tornberg, Örebro: Örebro universitet , 2006Chapter in book (Other academic)
  • 237.
    Gagnestam, Eva
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Kultur i språkundervisning2005Book (Refereed)
  • 238.
    Gagnestam, Eva
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Kultur i språkundervisning - med fokus på engelska2003Doctoral thesis, monograph (Other academic)
    Abstract [sv]

    Nu ifrågasätts det traditionella sättet att undervisa om kultur i språkundervisning allt mer av forskare och språkdebattörer världen över. Att endast behandla kultur som ren faktainformation om en nationell kultur, förmedlad genom språket, går inte ihop med en förändrad syn på kultur, identitet, nationalitet och språk. Undervisningen i främmande språk har också fått utvidgade mål den bör leda fram till interkulturell förståelse och kompetens. För engelsklärare innebär även det engelska språkets förändrade roll, till att bli ett världsomfattande kommunikationsspråk, en utmaning.



    De empiriska resultaten visar att språklärare idag kan känna sig osäkra på hur de ska undervisa om kultur i sin språkundervisning. Lärarstudenter tycks inte i utbildningen ha fått de redskap de behöver för att kunna genomföra en aktuell och genomtänkt undervisning om kultur. Elever och lärare i gymnasieskolan uttrycker i undersökningen mycket olika syn på exakt samma språkundervisning. Hälften av språklärarna och nästan hälften av gymnasieeleverna i studien vill ha en förändrad undervisning om kultur i språkundervisningen. Detta är några tankeväckande resultat som kommer fram i denna doktorsavhandling i pedagogik, med inriktning språkdidaktik.



    Studien ger en inblick i olika perspektiv på hur kultur behandlas i språkundervisning forskares, språkdebattörers, språklärares, lärarstudenters samt elevers perspektiv

  • 239.
    Gagnestam, Eva
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Kultur i språkundervisningen i en mångkulturell värld2006Report (Refereed)
  • 240.
    Gagnestam, Eva
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    kultur i språkundervisningen i en mångkulturell värld2006In: Mångkulturella aspekter på språkundervisningens kommunikativa praktiker / [ed] Ulrika Tornberg, Örebro: Örebro universitet, Pedagogiska inst , 2006Chapter in book (Refereed)
  • 241.
    Gagnestam, Eva
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    På väg mot interkulturell förståelse?: Om språkundervisning i gymnasiet och lärarutbildningen2003Conference paper (Other (popular science, discussion, etc.))
  • 242.
    Gullbrand, Alma
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Matematikundervisning genom problemlösning: En studie om lärares möjligheter att förändra sin undervisning2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to explore and give examples of teaching mathematics through problem solving and to investigate the impact of research in the field of teachers' practice. The investigation included interviews and lesson observations with three teachers which systematically use problem solving in their teaching. The results of my investigation showed that problem solving can be used in different ways and with different purposes in the mathematics education. They also showed that there are both common and distinctive aspects in the observed practices of teaching and in the teachers' approach to problem solving. In addition, the results suggest some connection between the teachers' teaching and the research findings reported in the literature. However, the results also indicate that each teacher has developed a personalized form of teaching according to their individual circumstances and that their practice may in some aspects differ from those results reported about teaching through problem solving.

  • 243. Gustafson, K.
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Från barn till ungdom. Skola som kontexter - barn som aktörer1998Conference paper (Other (popular science, discussion, etc.))
  • 244. Gustafson, K.
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Om barns kontexter i skolan2000Report (Other academic)
  • 245.
    Göransson, Anna-Lena
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    I språkandet blir kunskap till: Bidrag från CSL-dagen 20112011Other (Other (popular science, discussion, etc.))
  • 246.
    Göransson, Anna-Lena
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature.
    Myndighetstext för ett säkrare samhälle i brukarperspektiv2011Report (Other (popular science, discussion, etc.))
  • 247.
    Göransson, Anna-Lena
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Textbooks need mediators2011In: Local, National and Transnational Identities in Textbooks and Educational Media / [ed] Jesús Rodriguez Rodriguez, Mike Horsley, Susanne V. Knudsen, Santiago de Compostela: International Association of Research Organizations for the Information, Media and Graphic Arts Industrie (IARIGAI), 2011, p. 532-540Conference paper (Refereed)
  • 248.
    Haffling, Simone
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barns grovmotoriska utveckling i förskolan: En undersökning om hur pedagoger arbetar med barns grovmotoriska utveckling2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 249. Hakvoort, I.
    et al.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Giving voice to children´s perspectives on peace2001In: In D. J. Christie, R. Wagner & D. D. Winter, Peace, conflict and violence. Peace psychology for the 21st century. Prentice Hall, p. 324-330 / [ed] D. J. Christie, R. Wagner & D. D. Winter, 2001Chapter in book (Other academic)
  • 250. Hakvoort, Ilse
    et al.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Peace and war described y seven-to-seventeen-year-old Dutch and Swedish girls and boys2001In: Peace and Conflict. Journal of Peace Psychology, Vol. 2001, 7 (1)Article in journal (Refereed)
2345678 201 - 250 of 832
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