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  • 301.
    Hägglund, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hill, Margret
    Education for democracy in a European perspective1999In: Peace education, contexts and values / [ed] A. Perucca, J. Calleja, Lecce: Pensa Multimedia Lecce, 1999 , 1999Chapter in book (Other academic)
  • 302.
    Hägglund, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Janson, S.
    Childrens perspectives on life in contemporary Sweden2005Conference paper (Refereed)
  • 303.
    Hägglund, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Social representations of belonging in pre school childrens peer-cultures2006Conference paper (Refereed)
  • 304.
    Hägglund, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Utbildningsvetenskapliga studier av barn och barndom, UBB.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Social representations of belonging in pre-school children's peer-cultures2011In: Education, professionalization and social representations / [ed] M. Chaib, B. Danermark, S. Selander, New York: Routledge, 2011, p. 171-184Chapter in book (Refereed)
  • 305.
    Hägglund, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pramling Samuelsson, I
    Early childhood education and learning for sustainable development and citizenship2007Conference paper (Refereed)
  • 306.
    Hägglund, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pramling Samuelsson, Ingrid
    Early childhood education and learning for sustainable development and citizenship2009In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 41, no 2, p. 49-63Article in journal (Refereed)
  • 307.
    Hägglund, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Söderström, Åsa
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Thelander, Nina
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Assessments on demand: A risky endeavor for childrens rights and relationships?2010Conference paper (Refereed)
  • 308.
    Hägglund, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Thelander, Nina
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Children's rights at 21: policy, theory, practice2011In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, no 3, p. 365-371Article in journal (Refereed)
  • 309.
    Hägglund, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Thelander, Nina
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Out of sight out of mind?: 20 years with the UN Convention on the Rights of the Child in educational research2009Conference paper (Refereed)
  • 310.
    Hägglund, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Thelander, Nina
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Education, Department of Education.
    Schools for children with friends and rights2004Conference paper (Refereed)
  • 311.
    Hägglund, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Thelander, Nina
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Education, Department of Education.
    Vad har barns rättigheter med högre utbildning att göra?2003Report (Refereed)
  • 312.
    Hägglund, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Thelander, Nina
    Vad har barns rättigheter med högre utbildning att göra ?2008In: Vad har barns rättigheter med högre utbildning att göra?Article in journal (Other (popular science, discussion, etc.))
  • 313.
    Jakobsen, Liselotte
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Nahnfeldt, Cecilia
    Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Nyroos, Lina
    Uppsala universitet.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Medarbetarsamtal som arena för att befästa normer kring medarbetarskap2010In: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 16, no 3, p. 39-54Article in journal (Refereed)
    Abstract [sv]

    Denna artikel redovisar resultat från en studie av medarbetarsamtal mellan chefer och deras anställda. Studien, som omfattar videoinspelade samtal, intervjuer och en enkät, pekar på strukturella mekanismer och normer som försvårar för medarbetare att lyfta negativa upplevelser av stress i samtalen. Resultaten visar hur olika livsformer kolliderar och hur bilder av en god medarbetare formas av en delvis dold läroplan i organisationen.

  • 314.
    Jakobsson, Malin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barns inflytande och demokrati i förskolan: ur pedagogers synvinkel2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 315.
    Jansson, Ulrika
    et al.
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Education.
    Jakobsen, Liselotte
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Diskursiv och könad normering kring stress i ett föränderligt arbetsliv2012In: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 18, no 2, p. 29-44Article in journal (Refereed)
    Abstract [sv]

    Artikeln problematiserar diskursiva konstruktioner av stress i dagens arbetsliv ur ett genusperspektiv. Genom analys av intervjuer och inspelade medarbetarsamtal i tre organisationer argumenterar författarna för att normalisering av stress villkoras av nyliberala principer om valfrihet och individuella lösningar. I den nyliberala stressdiskursen frånskrivs arbetsgivare ansvar för stressproblematik, och en normalisering av stress riskerar därmed att dölja strukturer som blir diskriminerande och långsiktigt ohållbara för hälsa i arbetslivet.

  • 316.
    Johansson, Lyudmila
    Karlstad University, Faculty of Arts and Education, Avdelningen för utbildningsvetenskap.
    Sång i förskola: Spontansångens påverkan på barnens språkutveckling2011Independent thesis Basic level (university diploma), 15 credits / 22,5 HE creditsStudent thesis
  • 317.
    Johansson-Hidén, Birgitta
    et al.
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Psychology. Karlstad University, Faculty of Economic Sciences, Communication and IT, Centre for HumanIT.
    Blossing, Ulf
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hur ska rektor kommunicera för bättre ledarskap?2011In: Skolledaren i fokus - kunskap, värden och verktyg / [ed] Ulf Blossing, Lund: Studentlitteratur , 2011, p. 193-209Chapter in book (Other academic)
  • 318.
    Karlsson, Lena
    Karlstad University, Faculty of Arts and Education, Avdelningen för utbildningsvetenskap.
    Musikämnet och dess status2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Music Subject and its Status in School

  • 319.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Analyser av föräldrars livsberättelser som socialt situerade handlingar2003Conference paper (Refereed)
  • 320.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Childcare and change in parents´ life stories2005Conference paper (Refereed)
  • 321.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Emotional identification with teacher identities in student teachers’ narrative interaction2013In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 36, no 2, p. 133-146Article in journal (Refereed)
    Abstract [en]

    The paper suggests that narrative interaction in student teacher peer groups is an important context for emotional identification with culturally available teacher identities. It addresses issues pointed out as problematic in research on teacher identity formation: focus on the individual and the underestimation of context. A positioning analysis of narrative interaction in a conversation between two student teachers depicts the ways in which they express and negotiate feelings related to out loud reading. The results show that this approach can be a complement to the extensive body of knowledge on the place of emotions in teacher identity formation as it shows how emotions are negotiated among student teachers in a way that challenges the predominant focus on individual students’ expressions of emotions.

  • 322.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Förskolan som skolförberedande - enligt föräldrar2006In: Förskoletidningen, Vol. 2Article in journal (Other (popular science, discussion, etc.))
  • 323.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Föräldraidentiteter i livsberättelser2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation deals with relations between parents and child institutions such as childcare, school and child health centers in terms of an institutionalization of childhood and expressions of parental identities in life stories. The empirical study consists of thematic life story interviews with parents focusing on their experiences of meeting and relating to these child institutions. A perspective on life stories as socially situated action and identity performance is adopted that views the life stories as co-constructed in between the interviewee and the interviewer.

    The aim of the dissertation is to contribute to an understanding of relations between parents and child institutions in Sweden that takes as its point of departure the expressions of parental identities. Methodologically, the dissertation also aims to further develop a way of working with life stories that makes the interviewer visible as co-constructor of life stories and expressions of identity.

    The analyses is focused on expressions of parental identities through the storytelling and in the stories told. Parental identities took shape and form as performances and constructions of, for example, social subordination in relation to preschool staff and other parents, helpful intervention in school helping an inexperienced teacher, worries about children being different from other children and not fitting in at preschool and of gratefulness for help and support from childcare staff when being short of time and money. The identity expressions were then analyzed in relation to recurrent discourses in research on relations between parents and childinstitutions. The results show that dominant discourses of relations between parents and child institutions tend to construct parents as a homogenous group, thereby concealing how gender, social class, ethnicity and age, and the subsequent different constructions of children and childhood, structure and influence the relations between parents and child institutions and thereby also the institutionalization of childhood.

  • 324.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Föräldrars möten med barnomsorg2003In: Från förskola till skola - berättelser från ett forskningsprojekt / [ed] H. Pérez Prieto; F. Sahlström & H. Melander, Uppsala: Pedagogisk forskning i Uppsala , 2003, Vol. 149Chapter in book (Other academic)
  • 325.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hur görs föräldraskap? - Att studera föräldraskap som social process (Studying parenthood as a social process)2003Conference paper (Refereed)
  • 326.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Identity making in student teacher’s everyday storytelling in friend groups2010Conference paper (Refereed)
  • 327.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Livsberättelseintervjuer som socialt siterade handlingar2006In: / [ed] Pérez Prieto, Héctor, Karlstad: Karlstad University Studies , 2006, Vol. 70Chapter in book (Other academic)
  • 328.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Livsberättelser och föräldraidentiteter (Life stories and parental identities)2006Conference paper (Refereed)
  • 329.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Mobbning i skolan. Forskning med barn - dominerande diskurser och institutionella villkor2012In: Barn, barndomar, rättigheter och utbildning: Vänbok till Solveig Hägglund / [ed] Annica Löfdahl & Héctor Pérez Prieto, Karlstads universitet, 2012, 1Chapter in book (Other academic)
  • 330.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Moderskap - något (man?) gör. En analys av en kvinnas berättelse om "modrande" (Mothering something (men?) does. An analysis of a womans story about mothering)2004Conference paper (Refereed)
  • 331.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Modrare-fröken-relationer en institutionaliserad praktik2004In: Berättelser om sociala handlingar och deras innebörder: Lärande och identitet / [ed] H. Melander; H. Pérez Prieto & F. Sahlström, Uppsala: Pedagogisk forskning i Uppsala , 2004, Vol. 150Chapter in book (Other academic)
  • 332.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    "...och lärarutbildningen hade vi ju inte ett dugg med att göra". Sociala kategorier och identiteter i livsberättelseforskning.2012In: Livsberättelser: mening och identitet i tid och rum / [ed] Marie Karlsson & Héctor Pérez Prieto, Karlstad: Karlstads universitet, 2012, p. 75-84Chapter in book (Other academic)
  • 333.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    ...och lärarutbildningen hade vi ju inte ett dugg med att göra: Sociala kategorier och identiteter i livsberättelseforskning2009Conference paper (Other (popular science, discussion, etc.))
  • 334.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Parental identities in life stories2006Conference paper (Refereed)
  • 335.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Telling Anneli's story. Parental identities in Anneli's story of Albin's motor skill problems2007In: Livshistorieforskning og kvalitative interview / [ed] K A. Petersen, S. Glasdam & V. Lorentzen, Viborg, Danmark: PUC CVU Midt-Vest , 2007Chapter in book (Other academic)
  • 336.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Evaldsson, Ann-Carita
    Institutionen för pedagogik, didaktik och utbildningsstudier.
    ‘It was Emma’s army who bullied that girl’: A narrative perspective on bullying and identity making in three girls’ friendship groups2011In: Narrative Inquiry, ISSN 1387-6740, E-ISSN 1569-9935, Vol. 21, no 1, p. 24-43Article in journal (Refereed)
    Abstract [en]

    In the present article, we explore identity making in narrative interaction in preadolescent girls' friendship groups. The data draw on focus group discussions with three groups of preadolescent girls who in the presence of a moderator narrate different versions of an incident that was recognized as bullying by the authorities at their school. The constructions of multiple narrative versions of `what happened' display the girls' ongoing negotiation of potentially contradictive and multiple constructions of what it is (or should be) to be a girl, bully, victim, friend, etc. In so doing, the girls agentively position themselves vis-à-vis a normative discourse on bullying, based on predefined characterizations of individuals as either bullies or victims, that is being tested and put up for negotiation within and through narrative interaction.

  • 337.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Evaldsson, Ann-Carita
    Telling stories of bullying in school: A narrative perspective on bullying and identity among 12-year old girls in a Swedish compulsory school2008Conference paper (Refereed)
  • 338.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Böök, M-L
    Perälä-Littunen, Satu
    Before- and after-school care in Finland and Sweden: Parents' stories of children's everyday lives between home and school2012Conference paper (Refereed)
  • 339.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Regionalt utvecklingscentrum, RUC.
    Negotiating good parenting: Moral concerns in parents' stories of preschool choice2010Conference paper (Refereed)
  • 340.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Promoting professional freedom: Public preschools dealing with the market2009In: Educação, Soeciedade & Culturas, ISSN 0872-7643, no 29, p. 73-87Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to contribute to the discussion of the privatisation and marketisation of childcare in Sweden from the perspective of public preschool teachers. Interviews were conducted with three teachers and their principal. The respondents were asked to elaborate on their experiences of the recent establishment of a nearby private preschool and its possible impact on their own preschool practice. A narrative analysis revealed three key narratives in the data: the market narrative, the narrative of the good public preschool and the narrative of professional freedom. The key narratives made visible a local sense making and re-negotiation of cultural discourses about marketisation, making freedom of choice a prerogative for public preschool teachers instead of for parents. We argue that this may have implications or the teaching profession and teacher identity.

  • 341.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Regionalt utvecklingscentrum, RUC.
    'The key to success is really communication': Public preschools dealing with the market2009Conference paper (Refereed)
  • 342.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Rhöse Martinsson, Eva
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Böök, M-J
    Perälä-Littunen, S
    Blurred boundaries of responsibility: after-school settings in Finland and Sweden2011Conference paper (Refereed)
  • 343.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Melander, H.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Rindstedt, C.
    Sahlström, F.
    The making of students: A multi-perspective analysis of Swedish children's transfer from pre-school to school2004Conference paper (Refereed)
  • 344.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Melander, H.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Sahlström, F.
    Förskoleklassen - ett tionde skolår?2006Book (Refereed)
  • 345.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Perälä-Littunen, Satu
    Department of Education, Jyväskylä University, Jyväskylä.
    Böök, Marja Leena
    Department of Education, Jyväskylä University, Jyväskylä.
    Löfdahl (Hultman), Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Making Sense of After-School CareDilemmas in Mothers' Stories of After-School Care in Finland and Sweden2016In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 30, no 2, p. 146-158Article in journal (Refereed)
    Abstract [en]

    The study focuses on dilemmas in storied experiences of everyday after-school care arrangements amongSwedish and Finnish mothers. Finland and Sweden, which share a history of strong labour marketattachment among women, arrange institutional after-school care in similar ways. The data consist ofinterviews with three Swedish and six Finnish mothers. A positioning analysis of four stories showshow decisions related to children's after-school hours were allocated among different actors. Two reoccurringdilemmas, Competent-dependent child stories and Unburdened-deficient mother stories, emergedfrom the data analysis as related to prevailing moral discourses on childhood and motherhood.

  • 346.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, HéctorKarlstad University, Faculty of Arts and Education, Department of Education.
    Livsberättelser: mening och identitet i tid och rum2012Collection (editor) (Other academic)
    Abstract [sv]

    Denna antologi samlar texter som skrivits av deltagare i Livsberättelseseminariet vid Karlstad universitet. Texterna aktualiserar på olika sätt frågan om relationer mellan livsberättelser och identiteter. Vad de olika bidragen har gemensamt är att de på olika sätt berör frågor om hur människors erfarenheter och identiteter tillskrivs mening genom berättelser samtidigt som nya erfarenheter och identiteter skapas genom själva berättandet. Det är mellan ett perspektiv på berättelser som reflekterande återberättande av erfarenheter och som performativt skapande av mening och identiteter som denna antologi placerar sig.

     

  • 347.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Sahlström, F.
    Att dra gränser - en studie av kommuntjänstemäns, skolledares och förskolepersonals arbete inför förskolebarns flytt från förskola till skola2003In: Pérez Prieto, Sahlström & Melander (red) 2003: Från förskola till skola - berättelser från ett forskningsprojekt. Pedagogisk Forskning i Uppsala 149, 2003Chapter in book (Other academic)
  • 348.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Sahlström, Fritjof
    Institute of Behavioural Sciences, Helsinki University.
    Calander, Finn
    Institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet.
    Heikkilä, Mia
    Akademin för utbildning, kultur och kommunikation, Mälardalens högskola.
    Together? On Childcare as a Meeting Place in a Swedish City2002In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 47, no 1, p. 43-62Article in journal (Refereed)
    Abstract [en]

    The sweeping changes in Swedish society in the 1990s, with extensive decentralisation, privatisation and cutbacks in the public sector, implied quite new conditions for the realisation of the aim of pre-school and school as a meeting place for children from different backgrounds. This article discusses some of these changes and their implications, through a study of parent's choice of pre-school care facility in the city of Uppsala. The main data source is a survey study among 1584 mothers of children born in 1995. The results show that parents' use of the right to choose pre-school facility is economically, socially and culturally segregated; the patterns of choice are construed in relation to residential areas but are not a simple effect of housing segregation. The choice of pre-school facility in Uppsala is thus a practice that creates specific conditions--socially and culturally homogenous private pre-school facilities--that make it virtually impossible for them to achieve the goal of being meeting places.

  • 349.
    Kauppila, Lena
    Karlstad University, Faculty of Arts and Education, Avdelningen för utbildningsvetenskap.
    Drama och musik i barns fria lek2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 350.
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Legorobotar i skolan: Elevers uppfattningar av lärandeobjekt och problemlösningsstrategier2008Licentiate thesis, monograph (Other scientific)
    Abstract [en]

    This study concerns pupils’ experiences of learning and working with programmable robotics at school. Consequently, the study refers to the use of computers at school and can therefore be placed in the research area of computer aided learning.

    The aim is to analyze and describe pupils’ different experiences of what they learn by means of working with programmable robotics at school and how they experience that they work and solve problems by means of programming and constructing robotics. The first question concerns the experienced object of learning and the second question is about the experienced problem solving strategies.

    The theoretical framework and method is in the area of phenomenology of the life-world and phenomenography. The pupils who have been interviewed in the study have all been working with a programmable Lego material and the result is the qualitatively different categories of pupils’ experiences of objects of learning and problem solving strategies in relation to this material. Many experiences focus on social aspects of this work, which means that the technological material itself is not the evident object of learning in the pupils’ experiences. Also the experiences related to the problem solving strategies often focus on a social dimension.

    The findings should be seen as a contribution to the discussion about understanding pupils’ different ways of experiencing their work and learning in technological surroundings and thereby facilitate the creation of an educational environment where pupils can be met at their level and where teachers can create possibilities for holistic learning. This understanding can contribute to evolve the didactics about computers and technology education.

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