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  • 351.
    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.

  • 352.
    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
  • 353.
    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.

  • 354.
    Kilbrink, Nina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Three cycles of teaching to weld: Developing vocational teaching on a scientific basis2019Conference paper (Refereed)
    Abstract [en]

    This paper concerns an action oriented study conducted between a welding teacher and two researchers in three iterative cycles. The teaching as well as the research is planned, conducted and analysed based on two theoretical frameworks; the variation theory (VT) and conversation analysis (CA), aiming to examine the relation between teaching and learning in vocational education, with a specific focus on learning to weld in a collaborative study between a vocational teacher and two researchers. The results can contribute to teachers’ professional learning and an improvement of planning and conducting teaching in relation to specific objects of learning in vocational education. This research contributes to both theoretical and educational findings. Furthermore, combining VT and CA approaches in an action oriented study contributes developing concepts for an integrated analysis of both the content and the process of learning.

  • 355.
    Kilbrink, Nina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Asghari, Hamid
    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.
    Yrkeslärande i interaktion på VVS- och fastighetsprogrammet2019Conference paper (Refereed)
  • 356.
    Kilbrink, Nina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Axelsson, Jan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Teaching to weld: theories in practice in collaborative research2019Conference paper (Refereed)
  • 357.
    Kilbrink, Nina
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Bjurulf, Veronica
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013).
    Baartman, L. K. J.
    Utrecht university of applied sciences Netherlands.
    de Bruijn, E.
    Utrecht university of applied sciences Netherlands.
    Transfer of learning in Swedish technical vocational education: student experiences in the energy and industry programmes2018In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, p. 1-21Article in journal (Refereed)
    Abstract [en]

    One of the most important issues in vocational education is the interaction between learning at school and at different workplaces. Students need to transfer what they have learned in and between these different learning arenas. However, little agreement exists among researchers on how to conceptualise and empirically study transfer of learning. This article aims to enhance our understanding of this process in technical vocational education by adding a new perspective on transfer: the phenomenological lifeworld approach. Eleven interviews with students enrolled in the Energy and Industry programmes at a Swedish upper-secondary school were conducted. Three transfer themes emerged from the data: learning for new situations, variation and integration of theory and practice. The student perspective, based on the lifeworld approach shows that the different learning arenas – the school and workplaces – can complement each other. The learning arenas offer different opportunities for learning, and learning in both arenas is necessary in order to prepare for an unknown future, according to the students in this study.

  • 358.
    Kilbrink, Nina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.
    Buskqvist, Ulf
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Karlefjärd, Anna
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Att söka efter lärandeobjektet sökteknik: Erfarenheter av att arbeta med ett formativt förhållningssätt i en brandmansutbildning2018In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 14, no 1, p. 14p. 20-34Article in journal (Other academic)
    Abstract [sv]

    Denna artikel beskriver en iterativ studie med fokus på ett specifikt lärandeobjekt i en brandmansutbildning. I studien har utbildare och forskare arbetat tillsammans i relation till lärandeobjektet sökteknik med inspiration av metoden learning study. Ett specifikt mål för studien var att de deltagande lärarna skulle arbeta med sitt eget professionella lärande i förhållande till att ha ett formativt förhållningssätt och ge de studerande återkoppling i relation till ett specifikt undervisningsinnehåll. Arbetet med planering, genomförande och uppföljning av undervisningen har i studien dokumenterats genom samtalsintervjuer, fältanteckningar och videoinspelningar och denna artikel beskriver resultatet av en övergripande tematisk analys av hela denna dokumentation, med fokus på vad som framträder som centralt i relation till detta arbetssätt. Resultatet visar på fyra återkommande teman i materialet som handlar om Lärandeinnehåll och bedömningskompetens; planering och progression; teknik för visualisering samt organisatoriska utmaningar. Erfarenheterna av studien visar också på att detta arbetssätt kan vara ett effektivt sätt att synliggöra möjligheter och utmaningar, men också för att tydliggöra mål och reflektera över hur de studerande får återkoppling på det innehåll som är i fokus för lärandet.

  • 359. Kristiansson, M.
    et al.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Fagerström, P.
    Delat och situationsanpassat ledarskap2008Report (Other academic)
  • 360.
    Kähäri, Mirja
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Tematiskt arbete i förskolan: Den lyhörda pedagogens arbetssätt2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 361. Langmann, E.
    et al.
    Andersson, C.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    I mötet mellan två pedagogiska kulturer: Waldorflärarutbildares, utbild¬ningssamordnares och studerandes uppfattningar om utbildningen Lärarexamen med Waldorfprofil2005Report (Other academic)
  • 362.
    Larsson, Annika
    Karlstad University, Faculty of Arts and Education, Department of Education.
    När språket inte räcker till: Fem klasslärares uppfattningar om stöd till språkutveckling2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to describe some teachers' views on support for language development for those students who risked not achieve the objectives of Swedish as a second language in grade three because of lack of language skills. To investigate this, the following questions are addressed: What support do the teachers feel that they can give these students in the class? What support do the teachers experience that these students receive from special education teachers and teachers of Swedish as a second language? What kind of collaboration with other teachers at the school do the teachers describe? And what support do the teachers describe that they can formulate in these students' individual development plans?The study is based on interviews with five teachers who work at three different schools. The majority of students at these schools have a mother tongue other than Swedish. The interviews were analyzed from a socio cultural approach.The results show that: The support for these students was different on the three different schools where the teachers worked. It was different both in degree of awareness of the socio cultural perspective on teaching and in the organization around these students. The organization of the various categories of teachers around the students who needed language support differed depending on whether teachers and schools practiced a socio culturally supportive teaching. There was also a correlation between a socio cultural approach to language teaching and a relational approach to special education. The lack of socio cultural practices led to more compensatory measures. The assessment of which students would be taught by the curriculum of Swedish as a second language and the selection of students who would be working in small groups looked different between teachers and between schools. It was common for teachers to speak of Swedish as a second language as support programs. Individual development plans were not used as a tool for planning a more socio cultural supportive education. One conclusion I make is that if teachers practice more socio cultural based teaching in class it may mean that fewer students need to get remedial education outside the class. This is because the socio cultural perspective on the teaching of second language leads to a more relational perspective on special education.

  • 363. Larsson, J.
    et al.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, H.
    På väg mot...ordning och reda...igen!2007Conference paper (Other (popular science, discussion, etc.))
  • 364.
    Larsson, Jenni
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Läxan: Genomtänkt eller Slentrian?2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Homework is an element that is present in most schools. The purpose of this study was to examine what thoughts pedagogues have about homework and what type of learning they want to achieve through homework. The research questions that lie as the basis for my study are:

    • What type of learning do pedagogues want their pupils to attain through homework?
    • How do pedagogues explain the choice of handing out homework in school years 1-3?
    • What thoughts do pedagogues have about homework no longer being mentioned in the school curriculum?

    Through qualitative interviews with three teachers, a principal and a special pedagogue I have sought answers to my questions. A choice was made to not only interview teachers since I wanted a broader perspective on homework. During the interview with the teachers I wanted to know their thoughts behind distributing homework and what type of learning this would give the pupils. During the interview with the principal I wanted her view on the topic and how she discussed homework with teachers. The interview with the special pedagogue was supposed to give me a picture of how homework affected children with learning difficulties.  

    That homework is for repetition and to cement new knowledge was something that all interviewees agreed on, homework should not contribute to new knowledge but only be repetitive.

    According to some interviewees you can have a school without homework but that takes changes, amongst others in classroom hours. 

  • 365.
    Larsson, Joakim
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Den absoluta vetenskapens stekta sparvar. En provsmakning av svensk liberalkonservativ skolpolitik2007In: KAPET - Karlstads Universitets Pedagogiska TidsskriftArticle in journal (Other academic)
  • 366.
    Larsson, Joakim
    Karlstad University, Faculty of Arts and Education, Department of Education.
    False consciousness revisited: On Rousseau, Marx and the positive side of negative education2011In: KAPET. Karlstads universitets Pedagogiska Tidskrift, ISSN 1653-4743, Vol. 1, no 1, p. 131-139Article in journal (Other academic)
    Abstract [en]

    In some key aspects, Marxist approaches to ‘false consciousness’ share a common ground with Rousseau’s ideal of a ‘negative education’ – both want to rid man of illusions originating in reified abstractions and speculations. In the following article, this common ground serves as a platform for discussing ‘false consciousness’ as a viable concept for a 21st century ideology critique, arguing for the need to ground such critique in subjective, life world experience, while avoiding the outer regions of materialism as well as idealism.

  • 367.
    Larsson, Joakim
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Individualisering eller individuation? Om identitet och bildning i en flytande modernitet2006In: KAPET - Karlstads Universitets Pedagogiska TidsskriftArticle in journal (Other academic)
  • 368.
    Larsson, Joakim
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Now, we act. On Disciplinary Action and Counter-Action in a Swedish Upper Secondary School2008Conference paper (Refereed)
  • 369.
    Larsson, Joakim
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Shades of Discipline. Regarding Power, Resistance, and the Delicate art of Destratification2011Conference paper (Refereed)
  • 370.
    Larsson, Joakim
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Educating far from Equilibrium: Chaos Philosophy and the Quest for Complexity in Education2012In: Complicity : An International Journal of Complexity and Education, ISSN 1710-5668, E-ISSN 1710-5668, Vol. 9, no 2, p. 1-14Article in journal (Refereed)
    Abstract [en]

    It would be futile, John Dewey argued in 1902, to think that we have to choose between child-centered, progressive education and traditional, subject-matter-oriented approaches. Calling for adaptivity, he stressed that we need the act of balancing the one with the other. The tendency in current educational policy to lean in favor of traditional, disciplinary modes of control appears to lose sight of this need. The aim of this paper is to reconnect to the task of maintaining a balance between educational freedom and structure, using a variety of theoretical resources such as complexity science, and the philosophies of Deleuze and Guattari, Schiller, and Nietzsche. Based on these resources, the authors also discuss Steiner Waldorf education as an example of how educational practice may approach, and integrate the significance of chaos in the form of a “virtual pedagogy”.

  • 371.
    Larsson, Joakim
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Far from Equilibrium. Wholeness, Boldness, and the Quest for Complexity in Education2010Conference paper (Refereed)
  • 372.
    Larsson, Joakim
    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.
    Calling to Order: PISA and TIMSS as Stepping-stones towards Disciplinary Action2008Conference paper (Refereed)
  • 373.
    Larsson, Joakim
    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.
    Rerouting: Discipline, Assessment and Performativity in Contemporary Swedish Educational Discourse2010In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 1, no 3, p. 177-195Article in journal (Refereed)
    Abstract [en]

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

  • 374. Liljeroth, I.
    et al.
    Naeser, Monica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Waldorfpedagogiken och elever med inlärningssvårigheter och funktionshinder2006Report (Other academic)
  • 375. Lindblad, S.
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Bilden av skolan från lärarnas perspektiv2001In: Skolverket: Attityder till skolan 2000. Skolverkets rapport 197Article in journal (Other academic)
  • 376. Lindblad, S.
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Bilder av eleverna i den nationella utvärderingen av skolan1995In: Praxis 1995:1Article in journal (Other (popular science, discussion, etc.))
  • 377. Lindblad, S.
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Careers and Perspectives on Schooling in the Welfare State: A Longitudinal Study on Students' Origin, Destiny, and Experiences of Schooling1990Conference paper (Refereed)
  • 378. Lindblad, Sverker
    et al.
    Hansson, Anneli
    Mardones, Sandra
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Skola utan lärare: Vad innebär lärarnas strejk för eleverna?1991In: Nordisk Pedagogik, Vol. 1991:2Article in journal (Refereed)
  • 379. Lindblad, Sverker
    et al.
    Hansson, Anneli
    Mardones, Sandra
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Vad gjorde eleverna när lärarna strejkade?1990In: LOCUS, Vol. 1990:2-3Article in journal (Other (popular science, discussion, etc.))
  • 380. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Bilden av skolan från lärarnas perspektiv2004In: Attityder till skolan 2000. Skolverkets rapport 197, Vol. 197Article in journal (Other academic)
  • 381. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Bilder av eleverna i den nationella utvärderingen av skolan1995In: Praxis, Vol. 1995:1Article in journal (Other academic)
  • 382. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Conceptions of Teachers from their Students' Point of View: Experiences from Swedish Lower and Upper Secondary Schools1998In: EERA bulletin, Vol. vol 1 nr 2Article in journal (Refereed)
  • 383. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Elevers, föräldrars och lärares bilder av inflytande i skolan1998In: Vem tror på skolan. Attityder till skolan 1997. Skolverkets rapport 144, Vol. 144Article in journal (Other academic)
  • 384. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Lärarsocialisation och skolkarriärer: En explorativ, longitudinell studie kring skolkarriärer och lärarsocialisation1990In: Forskning om utbildning 1990:3, Vol. 1990:3Article in journal (Other academic)
  • 385. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    On Youth, Life Projects and Experiences of Schooling1995In: Studies on Youth and Schooling in Sweden / [ed] Britta Jonsson, 1995Chapter in book (Other academic)
  • 386. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    School Experiences and Teacher Socialization: A Longitudinal Study of Pupils Who Grew Up to Be Teachers1992In: Teaching & Teacher Education, Vol. vol 8 nr 5/6Article in journal (Refereed)
  • 387. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Utbildning - karriär, prestation och återblick: En longitudinell undersökning av ursprung, differentiering och perspektiv på skolan i efterhand1989In: Nordisk Pedagogik, Vol. 1989:2Article in journal (Refereed)
  • 388. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Utbildning: Kultur - interaktion - karriär: Sidor av en forskningsgrupp1997Report (Refereed)
  • 389. Lindvall, Kerstin
    et al.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Tillsättning av skolledare: Rörelser i tiden1997Report (Other academic)
    Abstract [sv]

    Vem blir skolledare i det svenska skolväsendet idag och hur har tillsättningsmönstret förändrats under de senaste 15 åren? I den här undersökningen har vi utgått från material kring skolledartillsättningar under åttiotalet och in på nittiotalet. Huvudvikten har lagts vid att studera vad som är bestående och vad som har förändrats i tillsättningsmönstret inom kommunerna med avseende på skolledares kön, erfarenhetsbakgrund och demografisk tillhörighet.

    Det mest tydliga mönstret är att det blivit fler kvinnor bland skolledarna. Ambitionen att utöka andelen kvinnor i skolledarkåren har således lyckats. Effekter av organisatoriska förändringar i landets kommunerna blir synliga i skolledartillsättningarna i början av nittiotalet. Nya yrkeskategorier med ledarerfarenhet från barnomsorg och fritidsverksamheter börjar ta plats bland skolledarna.

    Rapporten innehåller också en översikt av olika sätt att strukturera ledningsarbetet i skolan i olika länder i Europa. Yrket som skolledare håller på att ändra karaktär och i rapporten beskrivs hur nya krav bidragit till att höja förväntningar på skolans ledare

  • 390.
    Ljungberg, Anna
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Compensation strategies in English as a foreign language: A study of strategy use in immediate receptive situations2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study maps compensation strategies in English as a foreign language used in immediate receptive situations by students of English and other modern languages. By mapping these strategies, language learners’ thinking processes are made visible, which in turn may assist teachers in modifying teaching methods. The study is comparative and highlights the difference in the use of strategies between learners who exclusively study English and learners who study at least one other modern language apart from English. The focus is on two major components of second language acquisition, viz. grammaticality and unknown words in context. Two major strategies have been used: (1) a quantitative analysis, and (2) a qualitative analysis, of sentences and words in context. Data have been collected from two surveys and two sets of recorded introspection with ten informants. This study proposes a classification of receptive compensation strategies including a division of achievement and avoidance strategies. The findings from the comparative study point out the major differences between learners of English only and learners of other modern languages. Finally, a discussion about what these results may imply for teaching is given.

  • 391. Lundström, Stefan
    et al.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature. Karlstad University, Faculty of Arts and Education, Department of Education.
    Narrativ kompetens: en förutsättning i multimodala textuniversitet?2010Conference paper (Refereed)
  • 392.
    Lundström, Stefan
    et al.
    Department of Arts, Communication and Education, Luleå University of Technology.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Playing fiction: The use of semiotic resources in role play2014In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, no 1, p. 149-166Article in journal (Refereed)
    Abstract [en]

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

  • 393. Löfdahl, A.
    et al.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Skånfors, L.
    Förskolebarnets sociala kunskapsdomäner - ett sätt att tilsammans förstå, hantera och ordna den sociala vardagen2008In: Resultatdialog 2008. Forskning inom utbildningsvetenskapArticle in journal (Other (popular science, discussion, etc.))
  • 394.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Att förstå barns gemensamma aktiviteter i förskolan2015In: Att bli förskollärare: mångfacetterad komplexitet / [ed] Ingrid Engdahl & Eva Ärlemalm-Hagsér, Stockholm: Liber, 2015, p. 133-136Chapter in book (Other academic)
  • 395.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barn, kamratkulturer och agency2005Conference paper (Refereed)
  • 396.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barn, kamratkulturer och agency: hur begreppen kan förenas i forskning2006In: BIN NordenArticle in journal (Refereed)
  • 397.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barns meningsskapande i leken2000Conference paper (Refereed)
    Abstract [sv]

    Abstract

    This paper is a discussion about childrens perspectives and meaning making in their own play. How can a diversity of perspectives and theories about play among teachers make it possible, or less possible, for children to create meaning? Questions are raised if teachers theoretical categories and definitions of play are consistent with childrens perspective, and if theoretical grounding inspired of a life-world-approach is compatible with theories about meaning making, fantasy and creativity in a Vygotskian perspective.

  • 398.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Book review: ( Doing Foucault in Early childhood Studies, Glenda McNaughton, 2005)2006In: Early Years 26 (2) 224-225Article, book review (Refereed)
  • 399.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Children's chaotic play2000Conference paper (Refereed)
  • 400.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Children's narratives in play2002In: Early childhood Practice: The Journal for Multi-Professional Partnership, ISSN 1467-4947Article in journal (Refereed)
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