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  • 801.
    Söderström, Åsa
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Blossing, Ulf
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The difficult challenge to improve students' learning environment. Results from an evaluation of the Norwegian school-improvement program: The Knowledge Promotion Reform from word to deed2010Conference paper (Other (popular science, discussion, etc.))
  • 802.
    Söderström, Åsa
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Blossing, Ulf
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hagen,
    Nyen,
    External support for school development effects of the programme: The Knowledge Promotion Reform from word to deed2009Conference paper (Other (popular science, discussion, etc.))
  • 803.
    Söderström, Åsa
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Blossing, Ulf
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Imsen, G
    The Nordic Vision a School for All Meets the Neo-Liberal Educational Policy2010Conference paper (Other (popular science, discussion, etc.))
  • 804.
    Söderström, Åsa
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Egna studier lyfter kvaliteten på fritids2012In: Chef och Ledarskap, ISSN 1653-5340Article in journal (Other (popular science, discussion, etc.))
  • 805.
    Söderström, Åsa
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Med siktet inställt på vardagsproblem2012In: Fritidspedagogen, ISSN 0349-2478, no 2Article in journal (Other (popular science, discussion, etc.))
  • 806.
    Takala, Marjatta
    et al.
    Helsingfors universitet.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Changing education: narratives of teaching hearing-impaired during 30 years2012Conference paper (Refereed)
  • 807.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Från en skola för alla till en skola för varje?2009In: Kapet, ISSN 1653-4743, Vol. 1, no 1, p. 77-89Article in journal (Other academic)
    Abstract [sv]

    Syftet med artikeln är att diskutera hur innebörden av begreppet ”en skola för alla” förskjutits genom den förändrade utbildningspolitik vi sett under de senaste decennierna, som utmärks av mål- och resultatstyrning utifrån en i grunden neo-liberal ideologi. Genom att sätta begreppet i relation till olika tolkningar av en skola för alla som medel för social rättvisa, det demokratiska deltagarperspektivet respektive den kompensatoriska lösningen, blir det tydligt att de reformer som nu genomförs inom det utbildningspolitiska området medför en förskjutning av begreppets innebörd så att det istället skulle kunna beskrivas som ”en skola för varje”. Debatten om hur skolans kunskapsmässiga och demokratiska uppdrag kan förenas behöver fördjupas, liksom vilken innebörd vi egentligen vill lägga i begreppet ”en skola för alla”.

  • 808.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Redaktionellt2010In: Kapet, ISSN 1653-4743, Vol. 1, no 1Article in journal (Other (popular science, discussion, etc.))
  • 809.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Redaktionellt 20112011In: KAPET. Karlstads Pedagogiska Tidskrift, ISSN 1653-4743, Vol. 1, no 1Article in journal (Other academic)
  • 810.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Vad var det vi läste och pratade om?: Bänkinteraktioner i mellanstadiets skriftpraktiker2012In: Svenskämnet igår, idag, imorgon / [ed] Gustaf Skar och Michael Tengberg, Stockholm: Natur och kultur, 2012, p. 194-208Chapter in book (Other academic)
  • 811.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Studying policy in interaction: Students’ enactment of new grades and national tests in Swedish year six.2015Conference paper (Refereed)
    Abstract [en]

    The aim of this presentation is to explore how recent policy changes in education gets interpreted and realized in student interaction. In recent years the concept of enactment has been used within policy research as an analytical tool for the understanding of how policy gets translated into practice by actors on different levels (Ball, 2006; Ball, Maguire & Braun, 2012; Singh, Heimans & Glasswell, 2014; Tanner & Pérez Prieto, 2014). Most studies on a school level focus on school leaders and teachers, whereas the students often remain unnoticed as actors in policy practice. In this presentation we argue for the importance of including students’ perspectives in studies of policy, and suggest new methods for how this could be explored.  

    Methodologically we bring together understandings of policy enactment and performativity from the field of educational sociology with the ethnomethodological stance of conversation analysis (CA) for studying how policy comes to play in interactions between students (ten Have, 1999).  We use data from a larger study about students’ experiences on doing national tests and getting grades in year 6, including more than 10 schools. The data consists of audio- and video recordings from focus group interviews with students and of video recordings from classrooms in the preparation and realization of the national tests.

    Preliminary results show how students position themselves as competent actors in relation to peers, teachers and family as they talk about tests and grades. In the interactions they negotiate strategies for coping with expectations and increasing pressure, while at the same time playing down the importance of tests and grades in for example comparisons with friends or in relation to final grades in year nine.   Even though the combination of CA and the theoretical concept of policy enactment require careful methodological considerations, we find a substantial gain in the way it makes new understandings of students’ identity formations in relation to educational policy possible.

  • 812.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Forms of reading in literature discussions2011In: De stralende lezer: Wetenschappelijk onderzoek naar de invloed van het lezen / [ed] Hakemulder, Frank, Delft: Eburon Academic Publishers, 2011, p. 286-312Chapter in book (Refereed)
    Abstract [en]

    Studies of literature discussions typically take the attitude that educational effects and quality of student engagement and learning are best estimated through statistical measures of turn-taking, amounts of teacher vs. student talk, quantity of authentic teacher questions etc. Less often is the particular content of literary learning taken into consideration. This exploratory, qualitative study examines the specific perspectives on literary text, i.e. the forms of reading, which students are encouraged to adopt during such discussions. The data material consists of video recordings that were collected from authentic classroom discussions in ten classes in Swedish eighth and ninth grade (age 13-15 years). Six different categories are presented in the article. I argue that they offer vital characteristics as to some of the constraints and possibilities of literary learning afforded in literature discussions in school.

  • 813.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Gyllene ögonblick eller glanslösa vardagsverkligheter?: Om klassrumsforskning och samtal som arbetsform2011In: I språkandet blir kunskap till: Bidrag från CSL-dagen 2011 / [ed] Göransson, Anna-Lena, Karlstad: Centrum för språk- och litteraturdidaktik , 2011, p. 46-55Chapter in book (Other (popular science, discussion, etc.))
  • 814.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Litteraturläsningens och läsundervisningens mål2011In: Svenskämnet i förändring?: Perspektiv på de nya kurs- och ämnesplanerna / [ed] Ellvin, Madeleine, Skar, Gustaf & Tengberg, Michael, Stockholm: Svensklärarföreningen , 2011, p. 56-67Chapter in book (Other academic)
  • 815.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Litteratursamtal i grundskolan2008In: Didaktikens forum, ISSN 1652-2583, Vol. 5, no 3, p. 48-58Article in journal (Refereed)
  • 816.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Läsarter som analysredskap: tunnelseende eller utblick?2010In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 40, no 3-4, p. 81-89Article in journal (Refereed)
    Abstract [en]

    This article discusses a current problem in the research of literary reading and of literature instruction.Which theoretical models are needed in order to describe and to understand the differentpractices of reading and teaching literature in school? The theoretical concept in focus is form ofreading (Swedish läsart), which points to the reader’s particular way of discerning the text. I beginby examining some of the consequences of a long-standing, almost habitual, application withinSwedish research on literature instruction of a single theoretical perspective on forms of reading.This perspective is taken from Louise Rosenblatt and involves the orientations of reading whichshe calls aesthetic and efferent reading. My initial discussion is thus bears upon the problemsgenerated by this kind of theoretical conformity.In order to broaden the range of theoretical terminology with which students’ reading and teachers’teaching might be analyzed my own initial idea was to suggest and apply empirically twodifferent perspectives on forms of reading, stemming from Michael Riffaterre and Marie-LaureRyan. However, since these models, like many others, are wrapped up in complex text theorieswith implied readers, whose interpretive operations have little resemblance with the interpretivestrategies expected from teenage readers in school, even this approach seemed less productive.What we need instead – and this is my main point –, when it comes to examining the differentforms of reading advocated in the classroom, is to theorize the practices of reading rather than toabide by already conventional understandings. By reference to the literary orientations in a shortsequence from a literature discussion in eighth grade I suggest the term meta-cognitive form ofreading.

  • 817.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Läsning, läsvanor och tolerans2007In: Svenskläraren, Vol. 51, no 3, p. 29-33Article in journal (Other (popular science, discussion, etc.))
  • 818.
    Tengberg, Michael
    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). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Nationella läsprov i ett skandinaviskt perspektiv2019In: Viden om literacy, ISSN 1902-3472, Vol. 25, p. 58-62Article in journal (Other academic)
  • 819.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Perspectives on learning in the study of literature discussions2007In: Kapet: Karlstads Pedagogiska Tidskrift, ISSN 1653-4743, Vol. 3, no 1, p. 113-124Article in journal (Other academic)
  • 820.
    Tengberg, Michael
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Improving Reading and Interpretation in Seventh Grade: A Comparative Study of the Effects of Two Different Models for Reading Instruction2013In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 4Article in journal (Refereed)
    Abstract [en]

    This article investigates the potentials for developing advanced reading and interpretative skills in Swedish secondary school. During six weeks four separate study groups in seventh grade participated in an intervention study. The purpose was to gather more knowledge of how different teaching strategies affect students’ development of advanced reading skills. Data was collected from written assignments and from an experiential questionnaire. The study attempts to provide an empirical corroboration of previously theoretically founded propositions. Findings indicate that the choice of teaching strategy plays a significant role to students’ learning. However, in order to make normative judgments on one teaching model’s advantage over the other, further evidence is necessary. Moreover, to study the implementation and the effects of instructional change is a challenging field of research, which requires an array of sophisticated methods that combine qualitative and quantitative analyses.

  • 821.
    Tengberg, Michael
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Olin-Scheller, ChristinaKarlstad University, Faculty of Arts and Education, Department of Education.
    Svensk forskning om läsning och läsundervisning2015Collection (editor) (Other academic)
  • 822.
    Thelander, Nina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    We are all the same, but...: Kenyan and Swedish school children's views on children's rights2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis presents a study on how school children in Kenya and Sweden express their views on children’s rights, in particular rights related to participation, non-discrimination, and education. The overall purpose was to explore the United Nations Convention on the Rights of the Child, its claim to be universal and its relevance for children in various school and life contexts.

    Group interviews were conducted with 58 children, aged 12-15 years, from four schools, two schools from each country. The interviews were introduced with an exercise of nine articles from the UN Convention which the groups were asked to discuss and rank from the most to the least important. The aim of the exercise was to make the UN articles known to the children and to open up for a conversation about rights.

    The theoretical framing for the study is anchored in the tradition of sociology of childhood. Analyses of empirical data were based on the cultural politics of childhood, and the concepts vulnerability and separability. Accordingly, children are viewed as sharing the common experience of being children, but also as experiencing diverse everyday lives. They are regarded as social agents, whose voices carry perspectives important to be listened to. They are also looked upon as able to form and express their views and knowledge in relation to local economical, social and political conditions.

    The results showed that the children talked about themes and situations that were both common and diverse. They talked more about children’s needs than about children’s rights. Needs for ‘extended’ protection were particularly expressed, i.e. the importance of stable relationships with parents and other adults and peers. The study also showed that when issues on relationships with adults, participation and decision making were discussed, the children expressed experiences of being viewed as subordinated in a way that could be referred to as their inherent and structural vulnerability. A third important result showed that values and norms related to non-discrimination were largely produced and reproduced in peer-cultures. Finally, the children connected education to economical growth, for individuals as well as for societies.

    The overall conclusion from the study is that children view the UN Convention as a problem solver for children in exposed situations rather than as a document for their everyday life. From a child perspective, rights hold relational qualities, manifested in relationships with adults and peers. Furthermore, the study underlines that the young right holder is a ‘both-and’ child: both global and local, both being and becoming, and both dependent and independent.

  • 823. Thelandes, N
    et al.
    Söderström, Åsa
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Assessments on Demand: a Risky Endeavour for Children's Rights and Relationships?2010Conference paper (Other (popular science, discussion, etc.))
  • 824.
    Thelin, Katina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Lära tillsammans som grund för utveckling i förskolan2014In: Det goda lärandets grunder / [ed] Mats Ekholm och Hans-Åke Scherp, Malmö: Gleerups Utbildning AB, 2014Chapter in book (Other academic)
  • 825. Thelin, Katina
    et al.
    Scherp, Hans-Åke
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Flexibilitet lärande eller hinder2004In: I Utsikter och insikter. En antologi om flexibelt lärande i vuxenutbildningen. Nationellt centrum för flexibelt lärande. Rapport 5:2004, 2004Chapter in book (Other academic)
  • 826.
    Thuresson, Hanna
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hur kommunicerar yngre barn kring symboler?2011In: KAPET. Karlstads universitets Pedagogiska Tidskrift, ISSN 1653-4743, Vol. 1, no 1, p. 65-75Article in journal (Other academic)
    Abstract [sv]

    I den här artikeln lyfts två skilda sätt att se på och förstå yngre barns lärande och kommunikation kring symboler fram och ställs mot observationsbeskrivningar av två lärandesammanhang. Data är insamlade med hjälp av fältobservationer och fältanteckningar på en förskoleavdelning. Utifrån författarens två exempel på lärandesammanhang som barn och pedagoger på en förskola deltar i, analyseras dessa med hjälp av två skilda synsätt på lärande och kommunikation. Det första synsättet fokuserar främst pedagogen som introducerande och uppmärksammande barn på vissa bestämda aspekter, medan det andra synsättet huvudsakligen ser barn som kompetenta kommunikatörer som löser problem och kommunicerar med en mängd olika kommunikationsredskap. Genom att analysera samma händelse med hjälp av de två synsätten, tydliggörs skiljelinjerna mellan de olika sätten att se på barns lärande, kommunikation och lek med symboler, former och bokstäver.

  • 827.
    Tidlund, Stefan
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Medieprogrammets nya kläder: En jämförande diskursanalys av medieämnets omvandling efter gymnasiereformen 20112013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 828.
    van Bommel, Jorryt
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Liljekvist, Yvonne
    Karlstad University.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Making the invisible visible: on professional development initiated by the teachers themselves2015Conference paper (Refereed)
    Abstract [en]

    New technology provides teachers with a variety of ways for choosing forms and content of professional development. Teachers in Sweden widely use Facebook as a way of professional development. Within Facebook teachers create groups and pose questions and responses in issues regarding teaching they themselves choose. Our research focuses on the subjects mathematics and Swedish and maps what kind of questions and comments teachers post in relation to the different parts of pedagogical content knowledge (PCK), as described by Shulman.

    Our question is if there are specific parts of PCK that appear of more interest in such Facebook groups. The outcome has implications for pre-service and in-service teacher education as the outcome will inform on challenges and difficulties teachers encounter once practicing as a teacher. Such challenges and difficulties have previously been hidden as teachers have not publically discussed these issues

  • 829.
    Wagnsson, Stefan
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Föreningsidrott som socialisationsmiljö: En studie av idrottens betydelse för barns och ungdomars psykosociala utveckling2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The overall purpose of this study was to examine organized youth sports in Sweden and the possible influences over time (2 years) on some of the intended socialisation effects in terms of children’s and adolescent’s self-esteem, perceived physical and social competence, self reported pro- and antisocial behaviours, self reported psychosomatic health, and use of alcohol and tobacco. In an attempt to capture some of the complex social interactions in sports, which undoubtedly leads to different socialisation experiences, an additional purpose of this study was to examine possible relations between children and adolescent athletes’ dispositional goal orientations (task and ego), perceived motivational climate in sports, perceived sport-specific competence, perceived prosocial coaching and presumptive psychosocial effect variables.

    This study’s theoretical framework was primarily based on previous works by Bronfenbrenner (1979, 1992, 1995, 2001), Bronfenbrenner and Morris (1998), Nicholls (1984, 1989) and Patriksson (1995).

    The design of the study was a three-occasion longitudinal multiple cohort design including elements of retrospective questions. Data was collected from pupils residing in schools situated in Western and Middle parts of Sweden. The sample was based on a randomly stratified sampling procedure and comprised of 1378 pupils in total (10-18 years) distributed in primary school, lower secondary school and upper secondary school. The answering rate was high (T1=85%; T2=80%; T3=80%), but wave non-response made it necessary to impute missing data values. In total 1212 respondents were included in the final analyses.

    The main results showed that sport socialisation effects on youth’s prosocial development in general were rather small, with some minor exception for perceived physical competence and smoking tobacco. Consequently the results challenge the public notion that participating in organized sport “builds character.” Results related to the specific sport environment, though showed that organized sports have the potential to act as a more positive socialisation arena. It is proposed that creating a mainly task-oriented motivational climate, and helping the individual to foster a balance between task- and ego-oriented goal orientations, will increase the probability that young athletes will perceive higher levels of competence. This will, in turn, enhance the chance that participation in organized sports will have a positive effect on youths’ psychosocial development.

  • 830.
    Wahlström, Birgitta
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barns inflytande i förskolan: En studie om pedagogers erfarenheter om barns inflytande i förskolan2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 831. Walan, Susanne
    et al.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Att lära sig det naturvetenskapliga språket genom berättelser och dramatisering2007Conference paper (Refereed)
    Abstract [sv]

    It has been found that playing and acting can facilitate the learning of science-processes and conceptions. This is one way to learn the language of science. It is also reported that storytelling facilitate learning-processes. This kind of research have mostly been conducted with teenage-students. The aim of this project is to find new ways of learning scientific concepts and to test a model in teaching science for young children between 4 and 8 years old. The study is based on the theories of learning according to Vygotsky, where fantasy and creativity is an integrated part of learning and not only an illustration to theory. The model is a coupling between science, storytelling and drama, and the main question is if this can be a way to stimulate learning about science concepts and phenomena? Which effect can be obtained concerning theoretical knowledge? Which effect does this teaching-model have on understanding science concepts? A group of 25 children had a session with a story being told. This was followed by a drama in which the children were the actors. The drama visualized the story, which was about the immune-system. The children were interviewed 3-5 months after this occasion. Most of the children were able to recall the story or fragments of it. Some of them were even able to relate it to reality. A couple of them also used the scientific names that were included in the story. The result was surprising considering that the children only had one session about the subject and that there was no feedback between the session and the interviews. The result was also surprising considering the long time between session and interview. Teaching science to young children is not well developed in Sweden. This project therefore can be a step in this development

  • 832.
    Wallace, Robert
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies. Karlstad University, Faculty of Arts and Education, Department of Education.
    Categories of Conceptions in Karlstad Community Classrooms: An analysis of educator interviews regarding new media technologies as teaching tools2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Från höstterminstarten 2011 har alla nya elever inom de kommunala gymnasieskolorna i Karlstad och Hammarö tillgång till en egen dator, en satsning som brukar gå under beteckningen en-till-en. Denna situation öppnar för en möjlighet att studera hur denna tekniska förändring också påverkar lärares upplevelse av teknikskiftet och hur lärarna uppfattar att tekniken förändrar skolvardagen. Under december 2011 intervjuades 47 lärare i engelska (du skriver rätt antal) utifrån en gemensam intervjuguide med öppna frågor kring erfarenheter, strategier och åsikter om hur det är att arbeta i klasser som omfattades av en-till-en-satsningen. Syftet med studien var att kategorisera lärarnas uppfattningar och hur de erfar denna nya situation; detta då med hjälp av en fenomenografisk analysmetod. Studien tar sin utgångspunkt i ett sociokulturellt perspektiv där lärandet ingår i en social kommunikativ process. Resultatet av analysen pekar mot att det går att dela in lärarnas syn på den nya situationen i tre huvudkategorier; erfarenhet av fenomen genom jämförelse; undervisning strategier i förhållande till fenomenet; fenomen i praktik. 

  • 833. Watkins, D.
    et al.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Awareness of the backwash effect of assessment: A phenomenographic study of the views of Hong Kong and Swedish lecturers2005In: Instructional Science 33(4)Article in journal (Refereed)
    Abstract [en]

    An effective way to change student learning is to change the form of assessment. This has become known as the backwash effect of assessment. However, academic teachers ways of understanding the role of assessment in student learning are also important. This paper reports a phenomenographic study of the views of the role of assessment amongst Swedish and Hong Kong university teachers. The results are described in eight categories of conceptions, placed within a two-dimensional outcome space. The two dimensions are (1) the relation between teaching and assessment, and (2) the focus of the backwash effect. The results indicate that two features of the described conceptions are critical for changing teachers views of the role of assessment. One is the way one understands the significance of basic knowledge in ones discipline while the other is whether one looks upon the relation between teaching and assessment as being of an internal or external nature. As much research literature points out, to bring about changes in approaches to teaching and learning you must first bring about changes in conceptions of teaching and learning. To utilize assessment to improve student learning, teachers need to be made aware of the need of such improvement and of the role assessment can play in this process. On the basis of research such as that reported in this paper, staff developers could develop workshops or other strategies, which can accomplish this task.

  • 834. Wengelin, Å.
    et al.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Interaktionsmönster i texttelefonsamtal mellan döva2007Conference paper (Refereed)
  • 835. Wengelin, Å.
    et al.
    Roos, Carin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Written language production in text telephone conversations between deaf people2007Conference paper (Refereed)
  • 836.
    Åkerlund, Dan
    et al.
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies.
    Buskqvist, Ulf
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Media and Communication Studies.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Learning design when the classroom goes online2010Conference paper (Refereed)
    Abstract

    The Internet is increasingly being used by educators and educational institutions not only for information seeking, but also for communication and publishing students work. This paper explores how this can affect the learning situation and how we can understand the difference between an assignment carried out by a student and which is handed over directly, and only, to the teacher, compared to something that will be published and public on the net.

    The Learning Design Sequence developed by Selander (2008) has been used as an analytical tool when analyzing 5 examples from schools using web 2.0. Not having the teacher as the only addressee for a school assignment changes the value of the work and opens up for further development of knowledge, and we argue that the Selander model in some cases can be extended, when the classroom goes on line.

  • 837.
    Åstrand, Annika
    Karlstad University, Faculty of Arts and Education, Department of Education.
    När PBS kom till byn: Berättelser om erfarenheter av ProblemBaserad Skolutveckling2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis presents a study on different school actors’ narratives about how they have experienced a participation in a school development collaboration called PBS, problem based school development. A school development and research project based at Karlstad University. The analysis is inspired by a narrative approach and a critical perspective on policy, were policy is understood as both text and discourse. The aim of the study is to show how the carrying through of this new policy (PBS) is received and reconstructed in three Swedish municipal settings. In the analysis the participant’s narratives are also related to the reconstructions of the field of education politics that has been carried out the last decades, here in Sweden as well as in other countries around the world.

    In this study 46 interviews were carried out. Official texts from each of the three school organizations have also been studied. As analytical tools parts of a model called the zoom-model and three different concepts, taken from the field of organization studies have been used.

    The overall result shows that those who work in schools today are engaged in a large amount of development works, claims and ways of working that they themselves choose to enact. The results also show how the interviewees receive and charge these ideas with their own previous experiences and how this is done in discursive contexts that shape what is considered normal and evident.

    One conclusion is that further attention ought to be made to the significance of the local context when it comes to carry through a new idea on development and change. A conclusion drawn from how interpretations and reconstructions of both development models prior to PBS and of the national steering model came to play important roles in how PBS was received and reconstructed in the studied municipalities. But different interpretations of the PBS model also led to tensions within and between the different areas of the organizations. Tensions that can be described as dilemmas, implicated by an ongoing cacophony of policy voices, whose prescriptions pull on different directions. When the PBS-policy arrives in this discursive room the results show how this policy can become a tool in line with new discursive narratives of education, regardless the intensions formulated in the context of policy text construction.

  • 838. Öhrn, E.
    et al.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Social responsibility in the classroom: Learning the code and develop the skill1999Conference paper (Refereed)
  • 839.
    Östergaard, Edvin
    et al.
    Norwegian University of Life Sciences, Norway.
    Hugo, Aksel
    Rudolf Stein College of Education, Norway.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    From phenomenon to concept: designing phenomenological science education2007In: Proceedings of the 6th IOSTE Symposium for Central and Eastern Europe / [ed] V. Lamanauskas & G. Vaidogas, 2007, p. 123-129Conference paper (Refereed)
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