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  • 1.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Education, Department of Education.
    African education systems, a postcolonial perspective.2012Conference paper (Refereed)
  • 2.
    Abrahamsson, Lars
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Skapar gymnasielärare trygghet för eleverna i klassrummet?: En studie kring lärarens påverkan av trygghet i klassrummet2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Mitt syfte är att visa att känslan av trygghet spelar större roll för undervisningsklimatet i klassrummet än disciplin. Vi bombarderas dagligen i media från olika tyckare som har åsikter om hur skolan skall skötas för att den ska bli bättre och hur misskött den är nu idag. Det är nästintill omöjligt att sålla i det stora informationsflödet och avgöra vad som är relevant för att ge eleverna bästa möjliga inlärningsklimat i skolan. Kan det vara så att en skola som ger eleverna en känsla av trygghet är den som ger bästa inlärningsklimatet? Genom att besöka några klassrum, studera hur lektionerna fungerade i verkligheten och sedan intervjua de berörda lärarna om deras syn på trygghet i klassrummet, fick jag bekräftelse på att så kunde vara fallet. Tyvärr är det så att disciplin är lättare att skapa än trygghet men då kan undervisningsklimatet bli lidande. Att ha en trygg miljö är ett bättre sätt att rusta eleverna för att möta den undervisning som de ska klara av under sin skoltid. Dessutom, om en elev har en egen grundtrygghet i sig själv när hon ska möta världen efter skolan så finns det en större chans att ungdomarna klarar sig bra. Utifrån resultat jag fick anser jag att en lärare som funderat på hur man skapar trygghet i klassrummet, arbetar som en demokratisk ledare och involverar eleverna i regelbyggandet och undervisningen, är den lärare som skapar ett bättre studieklimat.

  • 3.
    Alm, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Teaching materials and students with mental retardation2008Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    Teaching materials and students with mental retardation



    From a socio-cultural perspective, teaching materials can be regarded as mediating tools for transferring culturally based knowledge, norms, values and traditions. While literature on teaching materials in general is substantial, few investigations have been conducted on teaching materials for students with mental retardation.



    In this paper I will present parts of an ongoing project in which this issue is focused. The study includes about twenty students in two training school classes and one class for students with mild mental retardation, covering the grades 7 10 in the compulsory school.



    Teaching materials in this study are defined as cultural tools used in education and serving a pedagogical function in programs for students with mental retardation (särskolan). My preliminary findings indicate predominance for everyday skills in teaching material activities. Reading or mathematical development in teaching material activities are of low priority. The activities often imply dilemmas the teacher have to master.

  • 4.
    Alm, Maria
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Berthén, Diana
    Bladini, Kerstin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Johansson, Iréne
    Komplicerad skolsituation - elever med utvecklingstörning och deras lärare2001Report (Other academic)
  • 5. Andersson, Bo.
    et al.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barnets rättigheter2002Report (Other academic)
  • 6. Andersson, C.
    et al.
    Gustafson, K.
    Lindblad, S.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    From Childhood to Adolescence in the Context of Schooling1998Conference paper (Refereed)
  • 7.
    Andersson, Eva
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Vilka roller får fritidspedagogen i klassrummet2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to look into the subjects which the students express when they cry out to their recreation instructor, if there are similarities and differences in the subjects when they turn to their recreation instructor or when they instead turn to their teacher, which different roles and positions the students place their recreation instructors and the teachers in. I have used focused observations during three days in two different schools. Using the ideas of J.Butler on performative perspective, I´ve analyzed the way the students have positioned their recreation instructors and teachers through speech and actions. My conclusion is that students early on see hierarchical structures in school and help maintaining them.

  • 8. Andersson, Åsa
    et al.
    Nordberg, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Nordström, Annika
    Riis, Mats
    Ågren, Marja
    En etnologisk odyssé till Budapest2001In: FU-Mummel, vt -2001. Etnologiska Institutionen, Göteborgs universitetArticle in journal (Refereed)
  • 9.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    IT strategier i svenska skolor: En undersökning av visioner, mål och tillämpningar av IT i förskola, grundskola och gymnasiet1999Report (Refereed)
  • 10.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Linguistic games as a way to introduce reading and writing in preschool groups2000Article in journal (Refereed)
  • 11.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Läs- och skrivutveckling i förskoleklass2003In: Lagarbete och tidig läs- och skrivutveckling / [ed] Birgitta Lidholt, Stockholm: Skolverket , 2003Chapter in book (Other academic)
  • 12.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Phonemic awareness in preschoolchildren: Four studies on the relationship between phonemic awareness, reading ability and short-term memory1991Doctoral thesis, monograph (Other academic)
  • 13.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Språkprojekt i Kronoparkens BO: En beskrivning av resultat och erfarnheter från ett år med Bornholmsmodellen1998Report (Other academic)
  • 14.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Utveckling i förskoleklass ur ett verksamhets- och barnperspektiv: Lägesrapport till regeringen1999In: Rapport till regeringen. Integration förskoleklass - grundskola / [ed] Birgitta Lidholt, Stockholm: Skolverket , 1999Chapter in book (Other academic)
  • 15.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Verksamhet i förskoleklassen med fokus på språkstimulans och integration1999In: Vägar till pedagogiken i förskola och fritidshem / [ed] Inge Johansson och Ingrid Holmbäck Rolander, Stockholm: Liber , 1999Chapter in book (Other academic)
  • 16.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Verksamhet med läsning och skrivning i förskoleklass2003In: Lagarbete och tidig läs- och skrivutveckling / [ed] Birgitta Lidholt, Stockholm: Skolverket , 2003Chapter in book (Other academic)
  • 17.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Från förskola till skola1997In: Röster om den svenska barnomsorgen / [ed] Socialstyrelsen, Stockholm: Socialstyrelsen , 1997Chapter in book (Other academic)
  • 18.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barnskola för 6-åringar: Ett möte mellan förskola och skolan1995Report (Other academic)
  • 19.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barns språkutveckling1993Book (Refereed)
  • 20.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Gymnasielärares uppfattning av åtgärder för elever med läs- och skrivsvårigheter1999Report (Other academic)
  • 21.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The developmnet of phonological recoding and orthographic decoding of single words1996Conference paper (Refereed)
  • 22.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Verbalt korttidsminne hos barn med Down syndrome1995Conference paper (Other (popular science, discussion, etc.))
  • 23.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Starting school at six or seven: Short and long-term effects of entering school at six or seven1998Conference paper (Refereed)
  • 24.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Skolstart vid sex eller sju årsålder1997Conference paper (Refereed)
  • 25.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Extra stöd till barn med läs- och skrivsvårigheter: En undersökning av omfattning och kriterier för extra stöd i läs- och skrivundervisning på lågstadiet1996Conference paper (Other (popular science, discussion, etc.))
  • 26.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Läsuppfattningar hos elever på mellanstadiet i relation till föräldrastöd och läsfärdighet1994Conference paper (Refereed)
  • 27.
    Arnqvist, Anders
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barns uppfattningar om läsprocessen1993Conference paper (Refereed)
  • 28.
    Asghari, Hamid
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Relationen mellan tidigare livs- och yrkeserfarenheter och undervisning på industriprogrammet i två yrkeslärares livsberättelser2012In: Livsberättelser Mening och identitet i tid och rum: Mening och identitet i tid och rum / [ed] Marie Karlsson och Héctor Pérez Prieto, Karlstad: Karlstad University Press, 2012, 7-20 p.Chapter in book (Other academic)
  • 29.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Var är Elias mamma?2008In: Kapet, KAPET, ISSN 1653-4743, Vol. 4, no 1, 105-123 p.Article in journal (Other academic)
  • 30.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Konsten att parkera: Identitetskonstruktion i fordonspojkars litteratursamtal2011In: KAPET. Karlstads universitets Pedagogiska Tidskrift, ISSN 1653-4743, Vol. 1, no 1, 20-40 p.Article in journal (Other academic)
    Abstract [sv]

    Den här artikeln handlar om fordonspojkars litteratursamtal. I artikeln visas hur några fordonspojkar på gymnasiet engagerar sig i hur litterära karaktärer i den roman de har läst hanterar olika motorfordon, och hur pojkarna är måna om att visa upp inför varandra att de har de kunskaper och de erfarenheter som krävs för att kunna hantera olika typer av motorfordon. Att pojkarna genom sina studier på fordonsprogrammet utbildar sig till fordonsmekaniker, lastbilsförare eller grävmaskinister aktualiseras på så sätt i det litteratursamtal pojkarna är involverade i. Samtidigt är det möjligt att tala om en motsatt rörelse som iscensätts i litteratursamtalet; en rörelse som innebär att pojkarna i och med sitt handlande på samma gång konstruerar sig som just fordonselever och som kunniga yrkesmän. Dessa identitetsskapande processer äger rum inom ramen för det litteratursamtal som pojkarna på egen hand genomför utan lärarens direkta medverkan, vilket innebär att fordonspojkarna på så sätt även konstruerar sig som skötsamma elever som tar ett ansvar för sina litteraturstudier.

  • 31.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Läsning som identitetsskapande handling.: Gemenskapande och utbrytningsförsök i fordonspojkars litteratursamtal.2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In this dissertation literature discussions which include students of Vehicle Engineering at a Swedish upper secondary school will be discussed. The students are all boys. The study is focused on these boys’ small-group literature discussions, and the aim of the study is to describe what happens when they discuss four of the novels that form an integral part in the context of their Swedish studies. Principal fields of interest are the readings and the reception that the boys give utterance to in the literature discussions, as well as the identity-constructing processes which set in when they interact in the light of what they have read.

    The empirical material consists of eleven video recorded small-group discussions, and a conversational analytic perspective is combined with a reception theory perspective in the dissertation.

    The study shows that a sense of community is vital to the core of the boys’ literature discussions, and this has an influence on the reception and the readings that come up in the discussions. The boys are anxious to come to an agreement and voices which threaten to shatter the sense of community that has been constructed in the discussions are opposed in different ways. The literature discussions are not only arenas where the boys construct themselves as readers but are also considered as a forum where various identity-constructing practices take place.

    As readers these boys are bound to what can be read, and what cannot be read, in literary texts, but it is possible to see a certain development in their readings towards a more complex attitude, such as they find expression in the discussions. The boys also carry out the literature discussions, and the constructed sense of community is based on the reading of the novel to be discussed in a small-group discussion. Thus the boys take on the responsibility for their own learning as well.

    Many of the processes in which the boys are involved during the literature discussions could be described as processes of social reproduction, but various dividing lines which could be identified in the study also show that there are openings for other directions of the discussions.

     

  • 32.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Being a skilled reader: Reception patterns in vehicle engineering students' literature discussion2012In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, no 2, 243-257 p.Article in journal (Refereed)
    Abstract [en]

    This article explores how four male vehicle engineering students at an upper secondary school in Sweden engage in literature discussion. The study combines a Conversation Analysis (CA) approach with a reception theory perspective and shows that the boys use direct reported speech (DRS) in their interaction as a technique to handle intimate and personal dimensions in the text, but also to construct themselves as skilled readers. Approaching the empirical data in this way makes it possible to go beyond the stereotyped images of (working class) boys presented in so many research papers and provide a more nuanced picture of boys' reception pattern in a school context.

  • 33.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Visst läser pojkar också!2010In: Växtkraft: Om svenskämnets möjligheter / [ed] Madeleine Ellvin och Lena Manderstedt, Stockholm: Svensklärarföreningen , 2010, 11-21 p.Chapter in book (Other academic)
  • 34.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Towards a sense of community: When literature becomes a socialization instrument2008Conference paper (Other (popular science, discussion, etc.))
  • 35.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Man kunde riva bort allt innan kapitel sex2007Conference paper (Other (popular science, discussion, etc.))
  • 36.
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Education, Department of Education.
    När brytpunkter uppstår2008Conference paper (Other (popular science, discussion, etc.))
  • 37.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ellie is the coolest': class, masculinity and place in vehicle engineering students' talk about literature in a Swedish rural town school2013In: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 11, no 1, 59-73 p.Article in journal (Refereed)
    Abstract [en]

    This article aims to show how boys in a vehicle engineering programme at an upper secondary school in Sweden use their reading and literature discussion in their identity construction and how the classroom is converted into a place where the boys create the social space that they are a part of. This article is written in the intersections between different disciplines, research fields, and theoretical and methodological perspectives, and it is argued that this approach makes it possible to exceed each respective limitation and present a more nuanced and far-reaching discussion about how children use literature discussions in the construction of identity and place.

  • 38.
    Bengtsson, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Talandet som levd erfarenhet: En studie av fyra barn med Downs syndrom2006Doctoral thesis, monograph (Other academic)
  • 39.
    Bengtsson, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Childrens´s participatory rights in a life-world perspective2012Conference paper (Refereed)
  • 40.
    Bengtsson, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Preschool Children’s Participation as Lived Experience2012Conference paper (Refereed)
  • 41.
    Bengtsson, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Metaforer som redskap för talutveckling2004Conference paper (Other (popular science, discussion, etc.))
  • 42.
    Bengtsson, Karin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Avvikelse eller levd erfarenhet: Om perspektiv på talandet hos barn med Downs syndrom2007Conference paper (Refereed)
  • 43.
    Bengtsson, Karin
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Bladini, Kerstin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Specialpedagogik som kompetens och komplexitet: Förskolebarns erfarenheter av delaktighet2012In: Barn, barndomar, rättigheter och utbildningar: Vänbok till Solveig Hägglund / [ed] Annica Löfdahl & Héctor Pérez, Karlstad: Karlstad University Press, 2012, 13, 1-12 p.Chapter in book (Refereed)
  • 44.
    Bengtsson, Karin
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Johansson, Iréne
    Samtal om tal2002Report (Other academic)
  • 45. Berginge, S.
    et al.
    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.
    På väg mot en homogeniserad förskola? - förskolors presentationer på Internet2008In: Karlstads universitet Pedagogiska Tidskrift (KAPET)Article in journal (Other academic)
  • 46. Berginge, S.
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The performative pre-school - presentations on the web2008Conference paper (Refereed)
  • 47.
    Bernmark-Ottosson, Ann
    Karlstad University, Faculty of Arts and Education, Avdelningen för utbildningsvetenskap.
    Tänkbara didaktiska konsekvenser av lärarstuderandes demokratiuppfattningar2009In: Ämnesdidaktiska brobyggen: didaktiska perspektiv inom lärande och forskning, Karlstad: Karlstad University Press , 2009, 90-98 p.Chapter in book (Other academic)
  • 48.
    Bjurulf, Veronica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Teknikämnets gestaltningar: En studie av lärares arbete med skolämnet teknik2008Doctoral thesis, monograph (Other scientific)
    Abstract [en]

    The thesis deals with how technology as a school subject is presented to the pupils in the Swedish compulsory school at junior high school level. The main focus is on how teachers work with the subject matter in teaching, which is on the level of the enacted curriculum. The official documents established by the national school authorities, the intended curriculum, and the hidden curriculum are both of special interest in the study. The hidden curriculum refers to possible, but not intended consequences of the enacted curriculum for pupils’ understanding of technology as a school subject. 

              The empirical analysis of the study is based on a narrative analysis on the one hand and the variation theory on the other. The empirical data collection consists of data from: (a) interviews with five teachers and (b) a series of classroom observations, covering an entire section of each teacher’s course of the subject matter.

              The data from the interviews with these teachers indicated that they understood the concept of technology as human made artefacts aiming to satisfy practical needs. When it came to the understanding of technology as a school subject the teachers differed between understanding the aim of the subject as to: (1) practice craftsmanship, (2) prepare the pupils for future careers as engineers, (3) illustrate science, (4) strengthen girls’ technical self-confidence and (5) get the pupils interested in technology in order to become inventors in the future.

    The data from the classroom observations indicated that the teaching presented in technology gave the pupils the opportunity to develop three specific capabilities: (1) evaluate and test functionality, (2) be precise and accurate and (3) construct, build and mount. The three capabilities were possible to develop when accomplishing tasks of practical character. Results also indicated that technology as a school subject was taught in different ways depending on the teachers’ educational background, the physical learning environment and the size of the school class. Variation theory was applied as a tool in the analysis of the data from the classroom observations, i.e. the teachers’ ways of working with the subject matter. The analysis indicated that the most frequently used pattern of variation was ‘contrast’.  Through the contrast-variation the teachers managed to contrast better or worse alternatives of constructing and using artefacts. It can be argued that this pattern of variation, ‘contrast’, is the proper pattern when pupils are working with limited or expensive material.

              The overall conclusion of the study is that teachers’ interpretations of current intended curriculum and their choices of subject matter and teaching methods affect which abilities the pupils are offered to develop in technology as a school subject. Based on the results of the study it can be argued that the education and the teaching of technology lacks realism and the result is that technology as a school subject may be experienced by pupils as not very important. It is obvious that the school subject technology, as well as teaching in technology, in the Swedish compulsory school, demands more attention from the national school authorities, in order to develop the pupils’ understanding that technology as a subject is related to the future development of society and social welfare.

     

  • 49.
    Bjurulf, Veronica
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Physics and Electrical Engineering.
    Kilbrink, Nina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Segolsson, Mikael
    Ämnet teknik i grundskolan - med empiriska exempel2009In: Ämnesdidaktiska brobyggen: didaktiska perspektiv inom lärande och forskning, Karlstad: Karlstad University Press , 2009, 100-109 p.Chapter in book (Other academic)
  • 50.
    Bladini, Kerstin
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Att tillsammans ta ett steg tillbaka2011In: Specialpedagogisk verksamhet i grundskolan / [ed] Eriksson Gustavsson, A-L., Göransson, K. & Nilholm, C (red.), Studentlitteratur, 2011, 55-72 p.Chapter in book (Other (popular science, discussion, etc.))
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