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Frånberg, Gun-Marie
Publications (10 of 43) Show all publications
Mendonça, M. & Frånberg, G.-M. (2014). Exploring an experience of active learning in higher education. Journal of education and training, 1(2), 1-14
Open this publication in new window or tab >>Exploring an experience of active learning in higher education
2014 (English)In: Journal of education and training, ISSN 2330-9709, Vol. 1, no 2, p. 1-14Article in journal (Refereed) Published
Abstract [en]

This article presents a subjective experience of attending a pedagogical training course for higher education teaching staff at Umea University, in Sweden. A participant observation was carried out based on an inductive approach. Data were collected through reports done in form of narratives at the end of eachsession. The analysis was done by critical reflection and the narratives were selected and thematically grouped according to the activities carried out during the course. Further, the analysis was supported by relevant literature related to educational theories that sustain student’s accountability in learning and interactive classes. The results of the study conclude that the role ofthe teacher is crucial to make students active, motivated and self-regulated. However, students’ active learning also depends on other factors such as contextual, social and psychological aspects. In addition, the communication involved in the process of teaching and learning develops confidence, empathy and achievement of good academic results.

Place, publisher, year, edition, pages
Macrothink Institute, 2014
Keyword
active learning, communication, experience, higher education, self-regulation
National Category
Educational Sciences Social Sciences
Identifiers
urn:nbn:se:umu:diva-87302 (URN)10.5296/jet.v1i2.5153 (DOI)
Available from: 2014-03-28 Created: 2014-03-28 Last updated: 2014-10-08Bibliographically approved
Frånberg, G.-M. (2013). Flickor, pojkar och kränkningar. In: Skolverket (Ed.), Kränkningar i skolan: analyser av problem och lösningar (pp. 51-66). Stockholm: Fritzes
Open this publication in new window or tab >>Flickor, pojkar och kränkningar
2013 (Swedish)In: Kränkningar i skolan: analyser av problem och lösningar / [ed] Skolverket, Stockholm: Fritzes, 2013, p. 51-66Chapter in book (Other (popular science, discussion, etc.))
Abstract [sv]

Insatser mot mobbning har olika effekt på mobbning av flickor och pojkar. En förklaring är att mobbning av flickor oftare är social och mobbning av pojkar oftare är fysisk. En annan är att samhällets normer om kvinnligt och manligt också finns i skolan, och kommer till uttryck till exempel i lärarnas förväntningar på eleverna. Elever utvecklar ofta sin identitet i förhållande till vad de uppfattar som ideal för sitt kön. En enskild individ kan inte förstås utifrån vilket kön den tillhör, men kunskaper om generella könsmönster kan bidra till en bredare förståelse för vad som utspelar sig i skolan.

Place, publisher, year, edition, pages
Stockholm: Fritzes, 2013
Keyword
kränkningar, skolan, flickor. pojkar
National Category
Social Sciences
Identifiers
urn:nbn:se:umu:diva-84184 (URN)978-91-7559-075-2 (ISBN)
Available from: 2013-12-17 Created: 2013-12-17 Last updated: 2014-03-04Bibliographically approved
Mendonça, M., Popov, O., Frånberg, G.-M. & Cossa, E. (2012). Introducing a student-centred learning approach in current curriculum reform in Mozambican higher education. Education Inquiry, 3(1), 37-48
Open this publication in new window or tab >>Introducing a student-centred learning approach in current curriculum reform in Mozambican higher education
2012 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, no 1, p. 37-48Article in journal (Refereed) Published
Abstract [en]

The Eduardo Mondlane University (UEM) in Mozambique is introducing new participative forms of pedagogical practices into the process of its current curriculum reform. This article presents a case study of the introduction of a student-centred approach at one department and discusses some of the lecturers’ perceptions and experiences concerning the process. A qualitative study was carried out based on classroom observations and interviews. Activity theory was used in the analysisof the results. The findings show that the lecturers do not feel ownership of the curriculum reformintroducing student-centred learning. They express a need for training and the creation of adequatematerial conditions to apply the innovation. The findings also reveal contextual factors affecting student engagement in learning. In the conclusions, reflections are presented concerning the place of the generic values of learner-centeredness in the academic culture of the UEM.

Place, publisher, year, edition, pages
Umeå: Umeå Universitet, 2012
Keyword
activity theory, Mozambican context, student-centred approach, university pedagogy
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-53350 (URN)
Available from: 2012-03-22 Created: 2012-03-22 Last updated: 2017-12-07Bibliographically approved
Frånberg, G.-M., Hällgren, C. & Dunkels, E. (2012). Introductory chapter. In: Gun-Marie Frånberg, Camilla Hällgren, Elza Dunkels (Ed.), Invisible Girl: "Ceci n'est pas une fille" (pp. 9-15). Umeå: Umeå universitet
Open this publication in new window or tab >>Introductory chapter
2012 (English)In: Invisible Girl: "Ceci n'est pas une fille" / [ed] Gun-Marie Frånberg, Camilla Hällgren, Elza Dunkels, Umeå: Umeå universitet , 2012, p. 9-15Chapter in book (Refereed)
Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2012
Keyword
Gender, girls, girlhood, invisibility, identity, bodily existence, contemporary media, genus, flicka, flickor, flickskap, osynliggörande, identitet, kroppslig existens, samtia medier
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-60922 (URN)978-91-7459-462-1 (ISBN)
Available from: 2012-11-02 Created: 2012-11-02 Last updated: 2016-04-06Bibliographically approved
Frånberg, G.-M., Hällgren, C. & Dunkels, E. (Eds.). (2012). Invisible Girl: "Ceci n'est pas une fille". Umeå: Umeå universitet
Open this publication in new window or tab >>Invisible Girl: "Ceci n'est pas une fille"
2012 (English)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2012. p. 281
Keyword
Gender, girlhood, invisibility, identity, bodily existence, contemporary media
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-60863 (URN)978-91-7459-462-1 (ISBN)
Available from: 2012-11-02 Created: 2012-11-01 Last updated: 2016-04-06Bibliographically approved
Frånberg, G.-M. & Wrethander, M. (2012). Nelly, the Invisible Girl. In: Gun-Marie Frånberg, Camilla Hällgren & Elza Dunkels (Ed.), Invisible Girl: "Ceci n'est pas une fille" (pp. 145-151). Umeå: Umeå University, Sweden
Open this publication in new window or tab >>Nelly, the Invisible Girl
2012 (English)In: Invisible Girl: "Ceci n'est pas une fille" / [ed] Gun-Marie Frånberg, Camilla Hällgren & Elza Dunkels, Umeå: Umeå University, Sweden , 2012, p. 145-151Chapter in book (Refereed)
Place, publisher, year, edition, pages
Umeå: Umeå University, Sweden, 2012
Keyword
Gender, invisibility
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-60775 (URN)978-91-7459-462-1 (ISBN)
Available from: 2012-10-26 Created: 2012-10-26 Last updated: 2016-04-06Bibliographically approved
Frånberg, G.-M. & Wrethander, M. (2012). The rise and fall of a social problem: critical reflections on educational policy and research issues. The Journal for Critical Education Policy Studies, 10(2), 345-362
Open this publication in new window or tab >>The rise and fall of a social problem: critical reflections on educational policy and research issues
2012 (English)In: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 10, no 2, p. 345-362Article in journal (Refereed) Published
Keyword
education policy, social problem, critical reflections
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-60774 (URN)
Available from: 2012-11-12 Created: 2012-10-26 Last updated: 2017-12-07Bibliographically approved
Dunkels, E., Frånberg, G.-M. & Hällgren, C. (Eds.). (2011). Interactive media use and youth: Learning, knowledge exchange and behavior. Hershey, Pennsylvania (USA): IGI Global
Open this publication in new window or tab >>Interactive media use and youth: Learning, knowledge exchange and behavior
2011 (English)Collection (editor) (Other academic)
Abstract [en]

Modern advancements in technology have changed the way that young people use interactive media. Learning from such methods was not even considered until recently. It is now slowly defining the landscape of contemporary pedagogical practices.

Interactive Media Use and Youth: Learning, Knowledge Exchange and Behavior provides a comprehensive collection of knowledge based on different perspectives on quantitative and descriptive studies, what goes on in the contemporary media landscape, and pedagogical research on formal and non-formal learning strategies. This book outlines interactive media as an emerging research area, growing around young people and contemporary digital arenas. The field is growing in size, shape and complexity and the need for study is urgent.

Place, publisher, year, edition, pages
Hershey, Pennsylvania (USA): IGI Global, 2011
Keyword
youth online social practices interactive media learning critical perspective net cultures
National Category
Other Social Sciences not elsewhere specified
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-37991 (URN)10.4018/978-1-60960-206-2 (DOI)1609602064 (ISBN)9781609602062 (ISBN)
Available from: 2010-11-22 Created: 2010-11-22 Last updated: 2011-03-03Bibliographically approved
Frånberg, G.-M. & Wrethander, M. (2011). Mobbning - en social konstruktion?. Lund: Studentlitteratur
Open this publication in new window or tab >>Mobbning - en social konstruktion?
2011 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2011
Keyword
Mobbning, social konstruktion
National Category
Sociology
Research subject
Sociology
Identifiers
urn:nbn:se:umu:diva-41577 (URN)978-91-44-05559-6 (ISBN)
Available from: 2011-03-29 Created: 2011-03-29 Last updated: 2011-06-20Bibliographically approved
Flygare, E., Frånberg, G.-M., Gill, P., Johansson, B., Lindberg, O., Osbeck, C. & Söderström, Å. (2011). Utvärdering av metoder mot mobbning. Stockholm: Skolverket
Open this publication in new window or tab >>Utvärdering av metoder mot mobbning
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2011 (Swedish)Report (Other academic)
Abstract [sv]

Denna utvärdering ger besked om insatser och arbetssätt som effektivt förebygger och åtgärdar mobbning. Utvärderingen är unik genom att den omfattar stora mängder data, både kvalitativa och kvantitativa från 39 skolor, att enskilda individers utsatthet följs upp vid tre tillfällen och att den omfattar flera program samtidigt.Resultaten visar bland annat att olika insatser har olika effekt för pojkar och flickor samt olika effekt beroende på om mobbningen är social eller fysisk. Den visar också att ingen enskild insats har dramatiskt positiva effekter. För att en skola ska lyckas förebygga och åtgärda mobbning krävs ett systematiskt arbete och en kombination av insatser. Åtta namngivna program som används mot mobbning har ingått i utvärderingen: Farstametoden, Friends, Lions Quest, Olweusprogrammet, SET – Social och emotionell träning, Skolkomet, Skolmedling samt Stegvis. I utvärderingens fristående metodfördjupning Utvärdering av metoder mot mobbning. Metodappendix och bilagor till rapport 353, (endast publicerad som pdf ) redovisar forskarna utförligt utvärderingens design och redogör för tillvägagångssättet vid datainsamling och analys.

Place, publisher, year, edition, pages
Stockholm: Skolverket, 2011. p. 217
Series
Skolverkets rapport, ISSN 1103-2421 ; 353
Keyword
Antimobbningsprogram, utvärdering, mobbning, mobbing, mobbningsprogram, program, kränkning, trakasserier, kränkande behandling
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-41578 (URN)
Available from: 2011-03-29 Created: 2011-03-29 Last updated: 2012-05-02Bibliographically approved
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