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Löfgren, Kent
Publications (10 of 37) Show all publications
Nyroos, M., Wiklund-Hörnqvist, C. & Löfgren, K. (2018). Executive function skills and their importance in education: Swedish student teachers' perceptions. Thinking Skills and Creativity, 27, 1-12
Open this publication in new window or tab >>Executive function skills and their importance in education: Swedish student teachers' perceptions
2018 (English)In: Thinking Skills and Creativity, ISSN 1871-1871, E-ISSN 1878-0423, Vol. 27, p. 1-12Article in journal (Refereed) Published
Abstract [en]

Executive function (EF) skills are crucial for pupils' learning. Therefore, incorporating well-considered instructional strategies may reduce the EF demands placed on pupils with insufficient EF skills in the classroom. Hence, educators are critically positioned. In the present study, 303 student teachers answered the Mathematics Skills Questionnaire. The aim of the study was to (a) examine how student teachers rated the importance of EF skills and EF-related skills involved in pupils' learning and (b) investigate whether there were any differences in rating between regular student teachers and special needs student educators. The results of a two-way mixed ANOVA showed a significant main effect of skill in the total sample. Follow-up tests revealed that skills such as reasoning and proof, inhibition, shifting, and creativity were rated as more important when compared to other skills. Follow-up comparison of the significant interaction effect between skill and student teacher group revealed that the special needs student teachers regarded working memory skills as more important, while the regular student teachers rated EF-related skills that are grounded in core EF skills to have higher importance. The science of learning and its educational implications are discussed.

Place, publisher, year, edition, pages
Elsevier, 2018
Keywords
Working memory, Inhibition, Shifting, Special education
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-141944 (URN)10.1016/j.tsc.2017.11.007 (DOI)000427552900001 ()
Available from: 2017-11-16 Created: 2017-11-16 Last updated: 2018-06-09Bibliographically approved
Ineland, J. & Löfgren, K. (2015). Studieprestation och karriärvägar hos elever som skrivit ut sig från särskolan: en utvärderingsrapport. Umeå
Open this publication in new window or tab >>Studieprestation och karriärvägar hos elever som skrivit ut sig från särskolan: en utvärderingsrapport
2015 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Umeå: , 2015. p. 18
National Category
Social Sciences
Identifiers
urn:nbn:se:umu:diva-102031 (URN)
Available from: 2015-04-21 Created: 2015-04-21 Last updated: 2018-06-07Bibliographically approved
Reichenberg, M. & Löfgren, K. (2014). An intervention study in grade 3 based upon reciprocal teaching. Journal of Education and Learning, 8(2), 122-131
Open this publication in new window or tab >>An intervention study in grade 3 based upon reciprocal teaching
2014 (English)In: Journal of Education and Learning, ISSN 2089-9823, Vol. 8, no 2, p. 122-131Article in journal (Refereed) Published
Abstract [en]

This article reports the results of a twelve-week intervention study in which 30 students in the third grade in a socially disadvantaged neighbourhood received training in a reciprocal teaching reading programme twice a week. Previously, (a) no study of the effects of reciprocal teaching had been conducted in a Swedish context under the conditions of larger groups in grade 3 or (b) in a socially disadvantaged neighbourhood. In the present study, the students were instructed in ‘text talk’ in large groups, with 15 participants in each group. Each session lasted 15 to 20 minutes. Some text talks were video recorded. The video recordings were analysed qualitatively. The students’ reading comprehension was tested before the intervention, immediately after completing the intervention, and three months after completing the intervention. The results presented suggest that the students’ reading comprehension significantly increased. In the conclusion, the study indicates that reciprocal teaching had a positive effect on students in grade 3 in a Swedish context; however, uncontrolled intervening variables cannot be ruled out.

Place, publisher, year, edition, pages
Universitas Ahmad Dahlan, 2014
Keywords
Large-group design, reading comprehension, reciprocal teaching, young readers
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-87807 (URN)
Available from: 2014-04-10 Created: 2014-04-10 Last updated: 2018-06-08Bibliographically approved
Löfgren, K. (2014). Competency Development and Evaluation: Student-centred Assessment Methodologies Related to the EHEA. In: María Luisa Pérez Cañado & Juan Ráez Padilla (Ed.), Digital Competence Development in Higher Education: An International Perspective (pp. 145-157). Frankfurt am Main: Peter Lang Publishing Group
Open this publication in new window or tab >>Competency Development and Evaluation: Student-centred Assessment Methodologies Related to the EHEA
2014 (English)In: Digital Competence Development in Higher Education: An International Perspective / [ed] María Luisa Pérez Cañado & Juan Ráez Padilla, Frankfurt am Main: Peter Lang Publishing Group, 2014, p. 145-157Chapter in book (Refereed)
Place, publisher, year, edition, pages
Frankfurt am Main: Peter Lang Publishing Group, 2014
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-97528 (URN)978-3631638033 (ISBN)
Available from: 2014-12-19 Created: 2014-12-19 Last updated: 2018-06-07Bibliographically approved
Wickman, K., Löfgren, K., Eliasson, I. & Nordlund, M. (2014). Gender equality and Sport: an equation difficult to solve. Swedish Journal of Sport Research, 1(1), 110-137
Open this publication in new window or tab >>Gender equality and Sport: an equation difficult to solve
2014 (English)In: Swedish Journal of Sport Research, ISSN 2001-9475, Vol. 1, no 1, p. 110-137Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Svebi, Svensk förening för beteende- och samhällsvetenskaplig idrottsforskning, 2014
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-105131 (URN)
Available from: 2015-06-18 Created: 2015-06-18 Last updated: 2018-06-07Bibliographically approved
Karp, S., Fahlén, J. & Löfgren, K. (2014). More of the same instead of qualitative leaps: a study of inertia in the Swedish sports system. European Journal for Sport and Society, 11(3), 301-320
Open this publication in new window or tab >>More of the same instead of qualitative leaps: a study of inertia in the Swedish sports system
2014 (English)In: European Journal for Sport and Society, ISSN 1613-8171, Vol. 11, no 3, p. 301-320Article in journal (Refereed) Published
Abstract [en]

Between 2007 and 2011, the Swedish government added 50 million Euro per year to the budget of the Swedish Sports Confederation (RF) for a Sports for All programme (SfA), Idrottslyftet (The Lift for Sport), with the aim of engaging more children and youth, especially those from underrepresented groups. The programme manifesto stated that all activities should be based on gender and equality perspectives and be permeated by the regular RF policy program, Idrotten vill (What sports want). In this article, we discuss mechanisms of change and inertia in the Swedish sports system by applying path dependency theory on results achieved in Idrottslyftet. Findings are based on three data sources from five National Sports Organisations (NSOs) (Swedish Budo & Martial Arts Federation, Swedish Floorball Federation, Swedish Gymnastics Federation, Swe-dish Ski Association and Swedish Sports Organisation for the Disabled); the data include their development plans, interviews with key personnel and granted project applications from sports clubs during the programme’s first and third year (N = 2,563). Overall, the study shows that when considering decisions and activities undertaken by the government, RF and the NSOs little has been done to enable change and to avoid inertia. The NSOs have mainly provided funds to applications that focus on recruiting instead of on applications with a qualitative approach focusing on changing activities for children and youth. Furthermore applications focused on only a few of the guidelines in Idrotten vill and lacked in general gender and equality perspectives. Our main conclusion is that projects carried out in sports clubs strengthen ongoing activities rather than being an engine for qualitative leaps in developing activities for engaging more children and youth. Finally, we note that path dependency theory has been a fruitful tool for analysing the results from Idrottslyftet. The theory has significantly contributed to a deeper understanding of inertia within the Swedish sports system.

Place, publisher, year, edition, pages
Routledge, 2014
Keywords
change, path dependency, sports for all, sports policy
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-93416 (URN)10.1080/16138171.2014.11687946 (DOI)
Available from: 2014-09-19 Created: 2014-09-19 Last updated: 2019-03-04Bibliographically approved
Lindgren-Tuoma, M., Lindmark, T., Löfgren, K. & Westerberg, A. (2014). Skellefteå kommuns 1:1-satsning i gymnasieskolan: en redovisning av enkätsvar från elever, lärare och rektorer i årskurs 1.
Open this publication in new window or tab >>Skellefteå kommuns 1:1-satsning i gymnasieskolan: en redovisning av enkätsvar från elever, lärare och rektorer i årskurs 1
2014 (Swedish)Report (Other academic)
Abstract [sv]

Under Skolarbetet blir roligare, gymnasieeleverna tar större ansvar och de lär sig bättre när de får använda datorn eller plattan i skolarbetet. Vilket de motiverar med att tekniken ger ökad tillgång till information, gör det lättare att läsa, skriva och anteckna samt att det stöttar lärandet. Många anger också att de uppskattar specialprogram som underlättar läs- och skrivarbete. Detta visar den enkätstudie som Skellefteå kommun gjort under våren 2014. Under perioden 2013-2015 genomför Skellefteå kommun en 1:1-satsning i kommunens gymnasieskolor som omfattar samtliga elever och lärare. Studien genomfördes och analyserades av Umeå universitet på uppdrag av Gymnasiekontoret vid Skellefteå kommun. Den omfattade samtliga gymnasielever och lärare i årskurs 1 samt rektorerna vid de berörda skolorna. Rapportförfattarna vill tacka alla som tog sig tid till att delta. Av de elever som deltog, besvarade samtliga alla frågor som ingick i enkäten, vilket var extra roligt.

Publisher
p. 62
Keywords
IKT, lärande, undervisning
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-101036 (URN)
Note

Denna rapport är inte publicerad inom ramen för någon rapportserie.

Available from: 2015-03-18 Created: 2015-03-18 Last updated: 2018-06-07Bibliographically approved
Löfgren, K. (2013). Competency-based corrective feedback in higher education second language teaching: Perspectives from empirical research and the common European framework of reference for languages. In: María Luisa Pérez Cañado (Ed.), Competency-based language teaching in higher education: (pp. 141-149). Springer Netherlands
Open this publication in new window or tab >>Competency-based corrective feedback in higher education second language teaching: Perspectives from empirical research and the common European framework of reference for languages
2013 (English)In: Competency-based language teaching in higher education / [ed] María Luisa Pérez Cañado, Springer Netherlands, 2013, p. 141-149Chapter in book (Refereed)
Abstract [en]

This chapter discusses different forms of teacher-introduced corrective feedback – the backbone of language teaching – and students’ responses to it. How can university teachers use corrective feedback to promote clarity and transparency? And what resource allocations and constraints may affect these teaching-learning processes? The chapter also discusses the link between corrective feedback and the EU’s second language teaching system. It is further argued that student-centered, self-governed learning is important in European higher education, and that this, in turn, calls for learning situations where reflective self-correction among students is encouraged. Consequently, given the importance of, and need for, such learning environments, this chapter reminds the reader that student-introduced feedback should be encouraged and seen as a natural part of the teaching and learning process. Student-introduced feedback provides students with opportunities to offer feedback about the teaching-learning that is taking place, as well as about their perspectives on their own learning experiences. A key point in this chapter, therefore, is that learners may improve their language skills at a faster rate and with higher quality if they are provided with opportunities to reflect on and take active part in their own learning.

Place, publisher, year, edition, pages
Springer Netherlands, 2013
Series
Educational Linguistic, ISSN 1572-0292 ; 14
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-60296 (URN)10.1007/978-94-007-5386-0_9 (DOI)978-94-007-5385-3 (ISBN)978-94-007-5386-0 (ISBN)
Available from: 2012-10-08 Created: 2012-10-08 Last updated: 2018-06-08Bibliographically approved
Löfgren, K., Niemi, E., Mäkitalo-Siegl, K., Mekota, A.-M., Ojala, M., Fischer, F., . . . Heikkinen, P. (2013). Meeting the Challenges of Generational Change in the Teaching Profession: Towards a European Model for Intergenerational Teacher Collaboration. Educational Research eJournal, 2(2), 107-119
Open this publication in new window or tab >>Meeting the Challenges of Generational Change in the Teaching Profession: Towards a European Model for Intergenerational Teacher Collaboration
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2013 (English)In: Educational Research eJournal, ISSN 2254-0385, Vol. 2, no 2, p. 107-119Article in journal (Refereed) Published
Abstract [en]

In a European-wide effort to improve the professional development of teachers, the 2AgePro project was conducted from November 2008 to October 2010. One of its goals was to develop and test different forms of intergenerational teacher collaboration among junior and senior teachers in primary and secondary schools. Another aim was to utilise the results from these pilots, which were conducted in the Czech Republic, Finland, Germany, the Netherlands, and Sweden, to create a model for intergenerational collaboration that could be used in any national or cultural setting. This article reports on the national pilots and proposes a European model for intergenerational collaboration for teachers.

Keywords
Collaborative learning, continuing education, junior teacher, senior teacher, collaboration scripts, supporting system, teacher learning
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-74409 (URN)10.5838/erej.2013.22.03 (DOI)
Projects
2AgePro
Available from: 2013-06-27 Created: 2013-06-27 Last updated: 2018-06-08Bibliographically approved
diva2:652995
Open this publication in new window or tab >>The social practice of reading and writing instruction in schools for intellectually disabled pupils
2013 (English)In: Journal of Special Education and Rehabilitation, ISSN 1857-663X, Vol. 14, no 3-4, p. 43-60Article in journal (Refereed) Published
Abstract [en]

In Sweden, schooling for children who are regarded as intellectually disabled is organised in a special school, Särskolan. The overall aim of this article was to investigate the teachers’ attitudes towards the social practice of reading and writing instruction in Särskolan. Therefore, 40 teachers from Northern Sweden were sampled for the empirical study. The teachers were asked to fill out a questionnaire. One of the findings was that the teachers reported different attitudes towards the social practice of reading and writing instruction. Another finding was that the teachers reported they did not practice the documentation of reading and writing difficulties. Furthermore, the practice of documentation was associated with professional competence in reading and writing literacy. The study suggests that literacy education did have an effect on teachers’ attitudes towards their practice of documenting. However, the openness towards organizational learning was polarized, and consequently, it produced a threshold for change. Accordingly, more studies are necessary for further description and explanation of the complexities of the present findings.

Place, publisher, year, edition, pages
Skopje: Faculty of Philosophy, Institute of Special Education and Rehabilitation, 2013
Keywords
intellectual disability, literacy, professionalism, documentation
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-81137 (URN)10.2478/jser-2013-001010.2478 (DOI)
Note

Parallel text in English and Macedonian

Available from: 2013-10-02 Created: 2013-10-02 Last updated: 2019-03-01Bibliographically approved
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