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Lundström, Agneta
Publications (7 of 7) Show all publications
Hakvoort, I., Lindahl, J. & Lundström, A. (2019). A bibliometric review of approaches to address conflicts in schools: Exploring the intellectual base. Conflict Resolution Quarterly
Open this publication in new window or tab >>A bibliometric review of approaches to address conflicts in schools: Exploring the intellectual base
2019 (English)In: Conflict Resolution Quarterly, ISSN 1536-5581, E-ISSN 1541-1508Article in journal (Refereed) Epub ahead of print
Abstract [en]

Increasing numbers of student teachers, teachers, and teacher educators require training in research‐based knowledge about how to address conflicts in schools. There are also increasing numbers of relevant publications, and hence, a perceived need to map influential theories, methods, and topics that shaped the field of research. To meet this need, a bibliometric study was conducted. The reviewed literature, 608 publications referring to studies by 197 influential authors, was subdivided into two periods: 1996–2010 and 2011–2015. The intellectual structure was examined by author co‐citation analysis. The findings indicate seven clusters of authors from period one and four from period two.

Keywords
author co-citation analysis, intellectual base, conflict resolution, conflict management, bibliometrics, school, education, teacher, student
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-163105 (URN)10.1002/crq.21266 (DOI)
Funder
Swedish Research Council, 2014-02132
Available from: 2019-09-06 Created: 2019-09-06 Last updated: 2019-11-15
Hakvoort, I., Lindahl, J. & Lundström, A. (2018). School-related conflicts and conflict resolution 1996-2015: a bibliometric review of publication activity and research themes. In: American Educational Research Association Conference Online Program 2018: . Paper presented at AERA annual meeting, New York City, NY, April, 13-17, 2018. American Educational Research Association
Open this publication in new window or tab >>School-related conflicts and conflict resolution 1996-2015: a bibliometric review of publication activity and research themes
2018 (English)In: American Educational Research Association Conference Online Program 2018, American Educational Research Association , 2018Conference paper, Published paper (Refereed)
Abstract [en]

To support teachers, teacher educators, student teachers and scholars in their navigation in the growing research field of school-based conflict and conflict resolution, a longitudinal bibliometric review was conducted. This study aimed at providing an overview of publication activity and central themes, 1996-2015. The dataset, consisting of 608 publications, was clustered on the basis of bibliographic coupling into nine clusters representing different themes. While the themes “educational leadership: management and discipline styles”, “constructive conflict resolution” and “behaviour management” were found over the whole period, others appeared 2004/5, among others "peace education and restorative approaches". Finding nine clusters strengthen the common view in this field that conflict is a multifaceted concept and can be approached from many different angles.

Place, publisher, year, edition, pages
American Educational Research Association, 2018
Keywords
conflict, school, education, conflict resolution, classroom management, bibliometrics, bibliographic coupling, longitudinal, peace education, conflict management, conflict transformation, nonviolent communication, peer mediation, restorative justice, restorative practice, school mediation, student mediation, value based education, value education, teacher, student
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-148002 (URN)
Conference
AERA annual meeting, New York City, NY, April, 13-17, 2018
Projects
En undersökning av lärarens syn på konflikter som är i ett inledande stadium och hur de kan användas för att stärka lärandet
Funder
Swedish Research Council
Available from: 2018-05-24 Created: 2018-05-24 Last updated: 2018-06-09Bibliographically approved
Hakvoort, I., Larsson, K. & Lundström, A. (2018). Teachers’ Understandings of Emerging Conflicts. Scandinavian Journal of Educational Research
Open this publication in new window or tab >>Teachers’ Understandings of Emerging Conflicts
2018 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Epub ahead of print
Abstract [en]

Scholars in the field of conflict resolution in schools theoretically argued that minor distractions and disturbances are conflicts. In the present study, we refer to them as emerging conflicts. The study has been carried out within the phenomenographic research tradition and used semi-structured interviews. We addressed the professionals – the teachers – who deal with emerging conflicts every day, investigating their different ways of understanding an emerging conflict. The 9 different ways we found make the collective and shared understandings of emerging conflicts visible and form a professional language with which to discuss these kinds of conflicts. These nine could be divided into three groups, the social practice of the classroom, something that stems from outside the classroom, and something that characterises all human interaction. The awareness of the existing understandings could further be discussed in relation to what is actually taught in teacher education in Sweden.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Emerging conflicts, primary school teachers, phenomenography, teachers’ understandings
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-151749 (URN)10.1080/00313831.2018.1484800 (DOI)
Funder
Swedish Research Council
Available from: 2018-09-12 Created: 2018-09-12 Last updated: 2019-04-04
Hakvoort, I., Lindahl, J. & Lundström, A. (2017). A Bibliometric Review of Research on School-based Conflicts and Conflict-resolution. In: : . Paper presented at European Conference on Educational Research.
Open this publication in new window or tab >>A Bibliometric Review of Research on School-based Conflicts and Conflict-resolution
2017 (English)Conference paper, Oral presentation only (Refereed)
Keywords
bibliometrics, education, school, conflict, conflict resolution, classroom management, author co-citation analysis, review, science mapping
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-138725 (URN)
Conference
European Conference on Educational Research
Available from: 2017-08-29 Created: 2017-08-29 Last updated: 2018-06-09
Takala, M., Wickman, K., Uusitalo-Malmivaara, L. & Lundström, A. (2015). Becoming a special educator: Finnish and Swedish students' views of their future profession. Education Inquiry, 6(1), 25-51
Open this publication in new window or tab >>Becoming a special educator: Finnish and Swedish students' views of their future profession
2015 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 6, no 1, p. 25-51Article in journal (Refereed) Published
Abstract [en]

In this article, we discuss the views of 117 special education student teachers related to their oncoming profession in the framework of ecological theory. Together, 68 students from Sweden (26 special teachers and 41 SENCo students) and 49 from Finland responded to a questionnaire. We compared the respondents’ thoughts about their future work content, the focus areas of special education and inclusion. According to the expectations, the main task for these future special educators is to work with pupils and adults at school. The focus areas of their future work included co-operation and consultation, more so in Sweden. In addition, excellent interaction skills were central. The Swedish respondents supported full inclusion to a greater extent than the Finnish respondents. Finally, no critical aspects of resource allocation or conditions to ensure the child’s right to adequate support within the existing school systems were emphasised by the respondents. The results and the differences among the various respondents are discussed.

Place, publisher, year, edition, pages
Co-Action Publishing, 2015
Keywords
special education, expectations, special teacher, SENCO, ecological model
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-128750 (URN)10.3402/edui.v6.24329 (DOI)
Available from: 2016-12-14 Created: 2016-12-14 Last updated: 2018-06-09Bibliographically approved
Lundström, A. (2008). Lärare och konflikthantering: en undersökande studie ur ett könsperspektiv. (Licentiate dissertation). Umeå: Umeå universitet
Open this publication in new window or tab >>Lärare och konflikthantering: en undersökande studie ur ett könsperspektiv
2008 (Swedish)Licentiate thesis, monograph (Other academic)
Abstract [en]

This dissertation explores ten teachers' approaches to managing conflicts with/between pupils. The relevance of gender is analysed according to the strategies and representations chosen by the teachers. The methods used for data collection include 'rounds', role-plays and ongoing reflexivity, mainly in single-sex groups. Three main strategies were identified in managing conflicts with/between pupils: challenging, confirming and physically touching. The strategy of challenging reveals that teachers have high expectations of how competent pupils ought to be. It is no longer enough to be competent and independent as a pupil (in Sweden); he or she is also expected to have an integrated ethic of caring. Values such as an ethic of caring are conventionally associated with femininity, and are usually invisible and/or low status; though they have now become the dominant norm for both female and male teachers. The strategy of confirming is used to give support to the pupil but there is a risk of confirming one individual "too much" which can lead to relational problems with other pupils. Physical touching as a strategy relates to dilemmas arising from gendered expectations of physicality in teacher-pupil interaction. Overall, difficulties were found in getting male teachers to discuss and 'role-play' conflicts with girls, which did not arise with female teachers concerning conflicts with boys. Also criticized were the demands on teachers' workloads as a result of their social responsibility for pupils' welfare, and also lack of institutional support. When the teachers had time to reflect together on their experiences, they seemed willing to criticize norms and representations. Four phases in the mode of talking were identified: (1) the telling of an experience; (2) interpretation of experience as a form of difference, either as deviance or according to gender; (3) narration of experience that contradicts the above dichotomy of difference; and (4) ongoing reflexivity resulting in motivation to change strategy or strengthen former strategies based on a wider awareness of work context.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2008. p. 123
Series
Licentiatavhandling i pedagogiskt arbete, ISSN 1654-2088 ; 2008:6
Keywords
qualitative study, compulsory teachers, conflict, representation, strategy, gender, critical feminist theory, feminist post structuralism, ethic of caring, ethic of rights, power, violence, kvalitativ studie, grundskole-lärare, konflikt, föreställning, strategi, kön, kritisk, feministisk teori, feministisk poststrukturalism, omsorgstänkande, rättighetstänkande, makt, våld
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-10004 (URN)
Presentation
2008-05-30, N320, Umeå universitet, Umeå, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2008-06-05 Created: 2008-06-05 Last updated: 2018-06-09Bibliographically approved
Lundström, A. (2004). Mobbning eller anti-demokratiska handlingar. Tidskrift för lärarutbildning och forskning. Journal of Research in Teacher Education, 11(1-2), 97-110
Open this publication in new window or tab >>Mobbning eller anti-demokratiska handlingar
2004 (Swedish)In: Tidskrift för lärarutbildning och forskning. Journal of Research in Teacher Education, ISSN 1404-7659, Vol. 11, no 1-2, p. 97-110Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

This article explores the concept of mobbning, which is mainly used in school settings, and involves repeated bullying of one child by another, from a Swedish perspective. Mobbning has been given much attention in the media during the 1990s and is mentioned in the school regulations of 1994. A special interest has been in what might be termed ‘anti-democratic’ acts and processes in schools. It is argued in the paper that the phenomena of mobbning is more talked about than occuring in reality. The paper explores what we mean when we label something mobbning. This study is based on teacher´s descriptions of situations in schools when mobbning has occurred.

National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-7099 (URN)
Available from: 2008-01-08 Created: 2008-01-08 Last updated: 2018-06-09Bibliographically approved
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