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  • 1.
    Abrahamsson, Mattias
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Almarlind, Pia
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Bergqvist, Göran
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Lundgren, Christer
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Ämnesproven 2011 i grundskolans årskurs 9 och specialskolan årskurs 102012In: Ämnesproven 2011 i grundskolans årskurs 9 och specialskolans årskurs 10, Stockholm: Skolverket , 2012, , 28-43 p.28-43 p.Chapter in book (Other academic)
  • 2.
    Abrahamsson, Mattias
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Almarlind, Pia
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Bergqvist, Göran
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Lundgren, Christer
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Ämnesproven i grundskolans årskurs 9 och specialskolans årskurs 10 årskurs 9, 2013: Biologi, fysik och kemi, årskurs 9, vårterminen 20132013Report (Other academic)
  • 3.
    Abrahamsson, Mattias
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Almarlind, Pia
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Bergqvist, Göran
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Lundgren, Christer
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Ämnesprovet i NO: biologi, fysik och kemi2013In: Ämnesproven 2012 i grundskolans årskurs 9 och specialskolans årskurs 10 / [ed] Skolverket, Stockholm: Skolverket , 2013, , 32-44 p.32-44 p.Chapter in book (Other academic)
  • 4.
    Ahl, Astrid
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Olofsson, Åke
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Taube, Karin
    Umeå University, Faculty of Arts, Department of language studies.
    Studenter med dyslexi inom högre utbildning i Sverige och Storbritannien2010In: Dyslexi : aktuellt om läs- och skrivsvårigheter, ISSN 1401-2480, no 3, 4-9 p.Article in journal (Other academic)
  • 5.
    Ahlgren, Stefan
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Nestander, Tomas
    Umeå University, Faculty of Social Sciences, Education.
    Redo! Alltid redo!: Lärare och lärarstudenters åsikter om bemötande av barn i kris2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Förr eller senare kommer vi som lärare att ställas inför det faktum att vi måste hantera krissituationer där en eller flera elever behöver omsorg. Vårt syfte med detta examensarbete har varit att försöka beskriva och jämföra erfarna lärares och lärarstudenters åsikter och erfarenheter om bemötande av barn i kris. Vi ville genom vår undersökning ta reda på vad lärare har för beredskap för att möta barn som drabbats av en kris och hur lärare bemöter dessa barn på bästa sätt. Vi har använt oss av kvalitativa intervjuer där vi intervjuat sex lärare med minst fem års yrkeserfarenhet och sex lärarstudenter i slutskedet av sin utbildning. Intervjuerna har tillsammans med den litteratur vi läst gett oss följande resultat: Skilsmässa är den krisorsak för barn som enligt resultatet är den vanligaste. Upplevelser av kriser kan variera mycket för barn beroende på vilken ålder de är i. Signalerna kan ibland vara svaga och svåra att tolka men ofta förändrar barnet sitt sätt att vara på ett märkbart sätt. Ingen kris är den andra lik, därför är det svårt att vara förberedd på att hantera en krissituation då de ser så olika ut från gång till gång. Den viktigaste känslan läraren kan förmedla är trygghet till den som är drabbad. Få av de intervjuade kände sig beredda att möta barn i kris, men lärarna tillade att de inte var rädda för det. Samtliga informanter ansåg att de fått för lite eller ingen kunskap om krishantering under sin utbildning. Alla var överens om att det skulle behövas.

  • 6.
    Ahlénius, Caroline
    Umeå University, Umeå School of Education (USE). Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Familjen börjar i förskolan: Föräldrars perspektiv på problematiska inskolningar2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet för denna kvalitativa studie var att utveckla förståelse för föräldrars perspektiv på deras barns förskolestart och vad som då kan vara problematiskt. Syftet var också att bidra med kunskaper om önskvärda handlingsmönster hos pedagoger vid förskolestarten. Studien genomfördes på internet där tio respondenter hittades på ett internetforum för föräldrar. Föräldrarnas inlägg insamlades och därtill genomfördes en e-postenkätundersökning som jag formulerat för denna studie. Några aspekter som visade sig vara viktiga för alla tillfrågade föräldrar var tillgången till information i förhand, möjligheter till inflytande över inskolningsarbetet, samt en fungerande kommunikation mellan pedagoger och föräldrar. I samtliga undersökta fall av problematiska inskolningar uppstod med eller mindre uttalade konflikter kring när och hur föräldern skulle lämna barnet och hur man skulle tolka barnets gråt.

  • 7.
    Alatalo, Fanny
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Lusten till matematik och vägen dit: En studie om hur lärare arbetar med matematik och motivation på lågstadiet2016Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Motivation promotes learning and a lack of motivation is a problem in school. According to research, students easily distance themselves to mathematics if teaching is monotone. Research also shows that teachers possess a great potential to influence the motivation of their pupils. The first aim of my study is to investigate teachers’ opinions about motivation in mathematics and how they plan and implement these thoughts in the classroom. Another is to find out what the teachers think about the physical classroom environment and its design when learning mathematics. To get an as expanded knowledge as possible, I have used interviews, observations and pupil questionnaires. The result of my study showed that the three teachers all used the pupils’ workbooks as a framework when planning, but they used it in various extents in their teaching. Attitudes among the pupils to their mathematic lessons and to the subject differed, but one class was much more positive then the others - this study shows some of the contributing factors regarding to that fact.

  • 8.
    Albertsson, Anneli
    Umeå University, Faculty of Arts, Department of language studies.
    Kan en intensivträning av avkodningsförmåga i åk 3 leda till förbättrad läsförståelse och läsintresse?: En studie av Rydaholmsmetoden2016Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of the study was to examine whether an intervention with the Rydaholms method leads to better decoding skills, improved reading comprehension and increased interest in reading. The participants were the third grade primary school children. A five-week training with the method was performed and children's results in reading speed, decoding and reading comprehension were compared to the pretest results. The interest in reading was measured with a questionnaire prior and after the invention was done. The results showed that the children had improved their decoding but not their reading comprehension. All the children reported a higher level of reading interest after the intervention. The results are discussed in relation to the research favoring training in spelling and decoding as a primary method to improve both decoding and reading comprehension and methods that combine training in spelling and comprehension. The study could show that improved decoding skills do not automatically lead to better reading comprehension due to a short-term memory advantage but training in comprehension strategies is needed. The finding that improved decoding lead to increased interest in reading gives support for the research that claims that decoding skills are fundamental for children's own view on reading.

  • 9.
    Alexiadou, Nafsika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Equality and education policy in the European Union: an example from the case of Roma2017In: Policy and inequality in education / [ed] Stephen Parker, Kalervo N. Gulson, Trevor Gale, Singapore: Springer, 2017, 111-131 p.Chapter in book (Refereed)
    Abstract [en]

    The European Union represents a transnational level of polity where education policies are constructed in parallel to those of nation states, and where equality is framed both in legal frameworks and in policies around citizenship and inclusion. This chapter focuses attention on the interplay between the legal and the policy landscapes around equality and their relation to education policy, and explores these ideas in relation to the Roma minority, and the efforts of the EU to address their experience of multiple inequalities across the continent. The process of developing an education and social policy, and the refinement of equality and anti-discrimination legislation, contribute to a reframing of equality beyond the borders of national policies, and open up new opportunities for their negotiation. The case of Roma EU policies suggests that a combination of legal and policy processes is necessary to address issues of inequalities in education. But there are political risks with the EU taking over such policy work especially when the equality definitions used are narrow in their remit, and when national governments lack the political will to implement EU policies.

  • 10.
    Alexiadou, Nafsika
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Policy learning and europeanisation in education: the governance of a field and the transfer of knowledge2014In: Transnational policy flows in European education: the making and governing of knowledge in the education policy field / [ed] Andreas Nordin & Daniel Sundberg, Oxford: Symposium Books, 2014, 123-140 p.Chapter in book (Refereed)
    Abstract [en]

    This chapter reviews the recent education policy initiatives in the EU through two lenses: (1) policy learning through the open-method of coordination, as a set of mechanisms of education governance, and, (2) what these mechanisms mean for the relationships between national and transnational levels of policy making. It is argued that policy learning acts as a particular mode of control of the direction, nature and content of the desired reforms, while at the same time there are appeals to its political neutrality and operational effectiveness. In the process of implementing and monitoring policy learning, national institutions become important sites for the understanding of reforms in practice. Drawing on a critical approach to policy instrumentation and new sociological institutionalism the chapter examines key debates in the literature of Europeanisation and policy learning and how these manifest themselves in the field of education policy.

  • 11.
    Alexiadou, Nafsika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Privatising public education across Europe: Shifting boundaries and the politics of (re)claiming schools2013In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 3, 413-422 p.Article in journal (Other academic)
    Abstract [en]

    The issue of privatisation is not new. It has been debated since the end of the 1970s following a major financial crisis and the subsequent ‘crisis’ of the public sector. The once celebrated welfare state that has been a core institution in many industrialised European countries has been under various forms of pressure: financial, social, managerial, but also of political legitimacy. Ideologically, the welfare state has been challenged by (neo)liberals who have seen it as not only financially unsustainable, but also antithetical to the goals of economic efficiency and the pursuit of personal liberties. Its operations have also been attacked by political pragmatists who have seen its cumbersome bureaucratic nature as increasingly problematic. The answer for this latter group was not (necessarily) privatisation but the increased diversity of providers (often all state providers) competing for resources in order to increase the state’s responsiveness and effectiveness.

  • 12.
    Alexiadou, Nafsika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Responding to ‘crisis’: Education policy research in Europe2016In: Research in education (Manchester), ISSN 0034-5237, E-ISSN 2050-4608, Vol. 96, no 1, 23-30 p.Article in journal (Refereed)
    Abstract [en]

    This paper discusses the significance of international and transnational developments for education policy research, with a focus on the European Union. The rise of policy projects at the EU level since 2000, has altered the relationships between the state, EU institutions and education policy, in terms of the definition of values, purposes, and mechanisms of education change, in what is often referred to as the europeanisation of education policy and governance. In a time of financial crisis and extensive population migrations to and within the European space, the paper argues for further critical research on the EU institutions and their relationship to national education systems, as well as on the social justice dimensions and implications of considering both national and EU sites of policy for addressing young and vulnerable peoples’ education and social futures.

  • 13.
    Alexiadou, Nafsika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Schools for the future Europe: values and change beyond Lisbon2014In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 56, no 1, 111-113 p.Article, book review (Other academic)
  • 14.
    Alexiadou, Nafsika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Dovemark, Marianne
    Göteborgs universitet.
    Erixon Arreman, Inger
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Holm, Ann-Sofie
    Göteborgs universitet.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Lundström, Ulf
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Managing inclusion in competitive school systems: The cases of Sweden and England2016In: Research in Comparative and International Education, ISSN 1745-4999, E-ISSN 1745-4999, Vol. 11, no 1, 13-33 p.Article in journal (Refereed)
    Abstract [en]

    The last 40 years have seen great political attention paid to issues of inclusion in education, both from international organisations and also individual nations. This flexible concept has been adopted enthusiastically in education reforms concerned with increased standardisation of teaching and learning, decentralisation of education management, reduced teacher autonomy and marketisation of school systems. This paper draws from a research project that explores inclusion as part of the education transformations in England and Sweden. These two countries have been very different in their state governance and welfare regimes, but have been following similar directions of reform in their education systems. The paper evaluates the changing policy assumptions and values in relation to inclusion in the schooling changes of the last few decades, through an analysis of policy contexts and processes, and a presentation of selected empirical material from research in the two countries. We argue that, despite the similar dominant discourses of competition and marketisation, the two education systems draw on significantly different paradigms of operationalising inclusion, with distinct outcomes regarding equality.

  • 15.
    Alexiadou, Nafsika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Erixon Arreman, Inger
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Lundström, Ulf
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Inclusive and Competitive?: Municipalities and Schools in the Intersection between Social Inclusion and Marketisation2013Conference paper (Refereed)
    Abstract [en]

    Outline of research questions and theoretical framework

    The Swedish and English school systems have undergone fundamental transformations since the end of the 1980s. In in the early 1990s, Sweden with long tradition of centralistic, egalitarian, universalistic education shifted into the direction of a decentralised, marketised, individualised project, with significant elements of New Public Management ideas (Bunar 2012). Political decisions introducing student choice and favourable conditions for private actors have resulted in a fast expansion of “free schools” and a more market-like situation than in most other countries. Recent studies indicate that such policies contribute to increased segregation between schools and between students (Skolverket 2012; Östh, Andersson and Malmberg 2012), contradicting central intentions of Swedish education. There is still political consensus regarding the Swedish school system’s socially compensatory task and striving for equity and inclusion. Furthermore, the far-going decentralisation of responsibilities to the local level means that the ways that municipalities and schools try to balance the demands of being competitive and socially inclusive may show large variations.  The United Kingdom, and England in particular, followed a similar trajectory of market driven reforms introduced in the late 1980s, combined with sophisticated systems of data management and central control of academic targets (Ball 2008, Jones 2003). ‘Inclusion’ in English schools, has been a long standing agenda since the 1990s, but it is a concept open to interpretation and defined by the marketised context schools operate in, and the high pressures for academic standards.  

    How municipal and school actors in the two countries understand the concepts of inclusion and competition, how they interpret and practice them, is very much shaped by the institutional histories of their municipality/school, but also what the policy context makes possible.

    This presentation draws on a research project, funded by The Swedish Research Council, that focuses on how competition, performance and inclusion demands on upper secondary school are enacted at the local level, that is how these policies are interpreted and translated and what strategies and practices emerge as responses to new/current policy context.  

    The paper aims to explore and understand similarities and differences in the ways Swedish and English municipal and school actors at the local level respond to the simultaneous demands of being competitive and inclusive.

    The concept policy enactment (Ball, Maguire & Braun 2012) is used as a theoretical framework, a concept which emphasises the importance of multi-faceted contexts and that policies are discursive strategies (e.g. the construction of “an upper secondary school for all” and a school quasi-market). Putting policies into actions is a complex process in which various enactors with various interests and power take part. In a decentralised school system - which applies for the two countries-  local actors, including municipalities and schools are responsible for the realization of the national education policy.

    At the same time, how education is actually constructed local levels is sparsely highlighted in the research literature – not least the issue of how inclusion is maintained in a market-oriented context.

     

    Methodology, methods

    A qualitative research approach, relying on extensive data collection is used: (a) interviews in four Swedish municipal settings including politicians, school leaders, head-teachers and study and guidance officers, (b) interviews in two case schools in England: head-teachers and other senior managers of schools, middle managers, teachers, special needs coordinators, teaching assistants, and groups of pupils. Relevant documents have been studied in both countries. The data have been analysed through traditional thematic coding combined with elements of discourse analysis (Silverman 2010).

    We explore our research questions in two different European countries. Our aim is to understand local interpretations of ‘inclusion’ within schools and municipalities in these countries, and within an increasingly marketised and competitive policy and local context.  But, our research design is not at the outset comparative. We aim to understand each case in its own right, but through a common set of research questions we have possibilities for fruitful comparisons in selected areas of the findings.

    Conclusions, expected outcomes and findings

    In Sweden, differing local strategies are related to a variety of factors including political composition of the municipal councils, the size of population, the geographical site of schools including specific “profiling” of schools to attract particular groups of students. The ideological contexts frame, constrain and enable the enactment of inclusion and school choice policies. Further, the recent upper secondary reform constitutes a special challenge regarding the division of students, eligibility to higher education, the handling of dropouts and students who are not eligible for upper secondary school.

    In England, interviews with school actors reveal the pressures of the inspection process and the operation of local markets not only in the way the schools position themselves in this market, but also in the very core activities of designing the curriculum and assessment. Inclusion is a concept that has been accepted by all as part of normal school terminology. But the adjustments that teachers and school managers have to make in pedagogy and school organisation to meet the external pressures, often works against the ideal of inclusion, or leads to a use of a concept of inclusion that is drawing on neo-liberal understandings of minimal entitlement to equal opportunities.

    References

    Ball, S. (2008) The Education Debate: Policy and Politics in the Twenty-First Century, The Policy Press.

    Ball, S. Maguire, M. & Braun, A. (2012). How schools do policy. Policy enactments in secondary schools. London & New York: Routledge

    Bunar, N. (2012) The Free Schools “Riddle”: Between traditional social democratic, neo-liberal and multicultural tenets. Scandinavian  Journal of Educational Research. 52: 4, 423-438

    Jones, K. (2003) Education in Britain, Polity Press.

    Silverman, D. (2010) Doing Qualitative Research, Third Edition, Sage.

    Skolverket (2012). Likvärdig utbildning i svensk grundskola? En kvantitativ analys av likvärdighet över tid. Rapport 374. Stockholm: Fritzes  

    Östh, John, Andersson, Eva and Malmberg, Bo (2012). School Choice and Increasing Performance Difference: A Counterfactual Approach. Urban Studies published online 26 July 2012. http://usj.sagepub.com/content/early/2012/07/26/0042098012452322

  • 16.
    Alexiadou, Nafsika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Essex, Jane
    School of Education, Brunel University, UK.
    Teacher education for inclusive practice: Responding to policy2016In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 39, no 1, 5-19 p.Article in journal (Refereed)
    Abstract [en]

    This article draws on research in one teacher education course in England and examines the ways in which the program prepares student teachers for inclusive practice in science teaching. We frame our analysis by drawing on aspects of institutional mediation of official policy in teacher education, as well as theories around inclusion and critical pedagogy. Using data from official sources, lecture material, and interviews, we argue that in order to achieve real inclusion in teacher education programs we need pedagogies of praxis that move beyond (and sometimes against) the official policy definitions of inclusion, and draw instead on a more critical approach to the formation of future professionals.

  • 17.
    Alexiadou, Nafsika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Findlow, Sally
    School of Public Policy and Professional Practice, Keele University, Staffordshire, ST5 5BG, United Kingdom.
    Developing the educated citizen: changing frameworks for the roles of Universities in Europe and England2014In: Annales, Series Historia et Sociologia, ISSN 1408-5348, Vol. 24, no 3, 371-382 p.Article in journal (Refereed)
    Abstract [en]

    This paper explores questions of citizenship and the role of universities in the context of the policy changes in the UK and in Europe over the last two decades. Twenty five years after the political transitions in Eastern Europe, and 70 years since the end of the Second World War, Europe is more united than ever before. New political, social and economic configurations across the continent are bringing expectations and pressures to its citizens and institutions, with universities at the front of many economic and social projects. What do these new conditions mean for citizenship in the context of European universities, and how do member states respond to this changing context? The article will use England as a national case study within the EU to illustrate the tensions between the humanistic visions still carried out by many universities, although interpreted differently across the sector, and the pressures for the creation of the ‘knowledge economy’ that are shared at the national and transnational levels.

  • 18.
    Alexiadou, Nafsika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Lange, Bettina
    Centre for Socio-Legal Studies, University of Oxford, UK.
    Deflecting European Union Influence on National Education Policy-Making: The Case of the United Kingdom2013In: Journal of European Integration, ISSN 0703-6337, E-ISSN 1477-2280, Vol. 35, no 1, 37-52 p.Article in journal (Refereed)
    Abstract [en]

    This article examines how education policies developed in the European Union (EU) through the open method of co-ordination (OMC) are received at the member state level of the United Kingdom (UK). We argue that the UK’s response to the education OMC can be understood mainly in terms of deflecting EU influence on the process and in particular content of national education policy-making. We focus on three manifestations of deflecting EU influence on national education policies. On a level of institutional structures, first, few organizational resources are made available for responding to the education OMC. Second, there is limited communication between domestic policy teams and UK civil servants involved in international work. Third, on a level of discourse UK education policy makers have retained a commitment to the continued sovereignty of the UK over education policy and its role as a potential leader of education policy agendas in the EU. Deflecting the education OMC involves here constructing images of ‘fit’ between UK and EU OMC education policies.

  • 19.
    Alexiadou, Nafsika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Lange, Bettina
    Centre for Socio-Legal Studies, Oxford University, Oxford, UK.
    Europeanizing the National Education Space?: adjusting to the Open Method of Coordination (OMC) in the UK2015In: International Journal of Public Administration, ISSN 0190-0692, E-ISSN 1532-4265, Vol. 38, no 3, 157-166 p.Article in journal (Refereed)
    Abstract [en]

    This article examines the reception of the education Open Method of Coordination (OMC) in the UK as an aspect of Europeanization of national administrations. It addresses relationships between political and administrative actors in the process of responding to the education OMC. We argue that despite progress with institutionalization of the education OMC at the EU level, there is limited institutionalization of the education OMC at the national level. Against the backdrop of UK skepticism about engaging with the EU integration project, the interesting finding is the administrative strategies employed for deflecting EU influence on the national education space.

  • 20.
    Alexiadou, Nafsika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Norberg, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Roma, Education, and Higher Education policies: The International Context and the Case of Sweden2015Report (Other academic)
  • 21.
    Alexiadou, Nafsika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Norberg, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Sweden’s Double Decade for Roma Inclusion: An Examination of Education Policy in Context2017In: European Education: Issues and Studies, ISSN 1056-4934, E-ISSN 1944-7086, Vol. 49, no 1, 36-55 p.Article in journal (Refereed)
    Abstract [en]

    This article analyzes the Swedish Strategy for Roma Inclusion. Drawing on interviews and documentary materials produced around the Strategy by official sources and Roma organizations, we describe its background, rationale, and evolution, as well as the rifts it has revealed around the issues of minority representation and the framing of inclusion. We describe the Strategy as a framework for education policy, aligned with the European Framework for Roma integration, and discuss it in relation to issues of representation, inclusion, and policy formation. We argue that, at the discursive level, the Strategy has engaged positively with the politics of Roma inclusion and has introduced a number of new issues in the public debate. However, at the same time it has given rise to policy tensions that reflect inadequate representation of and discussions with Roma stakeholders. For policy makers this has presented opportunities to rethink the design of the Strategy and to opt for an open final text that allows for a more versatile and flexible set of policy options to emerge at the local level.

  • 22.
    Alexiadou, Nafsika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Van de Bunt-Kokhuis, Sylvia
    Vrije Universiteit Amsterdam, The Netherlands.
    Policy space and the governance of education: transnational influences on institutions and identities in the Netherlands and the UK2013In: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 49, no 3, 344-360 p.Article in journal (Refereed)
    Abstract [en]

    This article presents a comparative analysis of two country-specific cases. Thecomparative analysis is situated within the broad domain of the changingknowledge economy landscape for educational policy. The two cases examinethe transfer, embedding and enactment of policies during the interactionsbetween supranational, national, institutional and individual levels. Case studyone concerns policy transfers and their mediation between the EU and thenational levels, drawing from empirical research on the UK. Case study twoexplores the experience and interpretation of higher education mobility practicesfrom the point of view of individual mobile academics located in, or connectedto, the Dutch frameworks of higher education. We employ the concept of spaceto illuminate the effects on education policy and practice of the changingrelationships between the national and inter-, supranational levels of discourseand practice. Our central thesis is that even though EU member states have lostsovereign power over defining education goals and outcomes, hinderingdynamics remain. The extent to which policies and discourses from ‘outside’ thenational level are integrated and adopted ‘within’ depends on the interactionbetween education–political discourses with existing institutionalised practices.In the case of the EU education policies we observe a weak form of policytransfer to the national level. In the UK there is a combination of a denseinstitutional field in education and a Eurosceptic political discourse. In the Dutchcase of individual academics, on the other hand, we found a positive discoursearound international academic mobility. A moderately adapted set of regulatoryframeworks and emerging support structures facilitate to varying degrees theDutch practice of academic mobility.

  • 23.
    Allvin, Renée
    et al.
    Clinical Skills Centre, Faculty of Medicine and Health, School of Medical Sciences, Örebro University, Örebro.
    Berndtzon, Magnus
    Metodikum – Skill Centre of Medical Simulation Region County Jönköping, Jönköping.
    Carlzon, Liisa
    Simulation Centre West, Department of Research, Education and Development, Sahlgrenska University Hospital, Gothenburg.
    Edelbring, Samuel
    Department of Medical and Health Sciences, Faculty of Medicine and Health Sciences, Linköping University, Linköping.
    Hult, Håkan
    Department of Medical and Health Sciences, Faculty of Medicine and Health Sciences, Linköping University, Linköping.
    Hultin, Magnus
    Umeå University, Faculty of Medicine, Department of Surgical and Perioperative Sciences, Anaesthesiology.
    Karlgren, Klas
    Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm.
    Masiello, Italo
    Department of Clinical Science and Education, Karolinska Institutet, Södersjukhuset Hospital, Stockholm.
    Södersved Källestedt, Marie-Louise
    Clinical Skills Centre, Centre for Clinical Research, Uppsala University, Västerås.
    Tamás, Éva
    Department of Cardiovascular Diseases, Institute of Medicine and Health, Medical Faculty, University of Linköping, Linköping.
    Confident but not theoretically grounded: experienced simulation educators’ perceptions of their own professional development2017In: Advances in Medical Education and Practice, ISSN 1179-7258, E-ISSN 1179-7258, no 8, 99-108 p.Article in journal (Refereed)
    Abstract [en]

    Background: Medical simulation enables the design of learning activities for competency areas (eg, communication and leadership) identi ed as crucial for future health care professionals. Simulation educators and medical teachers follow different career paths, and their education backgrounds and teaching contexts may be very different in a simulation setting. Although they have a key role in facilitating learning, information on the continuing professional development (pedagogical development) of simulation educators is not available in the literature. Objectives: To explore changes in experienced simulation educators’ perceptions of their own teaching skills, practices, and understanding of teaching over time.

    Methods: A qualitative exploratory study. Fourteen experienced simulation educators partici- pated in individual open-ended interviews focusing on their development as simulation educators. Data were analyzed using an inductive thematic analysis. Results: Marked educator development was discerned over time, expressed mainly in an altered way of thinking and acting. Five themes were identi ed: shifting focus, from following to utilizing a structure, setting goals, application of technology, and alignment with profession. Being con dent in the role as an instructor seemed to constitute a foundation for the instructor’s pedagogical development.

    Conclusion: Experienced simulation educators’ pedagogical development was based on self- con dence in the educator role, and not on a deeper theoretical understanding of teaching and learning. This is the rst clue to gain increased understanding regarding educational level and possible education needs among simulation educators, and it might generate several lines of research for further studies. 

  • 24.
    Almarlind, Pia
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Social moderation for equality and justice: Teacher Collaboration when assessing and grading in higher education2015Conference paper (Refereed)
  • 25.
    Almarlind, Pia
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Lind Pantzare, Anna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Swedish national tests in science: assessment of students in a 21st century world2014Conference paper (Refereed)
    Abstract [en]

    Sweden has since 2009 had national tests for school year nine in the science (i.e. biology, physics and chemistry). These tests aim to assess the three competencies described in the curricula namely, review information, communicate and take a stand in questions related to the subject, conduct systematic investigations and use concepts theories and models to explain connections. Beginning from the end, the third competence is assessed trough a constructed response test, a test that can be seen as rather traditional science test. The second competence is assessed through a practical investigation that the students plan, conduct and evaluate. The first competence is assessed by a more complex item where the students are served some information which they are supposed to review and use in their argumentation when they take a stand. These tests include a lot of the competences aimed at when discussing assessment for the 21st century world; creativity, critical thinking, problem solving, communication, and decision-making.

    The assessment of laboratory work has been an obligatory part of the national tests from the beginning in 2009. Despite all problems with the practical handling in the school there has been an important part of the aim that the national tests should be exemplary. If the tests do not include a practical test why should the schools work with laboratory work in class? There was also statistics indicating that many of the schools did not work practical at all.

    When the new curriculum was introduced 2011 the competence to communicate was highlighted. Beside the more general definitions of communication several of the syllabi included a subject specific communication component. In the first version of the tests developed in relation to the new curriculum there has been a part assessing the students’ ability to communicate. In these items the students are supposed to scrutinize and analyse given information, communicate and make a decision. The items are connected to questions concerning energy, environment, resource use and health. One of the challenges is to really assess science communication and not communication in general.

    In this presentation we will discuss the rationales for this test model and show how the assessment looks like.

  • 26.
    Almgren, Monika
    Umeå University, Faculty of Arts, Department of language studies.
    Högläsning i skolan ur ett specialpedagogiskt perspektiv2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of the study was to investigate how reading aloud is organized in the class-room and if the teachers made any adaptations for students with reading comprehension difficulties. Three teachers and two special education teachers were interviewed about their views on reading aloud and adaptations. Two students were interviewed about their experiences of listening to read-alouds. The results of the study showed that the students appreciated to listen to their teachers reading aloud and to take part in conversations about the text. The teachers who had been educated by Skolverket, Läslyftet, used comprehension strategies during the reading aloud lessons and found the strategies to be a good adaptation for the students with comprehension problems. The special education teachers mostly worked with students with word- reading difficulties. They did not use read-alouds and comprehensions strategies in their teaching. The study also indicate the importance of implementing research in education. 

  • 27.
    Andersson, Birgit
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Introducing assessment into Swedish leisure-time centres: pedagogues' attitudes and practices2010In: Education Inquiry, ISSN 2000-4508, Vol. 1, no 3, 197-209 p.Article in journal (Refereed)
    Abstract [en]

    This article analyses the findings of a survey exploring Swedish leisure-time pedagogues' experiences of assessment in school and leisure-time centres. It aims to boost knowledge of how assessment, as a prominent example of changed education governance, is entering the work of leisure-time pedagogues and how it is perceived by them. It is concluded that leisure-time pedagogues often assess the development of children’s social competencies, activities in their centre and the leisure-time pedagogues’ own contributions. Possible explanations of why these assessments are mainly based on informal observations without any documentation are discussed, as are the leisure-time pedagogues' ambiguous attitudes to them.

  • 28.
    Andersson, Birgit
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Nya fritidspedagoger - i spänningsfältet mellan tradition och nya styrformer2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this study is to increase the knowledge and understanding of how leisure-time pedagogues´ professional identity is changed as a consequence of altered governance and resulting new tasks. More specifically the study is oriented towards understanding how external demands for quality accounts, assessments and documentation in leisure-time centers and schools, affect leisure-time pedagogues´ practice of their profession and professional identity, and how the leisure-time pedagogues relate to these demands. The empirical data are generated through interviews with 23 leisure-time pedagogues, 8 school leaders, document analyses, and a survey among 105 leisure-time pedagogues. The analysis draws on profession theories perspective and concepts like knowledge base, jurisdiction and discretion to understand what is central in the leisure-time pedagogues’ profession and in what direction the profession is developing: de-professionalization, professionalization or re-configuration. Bourdieu´s sociological theories with concepts of field, capital and habitus are also used for understanding of the leisure-time pedagogues´ positions, actions, and explicit relations to other professional groups. The results indicate dilemmas that the leisure-time pedagogues face related to far-going decentralisation, introduction of new public management, reduced resources, and closer links between leisure-time centres and schools. Working with traditional methods creates problems and it becomes hard to balance the work between leisure-time centre and school. The thesis shows that leisure-time pedagogues constantly conduct independent individual assessments that are mainly hidden. This has not been pointed out before but is linked to the leisure-time pedagogues´ professional identity. Assess­ment as an accounting task has on the other hand been added in connection with the transfer to the educational sector and altered forms of governance. Leisure-time pedagogues are both ambivalent and critical to these demands for transparency and accountability. Even though the leisure-time pedagogues are subjected to increased control and expected to work more with assessments in different forms, and are forced to reduce their professional work in leisure-time centres, we cannot entirely talk about de-professionalization. Also features of professionalization and signs of reconfiguration of the profession are visible. The thesis illustrates that the profession of leisure-time pedagogue is being reshaped and that the leisure-time pedagogues’ professional identity can be understood in different ways. The thesis also illustrates how a core of traditional knowledge base stands out as central for most of the professionals in the various professional identities that are found. The differences that are found are related to the local governance of schools’ organisation; to what extent the leisure-time pedagogues’ work is placed in the compulsory school day; and how strong the leisure-time pedagogues’ collective base is in the school unit.

  • 29.
    Andersson, Birgit
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Self-awareness of leisure-time pedagogues: a quality factor?2008Conference paper (Refereed)
  • 30.
    Andersson, Catarina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Framgångsfaktorer för formativ bedömning2016In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 43, no 1, 43-48 p., 43Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Visst använder lärare formativ bedömning i sin matematikundervisning, men … Resultaten från det forskningsprojekt som beskrivs i denna artikel visar att elevernas lärande påverkas när lärare låter bedömningar ligga till grund för förändringar av undervisningen. Hur påverkas elevernas lärande då? Jo, de lär sig – mer och bättre.

  • 31.
    Andersson, Catarina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Professional development in formative assessment: Effects on teacher classroom practice and student achievement: Effects on teacher classroom practice and student achievement2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The potential of formative assessment, evident in several research reviews, has raised the interest in many countries to invest in reform initiatives to develop its use. However, implementation of formative assessment is not straightforward and there is a lack of knowledge about how to design appropriate professional development. The intervention study presented in this thesis aimed to see if a random selection of teachers, participating in a professional development program with many contact hours and substantial support of an expert, implemented formative assessment in a way that increased their students’ learning in mathematics. It also aimed to examine the reasons for the teachers’ changes in their classroom practice.

    The twenty-two year 4 teachers attended a professional development program in formative assessment in mathematics. A mixed methods approach used classroom observations, teacher interviews, questionnaire surveys and student mathematics tests to investigate the effects on teacher classroom practice and student achievement.

    It was found that the teachers trained in formative assessment built on their previous formative classroom practice and added new formative assessment activities into their mathematics classroom practice to a level that had significant impact on student achievement in mathematics (p = .036, d = .66). The teachers developed their formative assessment practice in three dimensions: key processes in teaching and learning, agents in the classroom, and the length of the formative assessment cycle.

    The reasons for teachers ́ implementation of new formative assessment activities were well explained by the expectancy-value theory of achievement motivation. Important aspects of the professional development program were: (1) A formative and process-oriented character; (2) Activities directly useable in classrooms; (3) Experience of using formative assessment activities; (4) Connection between theory and practice; (5) Time; and (6) Knowledgeable support.

    The thesis shows that it was possible to provide sufficient support to a random selection of teachers for them to develop their formative assessment practice in a way that improved student achievement. However, this thesis also indicates that it can be expected that teachers would need substantial time and support to achieve such developments in their classroom practice.

  • 32.
    Andersson, Catarina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Boström, Erika
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Formative Assessment in Swedish Mathematics Classroom PracticesManuscript (preprint) (Other academic)
  • 33.
    Andersson, Catarina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Boström, Erika
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Palm, Torulf
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Formative assessment in Swedish mathematics classroom practice2017In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 22, no 1, 5-20 p.Article in journal (Refereed)
    Abstract [en]

    Research shows that substantial learning gains are possible through the use of formative assessment. However, little is known about Swedish mathematics teachers’ use of formative assessment, and thus about the possible value of professional development programmes. This study uses teacher interviews and classroom observations to examine the classroom practice of 38 randomly selected primary and secondary school teachers in a mid-sized Swedish municipality. A framework of formative assessment comprising one big idea and five Key strategies structured the analysis. The study identifies characteristics of current formative assessment practices. The results show that the teachers do use a variety of formative assessment activities, but also that there is much room for development towards a more effective formative classroom practice. 

  • 34.
    Andersson, Catarina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Palm, Torulf
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Characteristics of improved formative assessment practice2017In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 2, 104-122 p.Article in journal (Refereed)
    Abstract [en]

    An earlier study showed that the changes in teachers’ classroom practice, after participation in a professional development program in formative assessment, significantly improved student achievement in mathematics. The teachers in that study were a random selection of Year 4 teachers in a Swedish mid-sized municipality. In the present study, we analyse and describe the characteristics of these changes in classroom practice, which were based on a combination of various strategies for formative assessment. Data were collected through teacher interviews and classroom observations. The teachers implemented many new activities that strengthened a formative classroom practice based on identifying student learning needs and modifying the teaching and learning accordingly. The characteristics of the changes the teachers made reveal the complexity of this formative assessment practice and why such developments of practice are likely to require major changes in most teachers’ practices. We also discuss how such changes in practice afford new learning opportunities.

  • 35.
    Andersson, Catarina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Palm, Torulf
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Reasons for teachers' successful development of a formative assessment practice through professional development: a motivation perspectiveManuscript (preprint) (Other academic)
  • 36.
    Andersson, Catarina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Palm, Torulf
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    The characteristics of formative assessment that enhance student achievement in mathematicsManuscript (preprint) (Other academic)
  • 37.
    Andersson, Catarina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Palm, Torulf
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    The impact of formative assessment on student achievement: a study of the effects of changes in classroom practice after a comprehensive professional development programme2017In: Learning and instruction, ISSN 0959-4752, E-ISSN 1873-3263, Vol. 49, 92-102 p.Article in journal (Refereed)
    Abstract [en]

    A random sample of 22 Year 4 teachers in mathematics from a middle-sized Swedish municipality participated in a teacher professional development programme in formative assessment. The content ofthe programme was formative assessment conceptualised as a unity of different, integrated strategies.The study examines the effects on student achievement of the changes in the teachers’ formative classroom practice that followed the professional development input. Results show that, after controlling for pretest scores, the classes in the intervention group significantly out performed the classes in thecontrol group in a posttest administered one school year after the end of the programme (p = 0.036, d = 0.66). The study contributes to the understanding of under-studied areas of the impact of professional development in formative assessment, and the impact of teacher practice based on formative assessment conceptualised as a unity of different formative assessment strategies.

  • 38.
    Andersson, Jennie
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Fröjd, Johanna
    Umeå University, Faculty of Arts, Department of language studies.
    Sagor i förskola och skola: Tio lärares och tolv elevers syn på sagans roll i förskolan och skolan2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to explore preschool- and primary school teachers’ perceptions of fairytales, why they use fairytales and what thoughts they have about the impact of fairytales on children’s reading and writing development. We interviewed seven teachers and three preschool teachers in northern Sweden to find out how work with fairytales is carried out in preschool and primary school. We also interviewed twelve pupils who were seven and eight years old to find out what they thought of fairytales in primary school. The result showed that preschool- and primary school teachers had a positive attitude towards fairytales and the opportunities provided by fairytales. The preschool- and primary school teachers in this study used fairytales to stimulate the imagination and the language development of the children. Fairytales were believed to create engagement and emotions within the children. To stimulate reading and writing among the children many teachers let the children write their own fairytales, pointing out the structure of a typical fairytale before the students start writing. Preschool teachers used fairytales to introduce the children to written language, since not all children were familiar with written language. This study shows that fairytales were used in different ways among the teachers and the preschool teachers and that the pupils enjoyed working with fairytales

  • 39.
    Andersson, Johanna
    Umeå University, Faculty of Arts, Department of language studies.
    Intensivundervisning i läsförståelsestrategier för elever i åk 7: En interventionsstudie2016Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate the effects of an intervention of reciprocal teaching (RT) strategies in students’ reading comprehension. A quantitative method using a quasi-experimental design is used in the intervention with three students in seventh grade with reading comprehension difficulties. The intervention of twelve lessons took place during a period of five weeks. A reading comprehension test was made before and after the intervention. The results from the experiment group are compared with the results from the reference group, and three intervention lessons were filmed. The findings from the film documentation revealed a progress in using different strategies to overcome obstacles to achieve reading comprehension. The students develop the ability to ask spontaneous questions and make critical reflections when reading. The test results also show a positive trend in the development of reading comprehension. This study thus confirms previous studies showing that students with reading difficulties benefit from being taught in how to use reading comprehension strategies, where RT is an available model.

  • 40.
    Andersson, Malin
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Abrahamsson, Anna-Erika
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Barn i behov av särskilt stöd: Pedagogers arbete med integrering av barn i en förskola för alla2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med undersökningen har varit att fördjupa förståelsen för hur pedagoger arbetar för att integrera barn i behov av särskilt stöd i förskoleverksamhet samt vilka faktorer som kan påverka integreringen. Frågeställningar var: Vilka barn anser pedagogerna är i behov av särskilt stöd?  Hur planerar och arbetar pedagoger för att integrera barn som är i behov av särskilt stöd i verksamheten? Vilka faktorer kan påverka integreringen av barn som är i behov av särskilt stöd? Den metodiska ansatsen har varit kvalitativ och data har samlats in genom kvalitativa intervjuer. Resultatet visar att integrering av barn i behov av särskilt stöd kan se olika ut beroende på förskola samt hur länge pedagogerna arbetat inom yrket. Det framkom även att pedagogernas förhållningssätt har stor betydelse vid integrering eftersom detta påverkar hur villiga pedagogerna är att se barnens begränsningar och styrkor, huruvida de är benägna att göra förändringar i förskolans miljö och arbetssätt för att anpassa verksamheten till alla barn. Sammanfattningsvis är detta område stort och komplext och ingen generell metod finns att tillgå. Pedagogerna kan om de utgår från barnets bästa med bland annat stöd av observationer skapa en verksamhet där möjlighet till utveckling och lärande finns för alla barn.

  • 41.
    Andersson, Per
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    IKT och lärande2001Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Cd:n IKT och lärande ger dig en bred kunskap om hur du kan använda datorer och Internet. Materialet på cd:n består av ett multimediaprogram som innehåller instruktionsfilmer, texter samt förslag på övningar. Texterna kan också skrivas ut på en skrivare. De fyra författarna har många års erfarenhet av att ge kurser om IKT och lärande inom Lärarutbildningarna vid Umeå universitet. Materialet har utvecklats för att användas i distanskurser och passar därför bra för självstudier.

  • 42.
    Andersson, Per
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Wester, Maria
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    “One day, one problem”: applying SOTL on a course about teaching in higher education2015Conference paper (Other academic)
    Abstract [en]

    At the Centre for Teaching and Learning at Umeå University, we are responsible for the development of university teachers’ pedagogical competence. One of the main purposes of our courses is to help teachers develop an array of teaching methods – including a sound basis for their decisions about which method to use. We work with teaching methods for student active learning that develop sustainable knowledge (Hattie, 2009), for example Problem Based Learning, PBL. Our problem is that this usually takes a lot of time on our short courses. So we asked ourselves: How can we use SoTL to describe, develop and evaluate a method that gives key transitions in the university teachers’ journey towards pedagogical competence, both theoretically and practically (Dietz-Uhler and Bishop-Clark, 2012)? We wanted a group of teachers on one of our courses to learn more about PBL and to be active while doing this. We also wanted a meta-didactic discussion about it afterwards. We found a method called “One day, one problem” (O’Grady, 2012) that we wanted to try. We had to redesign the method slightly to fit our context, by writing a relevant scenario in line with our expected learning outcomes. Apart from this we followed the suggested process in the article. We carried out formative and summative evaluations, and we as teachers documented the activity. Our preliminary analysis shows that this method gave us what we wanted since the learners were positive towards working this way, and the self- evaluated learning process and product was given high grades. Our preliminary results and conclusion is that this method is a useful way to both teach about the PBL process and to work with course content. We also saw that SoTL, systematically searching, finding, developing and evaluating a new teaching method is a good way to develop both our own and our students’ pedagogical competence. 

  • 43.
    Andersson, Per
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Wester, Maria
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    “One day, one problem”: endags PBL-undervisning2015In: Universitetspedagogiska konferensen 2015: Gränslös kunskap, Umeå: Umeå universitet , 2015, 10-11 p.Conference paper (Other academic)
  • 44.
    Andersson, Therese
    Umeå University, Faculty of Arts, Department of language studies.
    Från introduktion till text: En studie om skrivundervisning i årskurs tre2016Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate how two teachers in year three teach writing in their classrooms. The study is focused on how the teachers introduce the tasks, what kind of texts the pupils are writing, if there is an expressed receiver of the texts and how the follow up and assessments of the texts are done. The study has a partial ethnographic approach and the data that is analyzed is based on 19 observations from two classrooms. The study result shows that the variety of text types written is small and the instructions often follow the same pattern each time. It also shows that the tasks often lack both expressed receivers and a structured follow up. Those are often abandoned. The focus on the assessments lies in the correct spelling and punctuation rather than text contents. 

  • 45.
    Andreasson, Jens
    Umeå University, Faculty of Arts, Department of language studies.
    Talande vid datorspel: Vilken roll har engelskt tal vid datorspel för utvecklingen av ungdomars muntliga produktion?2014Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study aims to find possible effects from the use of Voice over internet protocol software together with computer gaming on young adults English output. The study also tries to find effects of media usage on output and if there exists differences between boys and girls. This is done through analysis based on data collected from 28 informants, age 16-18. The data consists of recordings of individual stories coupled with a survey. The empirical data is analyzed in both quantitative and qualitative way. The results show that while English activity has a positive effect, it is hard to attribute this to computer gaming and VOIP alone.

  • 46.
    Anna, Norrström
    et al.
    Högskolan i Borås.
    Rosvall, Per-Åke
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Specialpedagogers samverkansuppdrag: En undersökning av en habiliterings samverkan med vårdnadshavare, skolor och förskolor2016Report (Other academic)
  • 47.
    Appelberg, Lisbeth
    Umeå University, Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
    Barn erövrar datorn: en utmaning för vuxna1999Book (Other (popular science, discussion, etc.))
  • 48.
    Appelberg, Lisbeth
    Umeå University, Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
    Om barnomsorgens utveckling i Umeå: belyst av några pionjärers berättelser och analyser av relevanta texter1994Report (Other (popular science, discussion, etc.))
  • 49.
    Arbin, Anna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Särbegåvade elever: En studie om studie- och yrkesvägledning och stimulans i gymnaiseskolan2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study was to improve understanding of how upper secondary school acknowledge and adjust support and guidance for gifted students regarding their future academic and professional career. The study examined school pricipals and career counselors approach to guidance work with gifted students and how the above mentioned professionals received information about gifted students. It was further examined what measures were applied to adjust the upper secondary school to the needs of gifted students. Qualitative interviews were conducted and the results showed that in cases where the informants were told it took place in conjunctions with seminars about the class, through grades or through a teacher or the students themselves who contacted the career counselor or principal at the upper secondary school.The giftedness was connected to the school curriculum and various course topics in the secondary programs. School principals viewed the career counselor as an important resource to provide motivational support, individualize and survey future plans. Career counselors experienced that gifted students were ahead in their maturity process and often arrived earlier than other students with ideas and questions for the career counselor. The upper secondary school tried to the extent resources were available, to provide stimulus and motivation for the gifted students in different ways - through acceleration, enrichment and motivational activities.

  • 50.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Att undersöka fysikaliska fenomen och kemiska processer utifrån vardagsverb2015Conference paper (Other academic)
    Abstract [sv]

    Det är vanligt att naturvetenskapsteman har namn i form av substantiv, som Skogen, Vatten, Svampar och Kroppen. Här presenteras idén att istället utgå från vardagsverb – som rulla, snurra, balansera, blanda och fastna – i undersökandet av naturvetenskapliga fenomen. Idén att utgå från verb har utvecklats i samarbete med ett pedagogiskt utvecklingscentrum och en förskola och de praktiska exemplen kommer från förskolans arbete med ”rulla, snurra” (fysik) och ”blanda” (kemi). Under presentationen behandlas frågor som: Hur får man fatt i fysikaliska fenomen och kemiska processer i barns samspel med omvärlden? Vilka frågor kan man ställa som blir praktiskt undersökningsbara? Hur kan man arbeta undersökande med flera estetiska uttryckssätt?

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