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  • 1.
    Gyllencreutz, Lina
    et al.
    Umeå University, Faculty of Medicine, Department of Nursing.
    Rolfsman, Ewa
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Saveman, Britt-Inger
    Umeå University, Faculty of Medicine, Department of Nursing.
    Injury risks during outdoor play among Swedish schoolchildren: teachers' perceptions and injury preventive practices2020In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 48, no 1, p. 1-11Article in journal (Refereed)
    Abstract [en]

    Approximately 36,000 Swedish children seek medical care annually because of injuries during school time. The purpose of this field study is to investigate risky outdoor play at the school yard and to describe teachers’ perceptions of risk and safety in relation to learning and development. The study includes observations of children (6–12 years old) during outdoor activities as part of the school’s activities and includes focus-group interviews with teachers and children. Children were seen climbing high in play facilities, speeding down slides, or competing with sticks in the woods. Different views of risk and safety among the participants influence outdoor play activities. Teachers’ knowledge of risk seems to be derived from common sense and personal experiences rather than from a professional perspective. A joint approach of educational and medicine disciplines is desirable when it comes to children’s health and development.

  • 2.
    Lilja, Annika
    et al.
    Göteborgs universitet.
    Franck, Olof
    Göteborgs universitet.
    Osbeck, Christina
    Göteborgs universitet.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ethical competence: a comparison between the Swedish and the Icelandic curricula and some teachers' views2018In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 46, no 5, p. 506-516Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to highlight some conceptions of ethical competence identified in interviews with teachers in religious education in Sweden, and within analyses of policy documents in a Swedish and an Icelandic educational context. As a starting point we take seven interviewed teachers’ comments about what they view as important ethical competences for their pupils to have. A comparative analysis of Swedish and Icelandic policy documents with regard to the conceptual understandings of ethical competence is made, as well as a comparison between the policy documents and teachers’ comments. The Icelandic curriculum is chosen because it differs from the Swedish one in a sense relevant to an analysis of the teacher interviews. The analyses imply a tension between theoretical and analytical conceptions of ethical competence and an action competence. Finally, some possible threads to consider in developing a broadened and deepened understanding of ethical competence are outlined.

  • 3.
    Olovsson, Tord Göran
    Umeå University, Faculty of Social Sciences, Department of Education.
    The assessment process in a Swedish year five classroom: ‘Reach page 52!’2015In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 43, no 6, p. 741-753Article in journal (Refereed)
    Abstract [en]

    This paper describes and analyses the assessment process in a Swedish year five classroom, involving pupils aged 11 to 12 years. The paper is based on classroom observations and interviews, which were analysed to explore the assessment process in daily classroom practice, and investigates how the assessment process was understood by pupils and the teacher. The results indicated that the assessment process embodied mainly oversimplified learning goals; teaching was organised as individual work with tasks according to a weekly plan; and assessment and feedback were directed to deconstructed, easily marked goals.

  • 4.
    Rantala, Anna
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Heikkilä, Mia
    Åbo Akademi.
    Agency, guidance and gender: interrelated aspects of early childhood education settings2019In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575Article in journal (Refereed)
    Abstract [en]

    Social interaction is one of the many things what preschool life is about, and how social life is constituted is of importance to understand. In early childhood education settings, children are guided and fostered by teachers and by each other in different directions. The overall aim of the article is to make a contribution to a deeper understanding of how children’s agency is performed as a constantly gendered social activity and how this is affected by the guidance they receive from teachers. The relationship between agency, gender and guidance is scrutinised. By using Foucault’s concepts discipline and power in combination with understandings of childhood and gender order this is explored. The empirical material consists of ethnographic observations in two preschools, and the results show how agency, gender and guidance need to be understood as relational processes when highlighting aspects of children’s social life in ECE.

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