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  • 1.
    Dunkels, Elza
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Frånberg, Gun-MarieUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).Hällgren, CamillaUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Interactive media use and youth: Learning, knowledge exchange and behavior2011Collection (editor) (Other academic)
    Abstract [en]

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

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

  • 2.
    Dunkels, Elza
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Hällgren, Camilla
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Young people and contemporary digital arenas: Identity, learning and abusive practices2008In: Tidskrift för lärarutbildning och forskning, ISSN 1104-523X, no 3-4, p. 35-50Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to outline an emerging research area, evolving around young people and contemporary digital arenas. The field is growing in size, shape and complexity and the need for study is urgent. The research area is also somewhat elusive and its outline is changing very quickly over time. In previous works the authors have focused on different parts of this area, and in this article bring ideas together to form a joint research base.

    The first theme is identity; what factors influence young people's identity development and how do we interpret identity in a changing media landscape as well as in a changing society?

    The second theme is learning; have contemporary media influenced the processes and outcomes of  learning and if so, how can the educational system benefit from and exploit this?

    The third theme is what we in this context call abusive practices; how can we understand abusive behavior on the internet, among and towards young people?

    The issues problematized in this article are to be seen as a probing for and a framing of a research base for further development.

    The overall aim of the proposed area of study is to identify, analyze and problematise contemporary digital channels of communication and learning in particular, expressions of abusive behavior, and their influence on digital culture and digital native identity construction, with a specific emphasis on issues related to age, class, gender and ethnicity.

  • 3.
    Dunkels, Elza
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Young people and online risk2011In: Youth culture and net culture: online social practices / [ed] Elza Dunkels, Gun-Marie Frånberg and Camilla Hällgren, Hershey, Pennsylvania (USA): IGI Global , 2011Chapter in book (Other academic)
    Abstract [en]

    The authors suspect that the young perspective has been left out when online risk and safety are discussedin contemporary research. The aim of this chapter is to give a critical approach to this matter and questionfear as a driving force for protecting young people online. Interviews with children about their views ofinternet use (Dunkels, 2007) and a study of safe use guides from European countries conducted in 2008(Lüders et al, 2009) form the empirical base. The discussion in the chapter is underpinned by ideas ofchildhood as a social construction, emerging ideas of power relations pertaining to age and theories oftechnology reception. The authors also introduce a metaphor, the layer cake, to better understand howthe same action can be viewed from different vantage points.

  • 4.
    Dunkels, Elza
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Frånberg, Gun-MarieUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).Hällgren, CamillaUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Youth culture and net culture: Online social practices2011Collection (editor) (Other academic)
    Abstract [en]

    The globalization of our society has changed the social culture of young people forever. In this day and age, this online social culture is growing in size, shape, and complexity and the need for further study is imperative.

    Youth Culture and Net Culture: Online Social Practices aims to engage the complex relationship between technology and youth culture, while outlining the details of various online social activities. This book focuses on generational aspects of online social practices, as well as other facets, such as gender and social class. Presenting the views of young people regarding social practices is paramount in a time when the educational system, policymakers and non-governmental organizations are calling for this knowledge.

  • 5.
    Dunkels, Elza
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    The invisible girl: Ceci n'est pas une fille2010Conference paper (Refereed)
    Abstract [en]

    This presentation describes The Invisible Girl, a Swedish multi-disciplinary research project in which power relations, gender, online youth culture and learning are the primary objects of study.

    Many studies on young girls' and boys' internet use have been conducted during the last fifteen years of rapidly developing mass use of the internet. However, the vast bulk of this research has had a top-down, adult perspective, with very little or no intention at all to give voice to the young informants themselves. There have also been tendencies to over-emphasize the generation gap and exoticisize young people's actions. Taking a closer look at this body of research, we find the presence of discomforting gender blindness. This is evident in, for instance, the use of boys' knowledge as a norm in the sense that girls should develop the same interests and competences as boys (ITU, 2008). Furthermore, in the gender blind school, girls' digital competence has been invisible and girls' knowledge is often hidden by their own terminology (Enochsson, 2005). Simmons (2004) also claims that we do not have words to describe girls' aggressions and that the lack of words leads to difficulties in discussing the question.

    As researchers we are concerned about the unequal nature of this research field. When trying to find out what these inequalities consist of we have identified an important blind spot, both from a societal and a research point of view, which has led us to call our project The Invisible Girl. The name is inspired by Ralph Ellison's novel Invisible Man (1952). Just like Ellison portrays black Americans as being invisible, it is possible to view girls as invisible on the internet in the sense that their actions cannot be described with the existing male oriented terminology.

  • 6.
    Erixon, Per-Olof
    et al.
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Frånberg, Gun-MarieUmeå University, Faculty of Social Sciences, Department of applied educational science.Kallós, DanielUmeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Postgraduate studies and research in teacher education within European Union: Conference on the Role of Graduate and Postgraduate Studies and Research in Teacher Education Reform Policies in the European Union (2001 : Umeå)2001Conference proceedings (editor) (Other academic)
  • 7.
    Erixon, Per-Olof
    et al.
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Frånberg, Gun-MarieUmeå University, Faculty of Social Sciences, Department of applied educational science.Kallós, DanielUmeå University, Faculty of Teacher Education, Department of Child and Youth education, Special Education and Counselling.
    The role of graduate and postgraduate studies and research in teacher education reform policies in the European Union:  European network on teacher education policies, ENTEP2001Conference proceedings (editor) (Other academic)
  • 8.
    Flygare, Erik
    et al.
    Örebro universitet.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Gill, Peter
    Högskolan i Gävle.
    Johansson, Björn
    Örebro universitet.
    Lindberg, Odd
    Örebro universitet.
    Osbeck, Christina
    Karlstad univeristet.
    Söderström, Åsa
    Karlstad universitet.
    Utvärdering av metoder mot mobbning2011Report (Other academic)
    Abstract [sv]

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

  • 9.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Ambassadörer för kvinnors företagande: en teoribaserad utvärdering2015Report (Other academic)
    Abstract [en]

    The project Ambassadors for Women’s Entrepreneurship was implemented by the Swedish government as part of a larger programme that was started in order to encourage women’s entrepreneurship. The purpose of the project was to change the current view of women’s entrepreneurship by making women entrepreneurs, especially those managing innovative firms in service industries, more visible. The current study is a theory-based evaluation of the Ambassador project.

    Some 800 female entrepreneurs were recruited as ambassadors. Their mission was to present themselves and their companies to students in schools and universities and in other public forums. The ambassadors made some 11,000 public appearances and met around 170,000 people between 2008 and 2014. Most of the stated targets for media exposure for the ambassadors were met.

    Around 14 per cent of Swedish women over the age of 16 run a business, and the manage-ment of the firm is the primary source of income for around 7 per cent of Swedish women. Between 25% and 30% of Swedish entrepreneurs and firm-managers are women, a share that has been fairly constant for the past fifty years. Women’s entrepreneurship is concentrated in labour-intensive service industries, especially in care industries. The entrepreneur as a profession has strong male connotations in both policy and research. Female entrepreneurship is described as fundamentally different from male entrepreneurship and driven by different rationales. Companies managed by women tend to have fewer employees and lower profitability than companies run by men.

    The Ambassador project had the specific objective of making women entrepreneurs more visible, especially women who manage innovative businesses in service industries. The potential for successfully challenging the public image of female entrepreneurship is limited considering that these are industries where women traditionally are entrepreneurs and firm managers. Ambassadors were not remunerated for their participation in the project, which may reinforce the image of the subservient (servicing) woman who is not driven by the same economic incentives that men are. The establishment of a separate arena for women entrepreneurs reinforced the image of women as a fundamentally different kind of entrepreneur compared to the male norm.

  • 10.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Att bli medveten och förändra sitt förhållningssätt: Jämställdhetsarbete i skolan2010Report (Other academic)
  • 11.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Den krympande måttstocken: Om normer och barnsyn i 2000-talets förskola2015In: Efter barnets århundrade: Utmaningar för 2000-talets förskola / [ed] Frånberg, Gun-Marie, Lund: Studentlitteratur AB, 2015, p. 13-30Chapter in book (Other academic)
  • 12.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of Education.
    East of Arcadia: Three studies of rural women in northern Sweden and Wisconsin, USA1996Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation deals with three different studies of rural women in northern Sweden and Wisconsin, USA. All three of them aim at identify and elucidate pertinent aspects of women's lives in rural areas. In the first study, The Åsele study, women's work and free time activities are in the focus of investigation. The second, The Leading Light study, deals more explicitly with obstacles and problems that women meet with when trying to improve their living conditions and, finally, the Wisconsin study deals with the ways rural women organize their everyday lives. More specifically, while all three studies assume a gender and mode-of-living perspective, cultural issues, the relations between structure- agent and questions concerning the organization of everyday life receive separate treatment.

    Mostly qualitative methods are used in collecting data, including interviews and essays. Also questionnaires are used in order to gain a comprehensive picture of certain areas, such as activities and aspirations within the field of leisure. In the last study a reanalysis of an archived interview material, built on oral life histories, is used.

    The results give a complex and nuanced picture of women's lives in these areas. The farm women in the Wisconsin study have a heavy work load and contribute in different ways to the maintenance of the family. Their productive work is, however, made invisible in official statistics. The Åsele study gives a picture of a woman, who is not demanding anything special for herself, but is adapting to the traditional gender structures. Her life is organized around her home, her husband and her children. The young women intend to leave this area, which is one of the problems that the local politicians have to deal with. In the Leading light study, finally, it is above all the male representatives at the local governmental level that impede the women's ideas and ignore their propositions for change. Despite official signals of decentralisation of decision making, the bureaucratic structures seem to strengthen at the local level.

    Most of the women in this study praise life in the country side. The rural ideology also comprises a positive view of this mode of living. While the rural ideology is a entire male construction, the female conditions have to be problematized. This has been done in this thesis.

  • 13.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Efter barnets århundrade: utmaningar för 2000-talets förskola2015Collection (editor) (Other academic)
  • 14.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Female strategies for surviving in the North1996In: Proceedings of the First Femina Borealis Research Conference: : august 17-21, 1995 / [ed] Aino Saarinen, Arja Huttunen, Oulu: University of Oulu , 1996Conference paper (Other academic)
  • 15.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science. gun-marie.franberg@edusci.umu.se.
    Flickor, pojkar och kränkningar2013In: Kränkningar i skolan: analyser av problem och lösningar / [ed] Skolverket, Stockholm: Fritzes, 2013, p. 51-66Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

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

  • 16.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Fyra studier om fortbildning av universitetslärare i Kvarkenområdet2006Collection (editor) (Other academic)
  • 17.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Hållbar utveckling – en pedagogisk utmaning?: Skolans arbete med värdegrundsfrågor för ett hållbart samhälle2003In: Proceedings from the Nordic Seminar on Education for a Sustainable Society, Stockholm: Utbildningsdepartementet , 2003Conference paper (Other academic)
  • 18.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of Education.
    "I guess I did about everything on the farm...": women's work and leisure in rural Wisconsin1998In: The social construction of gender in different cultural contexts: articles written by researchers in Australia, Finland, Norway, Russia and Sweden and the USA / [ed] Gun-Marie Frånberg, Östersund: Institutet för regionalforskning (SIR) , 1998, p. 157-175Chapter in book (Other academic)
  • 19.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Kvinnliga eldsjälar i glesbygd: Lokal mobilisering, förändring och anpassning1994Report (Other academic)
  • 20.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of Education.
    Kvinnor och kultur i glesbygd: Åselekvinnornas livssituation i relation till deras kulturella önskemål1992Report (Other academic)
  • 21.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Kvinnors kultur i regionalpolitiskt perspektiv: Att fånga en bonde1994In: GlesbygdsmyndighetenArticle in journal (Refereed)
  • 22.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Lärarstudentens uppfattning om värdegrund i lärarutbildningen2006In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, no 1Article in journal (Refereed)
  • 23.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of Education.
    "Man måste börja med sig själv....": Värdegrunden i den nya lärarutbildningen2004Report (Other academic)
  • 24.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Mobbning i nordiska skolor: Kartläggning av forskning och nationella åtgärder mot mobbning i nordiska skolor2003Report (Other academic)
  • 25.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Nordkalottens kulturentreprenörer: Utvärdering av ett utbildningsprogram för kulturarbetare i Barentsregionen.1994Report (Other academic)
  • 26.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Rum för forskning - rymd för lärande: forskning och pedagogisk praktik2007Collection (editor) (Other academic)
  • 27.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Surviving and thriving in the North: Feminist strategies, municipal initiatives and supranationel collaboration. On the terms of Northern women.1995Book (Other academic)
  • 28.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Teacher education in relation to higher education in Sweden2008In: Proceedings of the International Conference on Higher Education Quality: theories and applications, Xiamen: Institute of Education Xiamen University , 2008Conference paper (Refereed)
  • 29.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    The social construction of femininity: the initial phase of the education of Red Cross Nurses in Sweden2002In: Voluntary Action, Vol. 5, no 1Article in journal (Refereed)
  • 30.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    The social construction of gender in different cultural contexts: Articles written by researchers in Australia, Finland, Norway, Russia, Sweden and the USA.1998Collection (editor) (Other academic)
  • 31.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Utvärdering av temaområdesverksamheten vid forskarskolan inom CUL vid UFL, Göteborgs universitet2007Report (Other academic)
  • 32.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of Education.
    Värdegrundsfrågor i Norden i ett barn- och ungdomsperspektiv: demokrati i skolans vardag2003Collection (editor) (Other (popular science, discussion, etc.))
  • 33.
    Frånberg, Gun-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Dunkels, Elza
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Youth and contemporary learning2011In: Interactive media use and youth: Learning, knowledge exchange and behavior / [ed] Elza Dunkels, Gun-Marie Frånberg and Camilla Hällgren, Hershey, Pennsylvania (USA): IGI Global , 2011Chapter in book (Other academic)
    Abstract [en]

    The aim of the chapter is to problematize the concept of learning and common views on transformed conditions for learning; have contemporary digital media reformed the processes of learning and if so, how can the educational system benefit from and exploit this?  The chapter highlights changes and reflects on contemporary and future aspects of learning. What is seen as meaningful learning? Is learning more demanding today or does the open and abundant access to information simplify it?

  • 34.
    Frånberg, Gun-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Gill, Peter
    Vad är mobbning?: På tal om mobbning – och det som görs2009Manuscript (preprint) (Other academic)
  • 35.
    Frånberg, Gun-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Dunkels, Elza
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Introductory chapter2012In: Invisible Girl: "Ceci n'est pas une fille" / [ed] Gun-Marie Frånberg, Camilla Hällgren, Elza Dunkels, Umeå: Umeå universitet , 2012, p. 9-15Chapter in book (Refereed)
  • 36.
    Frånberg, Gun-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Hällgren, CamillaUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).Dunkels, ElzaUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Invisible Girl: "Ceci n'est pas une fille"2012Collection (editor) (Refereed)
  • 37.
    Frånberg, Gun-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Kallós, Daniel
    Demokrati i skolans vardag.: Fem nordiska forskare rapporterar2002Collection (editor) (Other academic)
  • 38.
    Frånberg, Gun-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ladson-Billings, Gloria
    Teacher education and international collaboration: its strengths and challenges2004Report (Other academic)
  • 39.
    Frånberg, Gun-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Wrethander, Marie
    Göteborgs universitet.
    Mobbning - en social konstruktion?2011Book (Other academic)
  • 40.
    Frånberg, Gun-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Wrethander, Marie
    University of Gothenburg, Sweden.
    Nelly, the Invisible Girl2012In: Invisible Girl: "Ceci n'est pas une fille" / [ed] Gun-Marie Frånberg, Camilla Hällgren & Elza Dunkels, Umeå: Umeå University, Sweden , 2012, p. 145-151Chapter in book (Refereed)
  • 41.
    Frånberg, Gun-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Wrethander, Marie
    Om det som görs mot mobbning - analys av åtta program.: på tal om mobbning – och det som görs.2009Manuscript (preprint) (Other academic)
  • 42.
    Frånberg, Gun-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Wrethander, Marie
    University of Gothenburg.
    The rise and fall of a social problem: critical reflections on educational policy and research issues2012In: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 10, no 2, p. 345-362Article in journal (Refereed)
  • 43.
    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.
    Approve or disapprove risky outdoor play among school children: a field studyManuscript (preprint) (Other academic)
  • 44.
    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 practices2018In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575Article 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.

  • 45.
    Hällgren, Camilla
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Dunkels, ElzaUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).Frånberg, Gun-MarieUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Invisible Boy: the making of contemporary masculinities2015Collection (editor) (Refereed)
    Abstract [en]

    What does it mean to become a boy today? How does boyhood manifest itself in different contexts? How can we describe fathers and sons in contemporary society? And can we make the invisible boy visible in ways alternative to those of media?

    This publication is the outcome of an international, multidisciplinary exploration of how boys become boys and how boys form identities today. The project was global in its scope and included 24 artists and academics from Sweden, USA, Turkey, UK, Finland, New Zealand, Croatia, Nigeria, Switzerland, India, Canada and Italy have contributed to the Invisible Boy. The publication with its 20 chapters includes academic papers, video, drawings, digital images, photography and music. Combining a variety of intellectual expressions the chapters forms a joint example of multimodal explorations to further understandings of complex matters such as gendered identity making.

    The contributions are organised in four themes: Negotiating Identity, Bodily Existence, Boyhood Interrupted, and Gender and Contemporary Media.

  • 46.
    Hällgren, Camilla
    et al.
    Umeå University, Faculty of Social Sciences, Department of Interactive Media and Learning (IML).
    Dunkels, Elza
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Young people and contemporary digital arenas: identity, learning and abusive practice2009In: SITE Society for Information Technology and Teacher Education: Charleston March 2009, 2009Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to outline an emerging research area around young people and contemporary digital arenas.The field is growing in size, shape and complexity. The need for investigations is demanding. The research area is also elusive and its outline is changing very quickly. In previous works the authors have focused on different parts of this area, and in this paper we bring our ideas together to form a joint research base. 1st theme is identity; what factors influence young people's identity development and how do we interpret identity in a changing media landscape as well as in a changing society? 2nd theme is learning; have contemporary media influenced the processes of learning and if so, how can the educational system benefit from this? The 3rd theme is what we in this context call abusive practices; how can we understand abusive behavior on the internet,among and towards young people? The issues problematized are to be seen as a probing for and a framing of a research base for further development.

  • 47.
    Hällgren, Camillla
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Dunkels, Elza
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Exploring the making of boys2015In: Invisible Boy: the making of contemporary masculinities / [ed] Camilla Hällgren, Elza Dunkels, Gun-Marie Frånberg, Umeå: Umeå University , 2015, p. 7-13Chapter in book (Other academic)
  • 48.
    Mendonça, Marta
    et al.
    Eduardo Mondlane University, Faculty of Education, Maputo, Mozambique .
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Exploring an experience of active learning in higher education2014In: Journal of education and training, ISSN 2330-9709, Vol. 1, no 2, p. 1-14Article in journal (Refereed)
    Abstract [en]

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

  • 49.
    Mendonça, Marta
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Cossa, Eugénia
    Eduardo Mondlane University, Mocambique.
    Introducing a student-centred learning approach in current curriculum reform in Mozambican higher education2012In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, no 1, p. 37-48Article in journal (Refereed)
    Abstract [en]

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

1 - 49 of 49
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