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  • 1. Johansen, Jan-Birger
    et al.
    Ahl, Astrid
    Umeå University, Faculty of Teacher Education, Department of Child and Youth education, Special Education and Counselling.
    Pettersson, Gerd
    Umeå University, Umeå School of Education (USE).
    Ström, Kristina
    Langels, Rose-Marie
    Specialpedagogisk verksamhet i små skolmiljöer: Nordiskt pilotprojekt med inriktning på specialpedagogiskt arbete i små skolmiljöer2011Report (Refereed)
  • 2.
    Pettersson, Gerd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fjärrhandledaren som pedagogisk resurs2019Other (Other academic)
    Abstract [sv]

    Alla elever har rätt till utbildning av god kvalitet, och hur kan fjärrhandledaren, på bästa sätt, bidra till det? En del av svaret på den frågan behandlas i denna artikel som har sin utgångspunkt i ett genomfört forsknings- och utvecklingsarbete, som påbörjades januari 2016 och avslutades december 2017. Artikeln avslutas med diskussions- och reflektionsfrågor som kan användas i kompetensutvecklande sammanhang.

  • 3.
    Pettersson, Gerd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Forskning om glesbygdsskolan2017In: Skolexempel: perspektiv på en 175-åring / [ed] Stig Anderback, Bo Nilsson och Anders Björkman, Umeå: Västerbottens läns hembygdsförbund , 2017, p. 103-108Chapter in book (Other academic)
  • 4.
    Pettersson, Gerd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Inre kraft och yttre tryck: perspektiv på specialpedagogisk verksamhet i glesbygdsskolor2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overall aim of this doctoral thesis is to increase knowledge and understanding of special needs education in rural schools. More specifically, the purpose of this thesis is to examine and analyse the enabling and constraining conditions in special needs education for the mission of class teachers', principals' and special educators'. To fulfil this purpose, the following research question is posed: What are the enabling and constraining conditions for special needs education and its organisation, and what meanings are given to special needs education in rural schools? In order to meet this aim four studies were conducted in a total of 58, mainly Swedish rural schools. The schools were spread out geographically and represented both public and independent rural schools. The empirical data consists of interviews, observations and questionnaires. The method of analysis was mainly qualitative content analysis. Descriptive statistics were also used. The first study (Article 1) examines class teachers' conditions for supporting pupils with special educational needs in seven rural schools in Sweden, Norway and Finland. The main results of the interview study are summarized into four themes; relationship, collaboration, distance and concern. The second study (Article II) investigates how principals in rural Swedish schools organize special needs education. A web questionnaire was answered by 45 principals. The results show that the principals balance between an individual approach to special needs and a flexible way of organizing special needs education. The third study (Article III) examines how special educators' expertise in educational consultation is utilized in order to support professional development of class teachers who work in rural schools with diverse pupil groups. Three authentic consultation sessions were observed and analysed. The results show that consultation as a support strategy enables the class teachers to support pupils with special educational needs and strengthens professional collaboration between special educators and class teachers. The fourth study (Article IV) investigates what meanings educators working as principals in independent rural schools attach to special needs education. The data collection instrument was a questionnaire with open-ended questions. According to the principals' special needs education is an activity aimed at supporting all pupils' learning and development. The results also show that the independent schools have strong ties to the surrounding community. The thematic analysis of the four studies displays two main concepts; inner force and outer pressure. These concepts illustrate the enabling as well as the constraining conditions for special needs education in rural schools. The inner force stems from relationships, familiar atmosphere, the possibilities to meet all pupils' needs, collaboration and flexible ways of organizing the educational activities, while the outer pressure stems from threats of school closure, lack of resources and unappreciative municipal authorities. Despite the constraining conditions, which make the rural school vulnerable, the enabling conditions seem to dominate, making the rural school an inclusive learning environment able to meet all pupils' diverse learning needs.

  • 5.
    Pettersson, Gerd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Specialpedagogisk verksamhet i svenska fristående glesbygdsskolor: en flexibel verksamhet med avseende på elevers behov2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 2, p. 28-50Article in journal (Refereed)
    Abstract [en]

    The article is focused on special needs education in schools owned by independent school authorities in sparsely populated areas. The ten schools investigated are situated in seven municipalities in the four northernmost counties in Sweden. The aim is to investigate the solutions for the special needs education in these schools. The empirical data is constituted by a) the schools background gathered through a web inquiry, and b) the answers generated through a series of open questions that the same informants answered via e-mail. One informant per school has been selected for the study. The focus on special needs education is grounded in a relational view that is visualised when the informants, on one hand, described the pupils’ different needs and, on the other, on the importance of the entire learning environment for the pupil’s learning and development. The informants report the use of various pedagogical teaching methods, the flexible organisation of teaching, and the use of different tools for the purpose of reaching all pupils and supporting them in reaching set learning goals. Moreover, the headmasters in nine out of ten schools are both headmasters and active teachers themselves, which is seen as a sign for the quality of education in these schools.

  • 6.
    Pettersson, Gerd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fallstudier i Upplands Väsby och Vindeln2018In: Fjärrundervisning - bättre utsikter för fler elever: slutrapport / [ed] Ifous, Stockholm: Ifous , 2018, p. 19-23Chapter in book (Other academic)
  • 7.
    Pettersson, Gerd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Följeforskning av projektets skolor2018In: Fjärrundervisning - bättre utsikter för fler elever: slutrapport / [ed] Ifous, Stockholm: Ifous , 2018, p. 13-18Chapter in book (Other academic)
  • 8.
    Pettersson, Gerd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Näsström, Gunilla
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rektor i kläm mellan uppdrag och förutsättningar: specialpedagogisk verksamhet i svenska glesbygdsskolor2017In: Nordisk tidskrift för allmän didaktik, ISSN 2002-1534, Vol. 3, no 1, p. 23-42Article in journal (Refereed)
    Abstract [en]

    There are most likely considerable differences between running schools in rural areas and in big cities. Research has not paid attention to these differences and therefore, there is a lack of knowledge about running schools in rural areas in Sweden. The purpose of this study has been to describe and analyse how principal in schools in rural areas organize their activities, with a focus on special education. The study includes answers from 45 principals in a web survey. These principals represented the four northernmost counties of Norrbotten, Västerbotten, Västernorrland and Jämtland in Sweden. In this study, a school in a rural area is defined as a school of 55 students at the most. The principals represent 53 schools in rural areas, with some principals working in more than one school in these areas. The results show that more than half of the principals govern their schools by distance and seem to be very familiar with the steering documents regarding special education. The results also show that more than half of the principals considered that students’ needs for special support depend mainly on individual student-related factors rather than factors related to the learning environment. However, more than half of the principals emphasized the relevance of the learning environment for the students’ development of knowledge and the importance of flexible ways of working. Overall, the results show how complex the situation of conditions and requirements is for the everyday life for the principals as they strive for equivalent schools.

  • 9.
    Pettersson, Gerd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ström, Kristina
    Consultation in Special Needs Education in Rural Schools in Sweden: An Act of Collaboration between Educators2017In: Journal of Education and Training, ISSN 2330-9709, Vol. 4, no 1, p. 8-26Article in journal (Refereed)
    Abstract [en]

    The article attempts to shed light on how the expertise of special educators can be utilized in classroom teachers' professional development at rural schools with a diverse student body. The study focused on the educational consultations that took place between the two types of professionals, namely the special educators and the classroom teachers, at three rural schools in three communities in northern Sweden. The special educators did not work at the schools. Rather, they worked at Community centers and ran the consultation with the aid of ICT or when they visited the schools. The multiple-case study describes and analyzes the a) context for consultation, b) how consultation is used to support the teachers, and c) the consultation strategies. The data collection methods were observations, interviews, and questionnaires. After the interviews were transcribed, the data were analyzed by thematic content analysis. The results show that the consultations were based on students’ needs, but the consultations focused on the learning environment more than on individual shortcomings. The two professionals collaborated and shared their professional expertise across professional boundaries. This boundary-crossing professional collaboration seems to deepen the consultation between the two professionals and enable them to work together to create a learning environment that supports all pupils.

  • 10.
    Pettersson, Gerd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ström, Kristina
    Professional collaboration between class teachers and special educators in Swedish rural schools2019In: British Journal of Special Education, ISSN 0952-3383, E-ISSN 1467-8578, Vol. 46, no 2, p. 180-200Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to shed light on how work-related teacher support in the form of special educational consultation can promote the professional development of teachers working in rural schools located in sparsely populated areas. The phenomenon studied was professional collaboration between class teachers and special educators in the context of special educational consultation. The empirical data were collected through interviews and observations in three rural schools in the northern part of Sweden. The findings indicate that special educational consultation is perceived as support and collaboration. The class teachers appreciate the support they receive from special educators. The collaboration is characterised by professional exchange and mutual problem solving. Distributed expertise seems to be a crucial element of the collaboration. The conclusion is that collaborative special educational consultation enables class teachers to support pupils with special educational needs and strengthens professional collaboration between class teachers and special educators.

  • 11.
    Pettersson, Gerd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ström, Kristina
    Åbo Akademi, Faculty of Education and Welfare Studies, Vaasa, Finland.
    Johansen, Jan-Birger
    Nord University, Faculty of Professional Studies, Bodø, Norway.
    Teachers’ Views on Support in Small Rural Schools for Students with Special Educational Needs2016In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 36, no 1, p. 20-37Article in journal (Refereed)
    Abstract [en]

    This study seeks to describe and analyse teachers’ views on the resources available for supporting students with special educational needs in rural Nordic schools. Interviews were conducted with ten teachers from seven rural schools in Sweden, Norway and Finland. The interview data were analysed and the following categories identified: relationship, collaboration, distance and concerns. Relationship and collaboration are enabling conditions for support while distance and concern are constraining conditions. The teachers seem to possess an inner force which helps them to find pedagogical models for their students. External concerns, lack of funding and concern of school closure are ever-present.

1 - 11 of 11
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  • en-US
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  • nn-NO
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