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  • 1.
    Ahlgren, Roger
    et al.
    Umeå University, Faculty of Social Sciences, Department of Food and Nutrition.
    Malmros, Bengt
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Sjödin, Anna
    Umeå University, Faculty of Social Sciences, Department of Food and Nutrition.
    Tieva, Åse
    Umeå University, Faculty of Social Sciences, Department of Food and Nutrition.
    Att bryta en trend och förändra en tradition2015In: Universitetspedagogiska konferensen 2015: Gränslös kunskap, Umeå: Umeå universitet , 2015, p. 6-7Conference paper (Other academic)
  • 2.
    Bergström, Peter
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Tieva, Åse
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Making the shift from the traditional classroom to the active learning classroom: possibilities and challenge2019In: Fjärde nationella konferensen i pedagogiskt arbete i Umeå 19-20 augusti 2019: Abstractbok, 2019Conference paper (Refereed)
    Abstract [en]

    This paper reports on a case study of a school development project in a Swedish upper secondary school. The project initiators (three teachers), wanted to change their teaching towards student active learning, and as part of that change they designed and prepared a classroom inspired by the Active Learning Classroom model (Baepler et al. 2016). The aim was to increase the understanding of possibilities and challenges when changing the pedagogical practice. The research questions addressed: What characterise the pedagogical practices in the traditional vs newly designed classroom in terms of communication and interaction between teachers and students, and what characterises the pedagogical change? A participatory design-based research (DBR) methodology was applied in three phases: the exploration phase, the development phase and the evaluation phase. This paper focus on a selected sequence of three months of the development phase, exploring teaching in the shift from the traditional classroom to the ALC. The analysis draws on a) video and audio recorded observations of lessons (N=15) in the traditional classroom and in the newly designed classroom, b) teachers’ individual evaluations of lessons based on pre-formulated reflective questions, and c) focus group discussions (N=3) on the topic ‘teaching for students’ active learning’.  The data was analysed using Bernstein’s concepts of classification and framing (2000). Preliminary results indicate variations in outcome of pedagogical change depending on how the teachers worked in the traditional classroom. For example, when the students were unaware of working in groups and using digital facilities collectively, this led to challenges in the active learning classroom.

  • 3.
    Crnalic, Sead
    et al.
    Umeå University, Faculty of Medicine, Department of Surgical and Perioperative Sciences, Orthopaedics.
    Hörnberg, Emma
    Umeå University, Faculty of Medicine, Department of Medical Biosciences, Pathology.
    Wikström, Pernilla
    Umeå University, Faculty of Medicine, Department of Medical Biosciences, Pathology.
    Lerner, Ulf H
    Umeå University, Faculty of Medicine, Department of Odontology.
    Tieva, Åse
    Umeå University, Faculty of Medicine, Department of Radiation Sciences, Oncology.
    Svensson, Olle
    Umeå University, Faculty of Medicine, Department of Surgical and Perioperative Sciences, Orthopaedics.
    Widmark, Anders
    Umeå University, Faculty of Medicine, Department of Radiation Sciences, Oncology.
    Bergh, Anders
    Umeå University, Faculty of Medicine, Department of Medical Biosciences, Pathology.
    Nuclear androgen receptor staining in bone metastases is related to a poor outcome in prostate cancer patients2010In: Endocrine-Related Cancer, ISSN 1351-0088, E-ISSN 1479-6821, Vol. 17, no 4, p. 885-895Article in journal (Refereed)
    Abstract [en]

    Androgen receptors (ARs) are probably of importance during all phases of prostate cancer (PC) growth, but their role in bone metastases is largely unexplored. Bone metastases were therefore collected from hormone-naive (n=11), short-term castrated (n=7) and castration-resistant PC (CRPC, n=44) patients by biopsy (n=4) or at surgery to alleviate symptoms from metastases complications (metastasis surgery, n=58), and immunostained for nuclear ARs, Ki67, active caspase-3, prostate-specific antigen (PSA) and chromogranin A, and results were related to serum PSA, treatments and outcome. Nuclear AR immunostaining was decreased and apoptosis was increased, but cell proliferation remained largely unaffected in metastases within a few days after surgical castration. In CRPC patients, nuclear AR staining of metastases was increased when compared to short-term castrated patients. The nuclear AR staining score was related to tumour cell proliferation, but it was not associated with other downstream effects of AR activation such as apoptosis and PSA staining, and it was only marginally related to the presence of neuroendocrine tumour cells. Serum PSA at metastasis surgery, although related to outcome, was not associated with AR staining, markers of metastasis growth or PSA staining in metastases. High nuclear AR immunostaining was associated with a particularly poor prognosis after metastasis surgery in CRPC patients, suggesting that such men may benefit from the potent AR blockers now tested in clinical trials.

  • 4.
    Leijon, Marie
    et al.
    Malmö Universitet.
    Tieva, Åse
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Nilsson, Andreas
    Sjöstridsskolan Karlskrona.
    Malvebo, Elisabet
    Sjöstridsskolan Karlskrona.
    Teachers designing teaching in flexible higher education learning spaces2019In: Transitions 19 Presentations, Innovative Learning Environments and Teacher Change (iletc) , 2019Conference paper (Refereed)
    Abstract [en]

    Objective: Recently, the interest in spaces for learning in higher education (HE) has grown consider­ably in Sweden and several universities have invested in flexible learning spaces. Much inspiration comes from Australian ideas on innovative learning environments (ILEs) (Imms, 2018). There is a growing body of research that shows how teachers develop their pedagogy in innovative and flexible environments (see for example Byers & Imms, 2016). However, there is still a lack of studies with focus on learning spaces and teaching in higher education. This paper presents an ongoing research project on teacher didactic design in flexible higher education learning spaces. The aim is to describe teacher conceptions of teaching in flexible learning spaces. How do teachers design teaching? Do they experience changes on their beliefs about teaching and learning?

    Research methodology: Tentative results from interviews with twenty teachers, new to teaching in flexible spaces at six Swedish Universities, will be presented. A deductive qualitative content analysis was used. The group of researchers coded individually with a high intercoder reliability (Schreier, 2012). The final categories were: teaching, teacher role, students and spatial aspects. The research draws upon a designoriented perspective called ‘Designs for Learning’ (Selander & Kress, 2010; Leijon, 2016). Designs for learning concerns framing and conditions for learning, while designs in learning highlights how a teacher makes use of space during teaching.

    Results and findings: Teachers new to teaching in flexible learning spaces concentrates on designs for learning, like technology, support, both technical and pedagogical, booking systems and so on. However, some of the teachers have transformed their pedagogic ideas and didactic design and moved in to new territories. The teachers are beginning to incorporate the flexible learning space as a part of their teaching repertoire, as part of their designs in learning.

    Discussion of significance: What prompts the teachers to change their praxis? What hinders them? What part does the flexible learning space play? How can didactic design in flexible learning spaces be a part of a teacher repertoire? Can the tentative concept “spatial didactic design” be used to frame a complex relation between learning spaces and teaching?

  • 5.
    Lundahl, Lisbeth
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Gruffman-Cruse, Ewa
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Malmros, Bengt
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Sundbaum, Ann-Christin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Tieva, Åse
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL). Umeå University, Faculty of Social Sciences, Department of Food and Nutrition.
    Catching sight of students´ learning: a matter of space?2018In: Core meets E-LAW: Innovation in Higher Education, Heidelberg, 2018Conference paper (Other academic)
    Abstract [en]

    Based on a two-year study of a development project aiming to enhance students ́ learning in a natural science course by making their understanding more visible to themselves and their teachers, this paper analyzes the role of physical space in this context. Data were collected through systematic observations, photo and film documentation, student surveys, interviews with students and teachers, and also from students ́ examination results over an extended period. Previously, the course used traditional teaching methods and spaces. The students found the contents difficult, and the average examination results were poor. The teachers developed more student-active working methods, challenging students to make their understanding visible. However, the course literature and type of examination tasks remained unchanged, allowing for comparisons over time. The instruction took place in a large, innovative "flex-room", equipped with touchscreens, whiteboards, highly accessible technology and flexible furniture, allowing for increased student communication and feedback. The teachers could interact with student groups in the same room, spot and quickly correct misunderstandings in student presentations. The students ́ examination results improved considerably. They argued that the work methods contributed to deeper understanding and improved retention of the course contents. Finally, few observed space-related time-losses occurred. We conclude that well-designed spaces were crucial preconditions to enable these positive results.

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  • 6.
    Lundahl, Lisbeth
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Gruffman-Cruse, Ewa
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Malmros, Bengt
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Sundbaum, Ann-Christin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Tieva, Åse
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL). Umeå University, Faculty of Social Sciences, Department of Food and Nutrition.
    Pedagogisk rum-tid och strategier för aktivt lärande i högre utbildning2017In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 11, no 1, p. 16-32Article in journal (Refereed)
    Abstract [en]

    The design of formal learning spaces in higher education has almost been a non-issue until recently, when the interest has increased considerably, both in Sweden and internationally. Hitherto, the close connection between space and time has been rather unnoticed in this context. The article aims at deepening the knowledge on the relationship between space, time, teaching and learning in higher education. Especially it highlights teachers´ possibilities, or lack thereof, to promote students´ understanding of curricular content under varying spatial and temporal conditions. The article describes and analyses two empirical studies, including five undergraduate courses framed by different combinations of time-space conditions. The analysis rested on extensive data: systematic observations, student surveys, interviews of students and teachers, and in one of the studies, examination results for a longer timeperiod. We found that multi-functional learning spaces where both students and teachers could engage in presentations, communication and use of digital resources enabled teaching for student active learning, thus promoting understanding and improved examination results. This however presupposed that teachers initially got educational support and additional time for planning. Good spatial preconditions also reduced space-related time-losses and disruptions of teaching and learning considerably, which is particularly important when the teacher-led time is sparse.

  • 7.
    Nordstrand, Annika
    et al.
    Umeå University, Faculty of Medicine, Department of Radiation Sciences, Oncology.
    Nilsson, Jonas
    Umeå University, Faculty of Medicine, Department of Radiation Sciences, Oncology.
    Tieva, Åse
    Umeå University, Faculty of Medicine, Department of Radiation Sciences, Oncology.
    Wikström, Pernilla
    Umeå University, Faculty of Medicine, Department of Medical Biosciences, Pathology.
    Lerner, Ulf
    Umeå University, Faculty of Medicine, Department of Odontology, Oral Cell Biology.
    Widmark, Anders
    Umeå University, Faculty of Medicine, Department of Radiation Sciences, Oncology.
    Establishment and validation of an in vitro co-culture model to study the interactions between bone and prostate cancer cells2009In: Clinical & experimental metastasis, ISSN 0262-0898, Vol. 26, no 8, p. 945-953Article in journal (Refereed)
    Abstract [en]

    Bone is the preferred site for prostate cancer (PCa) metastases. Once the tumor has established itself within the bone there is virtually no cure. To better understand the interactions between the PCa cells and bone environment in the metastatic process new model systems are needed. We have established a two-compartment in vitro co-culturing model that can be used to follow the trans-activation of bone and/or tumor cells. The model was validated using two PCa tumor cell lines (PC-3; lytic and LNCaP; mixed/osteoblastic) and one osteolytic inducing factor, 1,25-dihydroxyvitamin D(3) (D3). Results were in accordance with the expected bone phenotypes; PC-3 cells and D3 gave osteolytic gene expression profiles in calvariae, with up-regulation of genes needed for osteoclast differentiation, activation and function; Rankl, CathK, Trap and MMP-9, and down-regulation of genes associated with osteoblast differentiation and bone mineralization; Alp, Ocl and Dkk-1. LNCaP cells activated genes in the calvarial bones associated with osteoblast differentiation and mineralization, with marginal effects on osteolytic genes. The results were strengthened by similar changes in protein expression for a selection of the analyzed genes. Furthermore, the osteolytic gene expression profiles in calvarial bones co-cultured with PC-3 cells or with D3 were correlated with the actual ongoing resorptive process, as assessed by the release of collagen fragments from the calvariae. Our results show that the model can be used to follow tumor-induced bone remodeling, and by measuring changes in gene expression in the tumor cells we can also study how they respond to the bone microenvironment.

  • 8.
    Rönnlund, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University.
    Bergström, Peter
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Tieva, Åse
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Rum för aktivt lärande: Från design till praktik2019Conference paper (Other academic)
  • 9.
    Rönnlund, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University.
    Bergström, Peter
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Tieva, Åse
    Umeå University.
    Space for active learning: Envisioned and practiced school design.2019In: NERA 2019, 6-8 March, Uppsala, Sweden: Education in a globalized world, 2019Conference paper (Refereed)
    Abstract [en]

    This paper presents a case study of trends and transitions in the context of Nordic school design. The aim is to explore how local stakeholders in Sweden (principals, school leaders and architects) involved in school building projects envision a ‘good’ learning environment and what perceptions of teaching and learning that underlie their visions. By including various groups of stakeholders, we also aim at exploring how their views relate to each other. Drawn on the results, we discuss their ideas in relation to wider discourses on teaching and learning in late modern society with focus on local – global transitions.

    The study draws on a relational understanding of space (Massey 2005; McGregor 2004), and the idea that physical, social and pedagogical dimensions of learning space are generated together and continuously in process. Furthermore, we understand learning spaces as areas where power relations, control and agency are performed. In line with this understanding the analysis draws on Bernstein’s concepts ‘classification’ and ‘framing’ (Bernstein 2000).

    We conducted semi-structured interviews with stakeholders at different levels (municipality level, school level) involved in projects concerning construction and reconstruction of school buildings. At the level of municipalities, interviews where held with 8 officials/school leaders and 3 architects. At the school level, interviews where held with 9 principals (n 20). Interview data was analysed inspired by Critical Discourse Analysis as advocated by Wodac and Fairclough (1997).

    We identified two main discourses about how learning space shall be constituted, that differed in terms of classification. One which celebrated clear boundaries and separations between different places/localities, i.e. strong classification in physical space, and one which celebrated more blurred boundaries and separations in physical space, i.e. weak classification between localities. Furthermore, the framing came in different forms in the two discourses - more strong framing of student-teacher relations and communication in the first discourse and more weak framing in the second discourse. Thus, strongly classified physical space seemed to entail (or operate with) strong framing of communication and behaviour (clear and explicit rules and principles for classroom practices), and weak classified physical space seemed to entail (or operate with) more weak framing of practices (the rules and principles for learning being merely implicit). No matter of what discourse or profession they represented, the stakeholders advocated a pedagogical approach directed towards ‘active’ learning and saw the student as an ‘active learner‘.

  • 10.
    Rönnlund, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Bergström, Peter
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Tieva, Åse
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Space for active learning: Envisioned and practiced school design2019In: NERA 2019: Abstract book, 2019Conference paper (Other academic)
    Abstract [en]

    This paper presents a case study of trends and transitions in the context of Nordic school design. The aim is to explore how local stakeholders in Sweden (principals, school leaders and architects) involved in school building projects envision a ‘good’ learning environment and what perceptions of teaching and learning that underlie their visions. By including various groups of 954 stakeholders, we also aim at exploring how their views relate to each other. Drawn on the results, we discuss their ideas in relation to wider discourses on teaching and learning in late modern society with focus on local – global transitions.

    The study draws on a relational understanding of space (Massey 2005; McGregor 2004), and the idea that physical, social and pedagogical dimensions of learning space are generated together and continuously in process. Furthermore, we understand learning spaces as areas where power relations, control and agency are performed. In line with this understanding the analysis draws on Bernstein’s concepts ‘classification’ and ‘framing’ (Bernstein 2000).

    We conducted semi-structured interviews with stakeholders at different levels (municipality level, school level) involved in projects concerning construction and reconstruction of school buildings. At the level of municipalities, interviews where held with 8 officials/school leaders and 3 architects. At the school level, interviews where held with 9 principals (n 20). Interview data was analysed inspired by Critical Discourse Analysis as advocated by Wodac and Fairclough (1997).

    We identified two main discourses about how learning space shall be constituted, that differed in terms of classification. One which celebrated clear boundaries and separations between different places/localities, i.e. strong classification in physical space, and one which celebrated more blurred boundaries and separations in physical space, i.e. weak classification between localities. Furthermore, the framing came in different forms in the two discourses - more strong framing of student-teacher relations and communication in the first discourse and more weak framing in the second discourse. Thus, strongly classified physical space seemed to entail (or operate with) strong framing of communication and behaviour (clear and explicit rules and principles for classroom practices), and weak classified physical space seemed to entail (or operate with) more weak framing of practices (the rules and principles for learning being merely implicit). No matter of what discourse or profession they represented, the stakeholders advocated a pedagogical approach directed towards ‘active’ learning and saw the student as an ‘active learner‘.

  • 11.
    Rönnlund, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Bergström, Peter
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Tieva, Åse
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Teaching for Active Learning in relation to Design and Use of Physical and Digital Space2019In: ECER 2019 - European Conference on Educational Research, Hamburg, Germany 3-6 September, 2019: Education in an Era of Risk: the Role of Educational Research for the Future, 2019Conference paper (Refereed)
    Abstract [en]

    Educational practices are influenced by a complex interaction between different factors of school life and changes in the physical environment can affect teaching practices in different directions (e.g. (Blackmore et al., 2011; Gislason, 2010; Grannäs & Frelin, 2017; Sigurðardóttir & Hjartarson 2016; Stadler-Altmann 2016; Veloso et al 2014; Woolner & Uline, 2019). With this as a starting point, this paper reports on a case study of a school development project in a Swedish upper secondary school. The project initiators (three teachers), wanted to change their teaching to become more student activity based, and as part of that change they designed and prepared a classroom inspired by the Active Learning Classroom (ALC) model (Baepler et al. 2016). In line with the ALC model, they furnished the classroom with round tables for groups of students, access to whiteboards, and digital facilities i.e. smartboards, interactive pens, projectors, and student laptop access. Hence, a design that implies collaborative work, communication and intense interaction. We employed a participatory design-based research (DBR) methodology to study the teachers’ school development project, concentrating on three phases: the exploration phase, the development phase and the evaluation phase (Holmberg, 2019). This paper focus on a selected sequence of three months of the development phase, exploring teaching in the shift from the traditional classroom to the active learning classroom with regard to possibilities and challenges for students’ active learning. The questions addressed are: What characterize the pedagogical practices in the traditional vs. newly designed classroom in terms of communication and interaction? What characterizes the pedagogical change? The analysis draws on a) video and audio recorded observations of lessons (N=15) in the traditional classroom and in the newly designed classroom, b) teachers’ individual evaluations of lessons based on pre-formulated reflective questions, and c) focus group discussions (N=3) on the topic ‘teaching for students’ active learning’. The data was analyzed using Bernstein’s concepts classification and framing (2000). Preliminary results indicate variations in outcome of pedagogical change depending on how the teachers worked in the traditional classroom. For example, when the students were unaware of working in groups and using digital facilities collectively, this led to challenges in the active learning classroom.

  • 12.
    Rönnlund, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Bergström, Peter
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Tieva, Åse
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    The implementation and practice of ALC: A Swedish case study2019In: Transitions 19 Presentations, 2019Conference paper (Other academic)
    Abstract [en]

    Drawing on data from a Swedish participatory design-based study, this paper discusses the implementation of Active Learning Classrooms (ALC) in an upper-secondary school context. The main question in focus is: How did the teachers experience teaching in ALC in relation to the students’ ‘active learning’? Analysis of findings revealed four themes that are discussed in relation to a conceptual framework that brings together different aspects of educational practice, namely material, organisational, cultural and social aspects. The advantages of teaching in ALC were related to what was experienced by teachers as more focused collaborative work among the students and to the fact that activities and learning were based more on the students’ own thoughts and experiences than in the ordinary classroom. Challenges were related to composing groups where individual students could work well together and to keeping students working for long sessions.

  • 13.
    Rönnlund, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University.
    Bergström, Peter
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Tieva, Åse
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Tradition and innovation: Representations of a ”good” learning environment among Swedish stakeholders  involved in planning, (re)construction and renovation of school buildings In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Article in journal (Refereed)
  • 14.
    Rönnlund, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling. Umeå University.
    Tieva, Åse
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Bergström, Peter
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Visioning the classroom of tomorrow: School leaders’, principals’ and school architects’ reflections on learning environments2018In: EERA 2018: Contributions, Europeans Educational Research Association (EERA) , 2018Conference paper (Refereed)
    Abstract [en]

    This study is part of a three years research project which explores learning environments. There is a growing body of international research dealing with school and classroom architecture and design, not least European research (e.g. Sigurðardóttir & Hjartarson 2016; Stadler Altmann 2015; Woolner & Clark 2014). One of the issues that has occupied educationalists in this field is to what extent, and in what ways changes in the environment may influence the enacted teaching and learning (e.g. Brooks 2011; Cotner et al. 2013; Sigurðardóttir & Hjartarson 2016; Veloso et al. 2014; Walker et al. 2011).  Hence, these studies  indicate that it is not possible to predict the outcome of changes in a specific learning environment – teaching and learning are complex processes in which various factors (school culture, pedagogies etc.) and actors (stakeholders, teachers, students etc.) interplay (Blackmore et al. 2011; Gislason 2010, 2014; Higgins et al. 2005; OECD 2013, 2015; Stadler Altmann 2015; Woolner et al. 2012; Woolner & Tiplady 2016). The learning environment as such is not a solid and permanent unit, instead it is in continuous process of construction by designers, school leaders and policy makers, but also by the teachers and students who spend time there on everyday basis.

    In this paper we focus on principals, school leaders and architects who are involved in planning and constructing new learning environments. The aim is to explore what a ’good’ learning environment represents to these stakeholders and their ideas about how a good learning environment can be achieved. The main question guiding the research process is:  What are the primary goals when school buildings are to be built or reconstructed, and what are to be avoided? Drawn on the results, we discuss possible didactical implications of their visions, including implications for teacher-student interactions and relationships.

    The study has a socio-spatial and socio-material approach (c.f McGregor 2004) and is carried out drawing on theories on spatial, material and regulative aspects of education, teaching and learning (Bernstein 2000; Gislason 2010, 2015). By ‘learning environment’ we refer to the physical, social and virtual environment, but also the educational environment in a broader sense. Furthermore, we consider learning spaces (in school and elsewhere) as areas where power relations between groups such as staff and students are under construction and negotiation – as social relationships in process. Consequently learning spaces have the potential to transform relationships (c.f McGregor 2004).

    The study is relevant in so far as there is a great need for new school buildings and school spaces throughout metropolitan areas of Europe. Many schools are in need of renovation, and in particular in urban areas, they suffer from lack of space. This situation should be considered in the context of continuously augmenting national and supranational demands on schools regarding pedagogical development and increased student performance (e.g. OECD 2013, 2015). School leaders and principals around Europe are committed to create learning environments that optimize students' learning and desire for learning – to create ‘good’ learning environments of tomorrow where students are not only passive recipients of knowledge but also co-creators of knowledge.

    Method: The study draws on interviews with principals, school leaders and architects involved in projects concerning construction and reconstruction of school buildings. We sought for a varied selection concerning the participants’ role in the (re)building projects as well as a geographical spread over the nation. At the level of municipalities, interviews where held with officials and architects, and at the school level, interviews were held with principals (n 20). We contacted the participants through the network “Forum bygga skola” [Forum Building School], which is a network for administrators, architects, school leaders etc. interested in and/or involved in projects concerning construction and reconstruction of school buildings. We conducted individually semi-structured interviews with the participants (by phone, interviews were between 45 and 60 minutes). We asked questions about their ideas about good learning environments and their experiences from working with (re)constructing such environments. Interview data was analysed by the use of qualitative content analysis (Krippendorff 2004) conducted by the researchers in team work. The process was mainly inductive. After two overview readings, we condensed the text in order to generate core thoughts. These core thoughts/articulations were then sorted using Gislason’s (2010) theoretical model of interconnected dimensions of school and classroom environment. The model provides a framework for school design research, as it makes the distinction between a) organisational aspects (teaching, pedagogy, scheduling etc.), b) ecology (building and spatial design, technology etc.), c) staff culture (values, teacher role etc.) and d) student milieu (motivation, social climate etc.) (see model Gislason 2010, p129 adapted from Owens & Valensky 2007). We then thematised the condensated text in each dimension and related the themes in the four interconnected dimensions to each other (What did the stakeholders emphasize the most/the least? What was omitted?). Through the process of analysis we additionally payed attention to power relations in terms of control and regulation (Bernstein 2000).

    Expected Outcomes: Preliminary results: A guiding principle among the stakeholders working with school design was the idea that the physical environment (buildings, classrooms etc.) should support the organisation and pedagogical ideas of the teaching – physical environment should be ‘functional’ to pedagogical ideas and methods. Organisation of teaching and pedagogy was thus emphasized as superior to the other dimensions of school and classroom environment/climate when visioning new learning environments. This idea applied to all categories of interviewees. ‘Staff culture’ (values, teacher role etc.) and in particular student milieu (motivation, social climate etc.) were dimensions given less attention. Drawn on the results, we discuss possible didactical implications of their visions, e.g. implications for teacher-student interactions and relationships.

  • 15.
    Tieva, Åse
    et al.
    Umeå University, Faculty of Medicine, Surgical and Perioperative Sciences, Urology and Andrology.
    Bergh, Anders
    Umeå University, Faculty of Medicine, Medical Biosciences, Pathology.
    Damber, Jan-Erik
    Alteration of gonadotropin-releasing hormone receptor expression with the progression of prostate cancer in the Dunning rat adenocarcinoma sublines2005In: Acta Oncologica, ISSN 0284-186X, Vol. 44, no 3, p. 299-303Article in journal (Refereed)
  • 16.
    Tieva, Åse
    et al.
    Umeå University, Faculty of Social Sciences, Department of Food and Nutrition.
    Persson, Evelina
    Umeå University, Faculty of Social Sciences, Department of Food and Nutrition.
    Rhodin, Anders
    Sköldunger, Anders
    Pettersén, Sigrid
    Jonsäll, Anette
    Hörnell, Agneta
    Umeå University, Faculty of Social Sciences, Department of Food and Nutrition.
    Effect on energy and macronutrient intake with partial replacement of external food supply by in-house cooking at a nursing home for older people in Sweden2015In: International Journal of Consumer Studies, ISSN 1470-6423, E-ISSN 1470-6431, Vol. 39, no 4, p. 369-379Article in journal (Refereed)
    Abstract [en]

    An increased awareness of the importance of nutrition for older people's health and quality of life has underpinned projects and quality improvements for the meal situation in care establishments. The present study took place in a nursing home in a village outside an average-sized town situated in mid-Sweden. Care staff had initiated a change from external catered meals to purchase the food and cook the main meals themselves. The intention was to increase flexibility in accommodating the requests and needs of the elderly and, in doing so, to achieve increased professional pride and satisfaction. To ensure that no negative effects resulted for the residents in the nursing home, outcomes were evaluated through the present intervention study. The objective was to investigate whether and, if so, how their energy and nutrient intake and weight were affected. At the start, only one main hot meal was exchanged for home cooking to avoid work load problems as no increased costs were allowed and no extra staff were to be recruited. The study population consisted of 21 residents, aged 69-97 years. Weight, energy and nutrient intake were recorded before and during the intervention by 3-day food records validated by Goldberg's cutoff method. The same 3 days of the weekSunday to Tuesdayand the same menus were used for both measurement periods. At group level, the energy intake corresponded to the estimated energy requirements, both at baseline and at follow-up, although the intervention resulted in a significantly higher energy intake from the meals cooked in the ward kitchens. Two-thirds of the residents (n=13) slightly increased in weight from baseline to follow-up, while two participants (with body mass index 27.5 kg/m(2) and 33.5 kg/m(2), respectively) lost 5.0 kg and 6.9 kg, respectively. The total protein intake was insufficient both at baseline and follow-up and only met the participants' needs to 8122% and 83 +/- 26%, respectively. In conclusion, the intervention resulted in no adverse consequences for participants in terms of energy and nutrient intake. Most participants were weight stable or had small increases in weight, and the greatest weight gain was observed in the lighter clients. The low protein intake at both time points causes concern and suggests the need for further nutritional interventions to optimize older people's protein intake.

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