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  • 1.
    Ineland, Jens
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Studieprestation och karriärvägar hos elever som skrivit ut sig från särskolan: en utvärderingsrapport2015Rapport (Övrigt vetenskapligt)
  • 2.
    Karp, Staffan
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Eliasson, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fahlén, Josef
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wickman, Kim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Idrottslyftets externa utvärdering: Svenska Budo & Kampsportförbundet, Svenska Gymnastikförbundet, Svenska Handikappidrottsförbundet, Svenska Innebandyförbundet och Svenska Skidförbundet2012Rapport (Övrigt vetenskapligt)
  • 3.
    Karp, Staffan
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Eliasson, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fahlén, Josef
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wickman, Kim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Det stora lyftet uteblev2012Ingår i: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 21, nr 1, s. 42-45Artikel i tidskrift (Övrigt vetenskapligt)
  • 4.
    Karp, Staffan
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fahlén, Josef
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    More of the same instead of qualitative leaps: a study of inertia in the Swedish sports system2014Ingår i: European Journal for Sport and Society, ISSN 1613-8171, Vol. 11, nr 3, s. 301-320Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Between 2007 and 2011, the Swedish government added 50 million Euro per year to the budget of the Swedish Sports Confederation (RF) for a Sports for All programme (SfA), Idrottslyftet (The Lift for Sport), with the aim of engaging more children and youth, especially those from underrepresented groups. The programme manifesto stated that all activities should be based on gender and equality perspectives and be permeated by the regular RF policy program, Idrotten vill (What sports want). In this article, we discuss mechanisms of change and inertia in the Swedish sports system by applying path dependency theory on results achieved in Idrottslyftet. Findings are based on three data sources from five National Sports Organisations (NSOs) (Swedish Budo & Martial Arts Federation, Swedish Floorball Federation, Swedish Gymnastics Federation, Swe-dish Ski Association and Swedish Sports Organisation for the Disabled); the data include their development plans, interviews with key personnel and granted project applications from sports clubs during the programme’s first and third year (N = 2,563). Overall, the study shows that when considering decisions and activities undertaken by the government, RF and the NSOs little has been done to enable change and to avoid inertia. The NSOs have mainly provided funds to applications that focus on recruiting instead of on applications with a qualitative approach focusing on changing activities for children and youth. Furthermore applications focused on only a few of the guidelines in Idrotten vill and lacked in general gender and equality perspectives. Our main conclusion is that projects carried out in sports clubs strengthen ongoing activities rather than being an engine for qualitative leaps in developing activities for engaging more children and youth. Finally, we note that path dependency theory has been a fruitful tool for analysing the results from Idrottslyftet. The theory has significantly contributed to a deeper understanding of inertia within the Swedish sports system.

  • 5.
    Karran, Terence
    et al.
    Centre for Educational Research and Development, University of Lincoln, UK.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Postgraduate studies in Europe: looking beyond Bologna2010Ingår i: Meeting the challenges of change in postgraduate education / [ed] Trevor Kerry, London: Continuum International Publishing Group , 2010, s. 89-104Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 6.
    Lindgren-Tuoma, Maria
    et al.
    Skellefteå kommun, Gymnasiekontoret.
    Lindmark, Torbjörn
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Westerberg, Andreas
    Skellefteå kommun, Gymnasiekontoret .
    Skellefteå kommuns 1:1-satsning i gymnasieskolan: en redovisning av enkätsvar från elever, lärare och rektorer i årskurs 12014Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Under Skolarbetet blir roligare, gymnasieeleverna tar större ansvar och de lär sig bättre när de får använda datorn eller plattan i skolarbetet. Vilket de motiverar med att tekniken ger ökad tillgång till information, gör det lättare att läsa, skriva och anteckna samt att det stöttar lärandet. Många anger också att de uppskattar specialprogram som underlättar läs- och skrivarbete. Detta visar den enkätstudie som Skellefteå kommun gjort under våren 2014. Under perioden 2013-2015 genomför Skellefteå kommun en 1:1-satsning i kommunens gymnasieskolor som omfattar samtliga elever och lärare. Studien genomfördes och analyserades av Umeå universitet på uppdrag av Gymnasiekontoret vid Skellefteå kommun. Den omfattade samtliga gymnasielever och lärare i årskurs 1 samt rektorerna vid de berörda skolorna. Rapportförfattarna vill tacka alla som tog sig tid till att delta. Av de elever som deltog, besvarade samtliga alla frågor som ingick i enkäten, vilket var extra roligt.

  • 7.
    Lundqvist, Robert
    et al.
    Luleå tekniska universtiet.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Bedömningarnas olika ansikten: webbaserad rättning2007Konferensbidrag (Refereegranskat)
  • 8.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Beteendevetenskapliga mätningar.
    Adaptation and adjustment: A theory of the introduction of international grading schemes in higher education2007Ingår i: Higher Education in Europe, ISSN 0379-7724, E-ISSN 1469-8358, Vol. 32, nr 2/3, s. 163-172Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study is about the introduction of an international grading scheme from the perspective of the educational providers, with the aim of creating a theory that accounts for their problems and actions. Interview data was collected from two institutions in a country participating in the Bologna Process. The results show that the educational providers are faced with a number of concerns and that they address these concerns by adaptation and adjustment. These two core processes are complemented by five additional processes: information seeking, trusting, safeguarding, problem-solving, and evaluation.

  • 9.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Competency Development and Evaluation: Student-centred Assessment Methodologies Related to the EHEA2014Ingår i: Digital Competence Development in Higher Education: An International Perspective / [ed] María Luisa Pérez Cañado & Juan Ráez Padilla, Frankfurt am Main: Peter Lang Publishing Group, 2014, s. 145-157Kapitel i bok, del av antologi (Refereegranskat)
  • 10.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Competency development and evaluation: Student-centred assessment methodologies related to the EHEA2010Ingår i: Competency-based foreign language teaching and learning, 2010Konferensbidrag (Refereegranskat)
  • 11.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Competency-based corrective feedback in higher education second language teaching: Perspectives from empirical research and the common European framework of reference for languages2013Ingår i: Competency-based language teaching in higher education / [ed] María Luisa Pérez Cañado, Springer Netherlands, 2013, s. 141-149Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter discusses different forms of teacher-introduced corrective feedback – the backbone of language teaching – and students’ responses to it. How can university teachers use corrective feedback to promote clarity and transparency? And what resource allocations and constraints may affect these teaching-learning processes? The chapter also discusses the link between corrective feedback and the EU’s second language teaching system. It is further argued that student-centered, self-governed learning is important in European higher education, and that this, in turn, calls for learning situations where reflective self-correction among students is encouraged. Consequently, given the importance of, and need for, such learning environments, this chapter reminds the reader that student-introduced feedback should be encouraged and seen as a natural part of the teaching and learning process. Student-introduced feedback provides students with opportunities to offer feedback about the teaching-learning that is taking place, as well as about their perspectives on their own learning experiences. A key point in this chapter, therefore, is that learners may improve their language skills at a faster rate and with higher quality if they are provided with opportunities to reflect on and take active part in their own learning.

  • 12.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Curricular design and assessment: moving towards a global template2012Ingår i: International perspectives on higher education: challenging values and practice / [ed] Trevor Kerry, London: Continuum , 2012, s. 127-141Kapitel i bok, del av antologi (Refereegranskat)
  • 13.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskaplig fakultet, Beteendevetenskapliga mätningar.
    ECTS and assessment in higher education: Conference proceedings2006Konferensmeddelanden, proceedings (Övrig (populärvetenskap, debatt, mm))
    Abstract [en]

    This document is the conference proceedings from the multidisciplinary research conference ECTS and Assessment in Higher Education, Umeå University, Sweden, June 7-9, 2006. ECTS is an abbreviation for the European Credit Transfer System. The conference had 130 participants, from 28 countries, and 16 poster- and paper-presenters. The invited keynote speakers were: Marianne Hildebrand, Terence Karran, Margaret Price and Ulrich Teichler. The first part contains the acknowledgements, the programme and the keynote speakers’ biographies together with a description of the context for the conference and the key concepts that were discussed during the conference. The second part contains a selection of the posters and papers that were presented during the conference. The conference was organised by the Department of Educational Measurement, Umeå University, Sweden.

  • 14.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Facilitating system change in uncertain times: A new grading system (ECTS) from the perspective of the educational provider2005Ingår i: The Bologna Process and the Shaping of the Future Knowledge Societies: Third conference on Knowledge and Politics, 18-20 May 2005, Bergen, Norway, Bergen, 2005Konferensbidrag (Refereegranskat)
  • 15.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Beteendevetenskapliga mätningar.
    Hur högskoleinstitutioner och enheter kan granska sina kurser ur jämställdhets- och genusperspektiv: nuläget och framåtblick med praktiska förslag2006Rapport (Övrigt vetenskapligt)
    Abstract [en]

    The two laws Equal Treatment of Students at Universities Act (Lagen likabehandling av studenter i högskolan, SFS 2001:1286) and Prohibition of Discrimination Act (Lagen om förbud mot diskriminering, SFS, 2003:307) stipulate that university departments must address equality and gender issues when planning, executing and evaluating their courses. This report discusses these laws, the European Union’s (EU) Seventh Framework Programme (European Commission, 2006), the EU’s roadmap for equality (European Commission, 2006) and two recent Governmental Bills (Prop. 2004/05:80 & Prop. 2005/06:155). Results from previous empirical studies are also reported. Finally, the report presents a short and easily applied model for departments to use when they begin to analyse their own courses from an equal opportunities perspective.

  • 16.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    ICT-tools used by teachers in Sweden as part of their work2009Rapport (Övrigt vetenskapligt)
  • 17.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Idrottsskolor: med fallstudie från Vindelns kommun1994Rapport (Övrigt vetenskapligt)
  • 18.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Beteendevetenskapliga mätningar.
    Implementing the ECTS grading scheme in Sweden: The educational providers’ perspective2007Ingår i: Utsikter, insikter, avsikter: universitetspedagogisk konferens i Umeå 27 – 28 februari 2007 / [ed] Mohammad Fazlhashemi och Thomas Fritz, Umeå: Universitetspedagogiskt Centrum, Umeå universitet , 2007, s. 201-207Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The results show that the educational providers have six major concerns. These concerns are about Compliance, Integration, Optimization, Acceptance, Learning and Fairness. The educational providers address these concerns by two core processes which I call Adaptation and Adjustment. The results also show that the educational providers use five additional processes to address these concerns. These additional processes are Information seeking, Trusting, Safeguarding, Problem solving and Evaluation.

  • 19.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Methods and practices utilized to support teachers’ professional development in Sweden and in the United States2009Rapport (Övrigt vetenskapligt)
  • 20.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskaplig fakultet, Beteendevetenskapliga mätningar.
    Mått på studieprestation inom högskolan2004Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    This study is about the registration of study achievement (courses, credit points, degrees etc). It analyses the computer based student documentation systems for Swedish colleges and the statutory instruments (Swedish laws and ordinances) that governs these documentations. The National Agency for Higher Education is the central agency responsible for the official statistics about students’ achievements (www.hsv.se). The practical responsibility for coordinating and collecting the data rests with the Statistics Sweden (www.scb.se), a government authority for official statistics. The study shows that the colleges (i.e. at the local level) record study grades (e.g. Fail, Pass or Pass with distinction) but this information is not collected by the Statistics Sweden (on the national level). Attention is also given to the use different types of measurements of study achievement in Swedish research. The study ends with a discussion about future research. One future task is to investigate new ways to use available statistics students’ achievements. A second task is to develop and use new types of measurements of study achievement. Finally, a third task is to increase the accessibility of the official statistics on students’ achievements.

  • 21.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Pierre Bourdieu, Mütekabiliyet Analizi ve Istatistik Egitimi2010Ingår i: Ocak ve Zanaat, Pierre Bourdieu Derlemesi (2nd edition), Istanbul: Iletisim , 2010, s. 255-274Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 22.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Studenters fritids- och motionsvanor i Umeå och Madison: Ett bidrag till förståelsen av Pierre Bourdieus vetenskapliga metodologi2002Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    This study analyses differences between student groups at Umeå University, Sweden, and the University of Wisconsin-Madison, USA. It analyses student study situations, students’ experience of the university environment, students’ exercise and sports activities, and connections between study and leisure-time activities. The study owes much to Bourdieu’s Homo Academicus (English edition 1988), and his theories of cultural reproduction, social structures and habitus, and focuses on students from the subject areas teacher education, natural sciences, humanities and sports. Attention is also given to family backgrounds and female/male variance. The data were collected in 1994-1995, with the aid of 782 questionnaires and 64 interviews. The results show differences between students at the two universities in terms of study time, parents’ education and leisure activities and part-time jobs. Students in the studied groups, differ in many respects. The groups have distinct characteristics in terms of, for example, age and sex ratios. The students’ family backgrounds are also divergent, depending on which discipline the student belongs to. These variations between disciplines are found at both universities. Physical activities (action sports) are popular activities, at both universities. Women and men exercise in different ways, although they might have a similar social situation. The scientific methodology of Bourdieu is also discussed in the study. In sum, the results indicate that there are sub-fields within the university. Individuals with different conditions and habitus, to use Bourdieu’s terminology, inhabit these sub-fields.

  • 23.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Teacher Education, Statistical Methodologies and the Construction of Knowledge2000Ingår i: Pierre Bourdieu: Four-Volume Set edition (February 28, 2000), Sage, London , 2000, s. 212-228Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 24.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The increased merging of intelligence, security services, and policing2010Manuskript (preprint) (Övrigt vetenskapligt)
  • 25.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Utbyteskompletteringar bland dem som avslutade gymnasiet 1997-2001: differenser mellan avgångsbetyg från gymnasiet och betyg som har kompletterats efter den ordinarie gymnasieskolan2004Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    This study is about school grades and college applications. It focuses on the effects of supplementary adult upper-secondary education. From a Swedish perspective, it is important to study the effects of such education due to the important role that grades have in the Swedish college-selection process. The persons in the study graduated from upper secondary school sometime 1997–2001 (N361466). Background variables used in this study are: Age, social group, country of birth, the parents’ country of birth and the parents’ highest level of study. The results indicate that about 50 percent of the persons have studied either the Natural Science Programme or the Social Science Programme in the upper-secondary school. High achievers, in terms of high grades from the last year in upper-secondary school, are those persons born in the country, belonging to social-group 1 and with parents that have a high educational level. The study also shows that the upper-secondary schools have become more generous over time. The grades for the graduating students are getting higher and higher each year. About 30 percent have studied in adult upper-secondary school. About one third of those have boosted their grades. About 40 percent have applied to college. Among the college-applicants, there are more women then men. The college-applicants are also characterised by having parents with a high educational level. About 40 percent of the college applicants have studied in adult upper-secondary school, and that group is

    characterised by having parents with a low educational level.

  • 26.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Validation of the Swedish university entrance system: selected results from the VALUTA-project 2001-20042005Rapport (Övrigt vetenskapligt)
    Abstract [en]

    This report contains selected results from the Swedish VALUTA-project (2001–2004). The VALUTA-project was a collaborative research effort by researchers from two universities and its aim was to analyse different components of the system for admission to higher education in Sweden. Four of these components were: a) the selection instruments, b) the criteria of study success, c) the relationship between the selection instruments and the criteria of study success, and d) the system of rules and regulations for admission. This report focuses on documents that have published by the VALUTA research group, and the overall aim is to report the major findings from the project. In sum, the VALUTA-project has passed through the stages of progress that were planned. The results from the project together with the development of ideas that took within the project have contributed to the knowledge about the admissions process.

  • 27.
    Löfgren, Kent
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Karran, Terence
    University of Lincoln, UK.
    Using Assessment with ECTS: Untangling the Knots2009Ingår i: English Language Teaching in the European Credit Transfer System, Bern: Peter Lang , 2009, s. 207-226Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 28.
    Löfgren, Kent
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Niemi, Esa
    University of Oulu, Finland.
    Mäkitalo-Siegl, Kati
    University of Jyväskylä, Finland, University of Munich, Germany.
    Mekota, Anna-Maria
    University of Munich, Germany.
    Ojala, Mikko
    University of Oulu, Finland.
    Fischer, Frank
    University of Munich, Germany.
    Kahlert, Joachim
    University of Munich, Germany.
    Cernochova, Miroslava
    Charles University in Prague, Czech Republic.
    Achterberg, Frits
    Utrecht University, the Netherlands.
    Haak, Els
    Utrecht University, the Netherlands.
    Peltonen, Antti
    University of Oulu, Finland.
    Prokysek, Milos
    Charles University in Prague, Czech Republic.
    Heikkinen, Pia
    University of Oulu, Finland.
    Meeting the Challenges of Generational Change in the Teaching Profession: Towards a European Model for Intergenerational Teacher Collaboration2013Ingår i: Educational Research eJournal, ISSN 2254-0385, Vol. 2, nr 2, s. 107-119Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In a European-wide effort to improve the professional development of teachers, the 2AgePro project was conducted from November 2008 to October 2010. One of its goals was to develop and test different forms of intergenerational teacher collaboration among junior and senior teachers in primary and secondary schools. Another aim was to utilise the results from these pilots, which were conducted in the Czech Republic, Finland, Germany, the Netherlands, and Sweden, to create a model for intergenerational collaboration that could be used in any national or cultural setting. This article reports on the national pilots and proposes a European model for intergenerational collaboration for teachers.

  • 29.
    Löfgren, Kent
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Beteendevetenskapliga mätningar.
    Törnkvist, Birgitta
    Statistik.
    Jämförelser mellan studerande i olika antagningsgrupper som har registrerats på ekonomprogram2004Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    This study was about students and their study achievements. Data from available records for students admitted to the study programme of business administration was used. The students (N19393) were born in the period 1972–1984, living in Sweden and registered on the study programme sometime between 1993 and 2000. The students were divided into three groups on the basis of the grounds on which the students had been admitted. The first group had been admitted on the basis of their credits from uppersecondary school, the second on the basis of their SweSAT-scores and the third group on the basis of their SweSAT-scores with additional credit for work experience. Study achievement was defined as the number of credits the students managed to attain each semester. The purpose of the study was to see if there were any differences in academic achievement between the three groups. Attention was also given to social background and sex. The results showed that approximately 50% of the students were women. The proportion of students from Social Group 1 was highest among those who had been admitted on the basis of their SweSAT-scores. The most common upper-secondary school programme, for the students who had completed upper-secondary school 1997 or later, was the Programme for Social Science (Samhällsvetenskaplig utbildning). About one fifth of the students who had completed upper secondary school 1997-1999 had taken supplementary secondary-education-level courses after they had left upper-secondary school. The study showed that the female students attained more course points per semester than the male students. There were also differences, in terms of the number of credits attained per term, between the students from the three groups and between students with different social backgrounds. However, these differences were not as extensive as the differences between male and female study achievements.

  • 30.
    Löfgren, Kent
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Beteendevetenskapliga mätningar.
    Törnkvist, Birgitta
    Statistik.
    Jämförelser mellan studerande i olika antagningsgrupper som har registrerats på socionomprogrammet2004Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Students and their study achievements are in focus in this report. Attention is given to the three and a half year long Programme for Social Work. The students (N2956) where divided into three groups, according to the grounds on which they had been admitted to the programme. The first group had been admitted on the basis of their credits from upper-secondary school, the second on the basis of their SweSAT-scores and the third group on the basis of their SweSAT-scores with additional credit for work experience. The purpose of the study was to see if there were any differences in academic achievement between the three groups. Academic achievement was defined as the number of credits achieved at university. Attention was also given to social backgrounds and male/female variance. The results showed that approximately 85% of the students were women. The proportion of students from Social Group 1 was highest among those who had been admitted on the basis of their credits from upper-secondary school. The most common uppersecondary school programme was the Programme for Social Science (Samhällsvetenskaplig utbildning). About one fourth of the students who had completed upper-secondary school 1997-1999 had taken supplementary secondary education level courses after they had left upper-secondary school. The study showed that the female students attained more course points per

    term compared to the male students. There were also differences, in terms of the number of credits attained per term, between the students from the three groups and between students with different socio-economic backgrounds. However, these differences were not as extensive as the differences between male and female study achievements.

  • 31.
    Nyroos, Mikaela
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wiklund-Hörnqvist, Carola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för psykologi.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Executive function skills and their importance in education: Swedish student teachers' perceptions2018Ingår i: Thinking Skills and Creativity, ISSN 1871-1871, E-ISSN 1878-0423, Vol. 27, s. 1-12Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Executive function (EF) skills are crucial for pupils' learning. Therefore, incorporating well-considered instructional strategies may reduce the EF demands placed on pupils with insufficient EF skills in the classroom. Hence, educators are critically positioned. In the present study, 303 student teachers answered the Mathematics Skills Questionnaire. The aim of the study was to (a) examine how student teachers rated the importance of EF skills and EF-related skills involved in pupils' learning and (b) investigate whether there were any differences in rating between regular student teachers and special needs student educators. The results of a two-way mixed ANOVA showed a significant main effect of skill in the total sample. Follow-up tests revealed that skills such as reasoning and proof, inhibition, shifting, and creativity were rated as more important when compared to other skills. Follow-up comparison of the significant interaction effect between skill and student teacher group revealed that the special needs student teachers regarded working memory skills as more important, while the regular student teachers rated EF-related skills that are grounded in core EF skills to have higher importance. The science of learning and its educational implications are discussed.

  • 32.
    Ojala, Mikko
    et al.
    University of Oulu.
    Niemi, Esa
    University of Oulu.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Generational change of teachers and school-university cooperation2010Manuskript (preprint) (Övrigt vetenskapligt)
  • 33.
    Reichenberg, Monica
    et al.
    Göteborgs universitet, Institutionen för pedagogik och specialpedagogik.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    An intervention study in grade 3 based upon reciprocal teaching2014Ingår i: Journal of Education and Learning, ISSN 2089-9823, Vol. 8, nr 2, s. 122-131Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article reports the results of a twelve-week intervention study in which 30 students in the third grade in a socially disadvantaged neighbourhood received training in a reciprocal teaching reading programme twice a week. Previously, (a) no study of the effects of reciprocal teaching had been conducted in a Swedish context under the conditions of larger groups in grade 3 or (b) in a socially disadvantaged neighbourhood. In the present study, the students were instructed in ‘text talk’ in large groups, with 15 participants in each group. Each session lasted 15 to 20 minutes. Some text talks were video recorded. The video recordings were analysed qualitatively. The students’ reading comprehension was tested before the intervention, immediately after completing the intervention, and three months after completing the intervention. The results presented suggest that the students’ reading comprehension significantly increased. In the conclusion, the study indicates that reciprocal teaching had a positive effect on students in grade 3 in a Swedish context; however, uncontrolled intervening variables cannot be ruled out.

  • 34.
    Reichenberg, Monica
    et al.
    Göteborgs universitet, Institutionen för pedagogik och specialpedagogik.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The social practice of reading and writing instruction in schools for intellectually disabled pupils2013Ingår i: Journal of Special Education and Rehabilitation, ISSN 1857-663X, Vol. 14, nr 3-4, s. 43-60Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Sweden, schooling for children who are regarded as intellectually disabled is organised in a special school, Särskolan. The overall aim of this article was to investigate the teachers’ attitudes towards the social practice of reading and writing instruction in Särskolan. Therefore, 40 teachers from Northern Sweden were sampled for the empirical study. The teachers were asked to fill out a questionnaire. One of the findings was that the teachers reported different attitudes towards the social practice of reading and writing instruction. Another finding was that the teachers reported they did not practice the documentation of reading and writing difficulties. Furthermore, the practice of documentation was associated with professional competence in reading and writing literacy. The study suggests that literacy education did have an effect on teachers’ attitudes towards their practice of documenting. However, the openness towards organizational learning was polarized, and consequently, it produced a threshold for change. Accordingly, more studies are necessary for further description and explanation of the complexities of the present findings.

  • 35.
    Wickman, Kim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Karp, Staffan
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Eliasson, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fahlén, Josef
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Myrsteg mot en jämställd idrott2012Ingår i: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 21, nr 3, s. 11-14Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Idrottens arbete med jämställdhet och jämlikhet går långsamt. Pengar från Idrottslyftet skulle ge större delaktighet, men de statliga satsningarna har i själva verket lett till få nyheter. Förbunden hänvisar till policydokument men avstår från att arbeta för en långsiktig och hållbar förändring.

  • 36.
    Wickman, Kim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Eliasson, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Nordlund, M.
    Gender equality and Sport: an equation difficult to solve2014Ingår i: Swedish Journal of Sport Research, ISSN 2001-9475, Vol. 1, nr 1, s. 110-137Artikel i tidskrift (Refereegranskat)
  • 37.
    Åström, Peter
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Löfgren, Kent
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Professional development for secondary teachers teaching Physical Education and Health: Examples and experiences from a Swedish project2012Ingår i: AARE APERA 2012 Handbook, 2012, s. 67-67Konferensbidrag (Refereegranskat)
    Abstract [en]

    Teachers need to improve knowledge and skills to enhance, improve and explore their teaching practices. This paper reports on a one-year teacher development program with teachers with different teaching experience teaching PEH in elementary school in Sweden. In this paper the focus will be on how teachers perceive different teaching competences in relation to teaching experience and their own needs. The paper draws on data from interviews involving eight teachers, field notes from monthly meetings and focus-group interviews. The participants were made up of a mix of senior (>15 years work experience), junior (<5 years) intermediate teachers (5-15 years). Overall teachers experience a lack of development focusing on subject-matter in their schools. The junior teachers were more willing to test new ideas and to take more initiative to try out new pedagogical ideas in the classroom. The senior teachers on the other hand were ascribed to have competence, experience and routine to handle nearly any situation that may arise in their classrooms. The junior teachers felt that they could benefit greatly from those experiences and the wisdom that the senior teachers shared. All teachers said that the juniors might benefit from and learn many things from the senior teachers, such as how to interact with and communicate with pupils, parents, as well as colleagues and other school staff either in situations related to the actual teaching that takes place in the physical education classroom, i.e. the sports hall, or in other job-related situations. Both the junior and the senior teachers stated that the senior teachers had more of a ´professional distance´ to the pupils and that junior teachers had more of a peer relation in comparison to the senior teachers. To conclude the senior teachers were positively affected by the manner in which the junior teachers used new ideas and the new syllabus in planning of practice. The senior teachers felt re-vitalized by the energy and commitment demonstrated by the junior teachers. On the other hand competences related to the teaching role in a broader sense than solely the lessons, junior teacher seem to benefit from the interaction with the more experienced teachers. It is suggested that there is a need for teacher development programs for elementary teachers teaching PEH were exchange of ideas and competences between junior and senior teachers are used more deliberate to improve teaching.

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