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  • 1.
    Fjellström, Magnus
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Department of Education.
    A comparative study of assesment in school and in work based learning2010In: Proceeding of EARLI SIG 14 Learning and Professional Development Conference, München: Ludwig-Maximilians-Universität , 2010Conference paper (Refereed)
    Abstract [en]

    In a wide perspective this study deals with the high complexity when assessing students in vocational education, exemplified from Carpenter education in a Swedish Upper Secondary School. The aim was to describe and analyze the view of student assessment among Subject Teachers, Vocational Teachers and Instructors at construction sites. Questions asked were; what procedure does the respective teacher category use when carrying out assessments? What kind of knowledge was valued and what type of criteria did the three categories use when making their assessments. Data was collected in form of deep interviews with three Subject Teachers, three Vocational Teachers and three Instructors. Generally the findings reveal that assessment in vocational education is a very complex task. More specific the findings show that Subject Teachers value specific subject knowledge high while the Instructors prefer more general knowledge. Between those two the Vocational Teacher can be found who has to consider both demands from the school and workplace when making their student assessments. The results also indicate that beside the result from written tests the Subject Teachers take problem solving ability and ambition into account when setting grades. The Vocational Teacher do not value written tests but consider self government, knowledge of the process, quality consciousness, aid facilities and self image as valuable key competences. The Instructors view ambition and self knowledge as most valuable when making their assessments.

  • 2. Fröjland, Egil
    et al.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Education.
    Myglegard, Ole
    Forms of Organisation in Vocational Educaton1997Report (Other academic)
  • 3. Gisselberg, Kjell
    et al.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Education.
    Sweden1997In: National Contexts for Mathematics and Science Education: An Encyclopedia of the Education Systems Participating in TIMSS, Pacific Educational Press, Vancouver, Canada , 1997, p. 366-375Chapter in book (Refereed)
  • 4.
    Grensjö, Bengt
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Education.
    Lindberg, Leif
    Umeå University, Faculty of Social Sciences, Education.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Education.
    Nilsson, Peter
    Umeå University, Faculty of Social Sciences, Education.
    Wikström, Joel
    Umeå University, Faculty of Social Sciences, Education.
    Kvinnliga och manliga lärkulturer i arbetslivet: Papers presenterade vid PiA:s minisymposium i Västerbacken, Holmsund, 29 oktober 19981999Report (Other academic)
  • 5.
    Holmgren, Robert
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Reducing dropouts in online education: Group tutoring in virtual seminars and support structures2012In: Proceedings of Research in Educational Technology: Development and Practice.: The International Conference of Information Communication Technologies in Education / [ed] G. Mallia, 2012, p. 273-282Conference paper (Refereed)
    Abstract [en]

    This paper describes a development project aimed at reducing the large number of dropouts in online degree project courses. The idea was that the introduction of group tutorials in virtual seminars, combined with extensive support materials, would reduce dropout rates. Among the students who participated, the dropout rate was reduced by 50% compared to previous courses. While all supervisors and students saw the support structure as an important function, there was some resistance among the supervisors towards the virtual seminars, probably due to existing tutorial cultures and organizational structures.

  • 6.
    Holmgren, Robert
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Reducing dropouts in online education: group tutoring in virtual seminars and support structures2012In: US-China Education Review, ISSN 1548-6613, E-ISSN 1930-1529, Vol. 2, no 11A, p. 971-978Article in journal (Refereed)
    Abstract [en]

    This paper describes a development project aimed at reducing the large number of dropouts in online degree project courses. The idea was that the introduction of group tutorials in virtual seminars, combined with extensive support materials, would reduce dropout rates. Among the students who participated, the dropout rate was reduced by 50% compared to previous courses. While the support structure was seen by all supervisors and students as an important function, there was some resistance among the supervisors towards the virtual seminars, probably due to existing tutorial cultures and organizational structures.

  • 7.
    Johansson, Lillemor
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Stödberg, Ulf
    Umeå University, Faculty of Social Sciences, Education.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Education.
    Hedman, Anders
    Umeå University, Faculty of Social Sciences, Education.
    Seminars in Cyberspace?: Teachers experiences of using synchronous web seminars in distance education2005In: Recent Research Developments in Learning Technologies (2005): Proceeding of ICTE conference in Caceres, Spain, 2005Conference paper (Refereed)
  • 8.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Education.
    Chasm Between Codes1997In: Education, Research, and Society: Critical Perspectives from American and Swedish Graduate Students, Umeå universitet, Umeå , 1997, p. 49-60Chapter in book (Other academic)
  • 9.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Education.
    Forum för rekrytering av yrkeslärare2004In: Vision och verksamhet : breddad rekrytering i praktiken: Projektkatalog från Rekryteringsdelegationen, Utbildningsdepartementet, Stockholm , 2004Chapter in book (Other academic)
  • 10.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Några relevanta begrepp inom yrkeslärande2008In: Yrkeslärarutbildning inom SÄL III-projektet, Elanders i Vällingby, Stockholm , 2008, p. 139-156Chapter in book (Refereed)
  • 11.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Education.
    Rekrytering av karaktärsämneslärare inom industri- och hantverkssektorn2000In: Rekrytering - en utmaning för en öppen högskola: Rekryteringsinsatser inom lärarutbildning med inriktning mot matematik, naturvetenskap och teknik, Regeringskansliet, Stockholm , 2000Chapter in book (Other academic)
  • 12.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Education.
    Selection Principles in the Recruitment for Work on the Shop Floor1998In: TNTEE Publications, ISSN 1403-5782, Vol. 1, no 1Article in journal (Refereed)
  • 13.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Education.
    Transfer of Knowledge in Non-Formal Technical Training1997In: NASEDEC Conference, Sandö, Sweden, 1997Conference paper (Other academic)
  • 14.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Education.
    Transfer of Knowledge in Non-formal Technical Training: The Case of Aswan Training Centre1998In: Proceedings of the Fourth International Symposium on Technology Education and Training: On the Threshold, 1998Conference paper (Refereed)
  • 15.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Transfer of technical training know-how: a study of consultancy services in aid practice1999Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In this thesis an aid financed attempt to transfer technical training know- how in the form of consultancy support is described and analysed. Between 1992 and 1996 Swedish consultants acted as advisers during the establishment phase of the Aswan training centre. The primary aim of the centre was to supply the hydro power plants on the Nile with skilled staff. The general aim of the study was to describe, analyse and explain issues shaping the training at the centre and the influence of the consultants. The organisation of work at plants in Sweden and Egypt was investigated, as was the Swedish training centre where the consult­ants worked. Theories about development, aid and technology transfer are used to explore the theoretical base underpinning decisions to use aid resources in the form of consultancy services. Data was collected through participatory research during eight months. The empirical ana­lysis is inspired by Basil Bernstein's conceptual framework on the reconstruction of society, while the wider perspective relies on a world system theory. The findings reveal that a gap theory with a presumed trickle down effect justified the use of aid-resources. The use of con­sultants is explained by a market oriented approach, both in the Swe­dish aid authority and the Swedish training centre. In Sweden, the work was earned out by autonomous groups under market conditions with explicit time control. In Egypt, work was hierarchically organised with a plan economy system and strict control of material. In both countries the focus was on reliable production and optimal maintenance of equip­ment. In Egypt, creation of employment opportunities and staff social security was emphasised. Courtesy rules, the local staff's view of the consultants presence as a gift, the consultants view of themselves as salesmen and the contractual stipulation positioning them as advisers contributed to disguising inherent conflicts. Although the operational goals were reached, the training developed into a system where the local order of work was recreated. The findings indicate that dependency decreased regarding planning and implementation of training while it increased with respect to training equipment and learning material.

  • 16.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Vocational teacher education2010In: International encyclopedia of education / [ed] Eva Baker, Barry McGaw, Penelope Peterson, Elsevier , 2010, 3, p. 744-748Chapter in book (Other academic)
  • 17.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Education.
    Yrkesförberedande utbildning i glesbygder: En verksamhet fylld med dilemman2001In: Villkor och vägar för grundläggande yrkesutbildning: Några forskarperspektiv, Statens skolverk, Stockholm , 2001Chapter in book (Other academic)
  • 18.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Yrkeslärarutbildning inom SÄL III-projektet2008Collection (editor) (Other academic)
  • 19.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Education.
    Yrkesutbildning i en glesbygdsutveckling2002In: Utsikt till insikt: Nio skolors utvecklingsarbete inom den grundläggande yrkesutbildnigen : en forskarantologi, Statens skolverk, Stockholm , 2002Chapter in book (Other academic)
  • 20.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Yrkesutbildning, yrkesdidaktik och anställningsbarhet2009In: Anställningsbarhet : perspektiv från utbildning och arbetsliv / Gun Berglund, Andreas Fejes (red.), Lund: Studentlitteratur , 2009, p. 81-101Chapter in book (Other academic)
  • 21.
    Johansson, Sigurd
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Hedman, Anders
    Umeå University, Faculty of Social Sciences, Education.
    Harmonization of Vocational Teacher Education in EU?: The issue of recruitment criteria2005In: European Conference on Educational Research. Dublin. Ireland, 2005Conference paper (Other academic)
  • 22.
    Johansson, Sigurd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hedman, Anders
    Umeå University, Faculty of Social Sciences, Department of Education.
    Reforming the Curriculum for the Vocational Teacher Education in Turkey2006In: UNIP, European working conference on the international Masters Framework for TVET, Oslo, Norway, 2006Conference paper (Other academic)
  • 23.
    Johansson, Sigurd
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Hedman, Anders
    Umeå University, Faculty of Social Sciences, Education.
    VET and VET-TT in two corners of Europe2006In: 31st annual ATEE conference in Ljubljana, Slovenien and LdV-Conference in Istanbul, Turkey, 2006Conference paper (Other academic)
  • 24.
    Johansson, Sigurd
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Hedman, Anders
    Umeå University, Faculty of Social Sciences, Education.
    Yrkeslärarutbildningen fast i systemet: Replik på debattartikeln "Förändra yrkeslärarutbildningen"2007In: Yrkesläraren, ISSN 1652-5582, no 1, p. 30-31Article in journal (Other (popular science, discussion, etc.))
  • 25.
    Johansson, Sigurd
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Hedman, Anders
    Umeå University, Faculty of Social Sciences, Education.
    Lemar, Signild
    Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
    Vocational didactic - a usefull concept?2007In: Proceeding of Contested Qualities of Educational Research, 2007Conference paper (Refereed)
    Abstract [en]

    This paper addresses the concept Vocational didactics and argues that the use of this concept is quite valuable when issues related to vocational education and training is discussed. It is obvious that both the VET and VET-TT research and practitioner arenas are in need of concepts acknowledge by all. Often when researchers and practitioners from different countries listen to each other in conferences or reading papers written by foreign authors about vocational education it leaves the listener or reader confused due to the lack of such concepts. The fact that VET and VET-TT in itself are complex activities increases this demand. This is the reasons why vocational didactic are argued for here. We certainly need concepts acknowledged by all in order to better understand each other.

    In teacher education in Germany and Scandinavia the concept didactics is frequently used. In those countries, didactics has a broad and wide meaning. It comprices curriculum studies, sociological questions and more specific questions related to assessment and grade setting. In the Anglo-Saxon part of the world, the word didactics has a more narrow meaning similar to methodology in specific learning situations. It is with the broader definition vocational didactics is used here.

    Vocational didactics has shown to be particularly useful in VET-TT seminars when discussing similarities and differences between subject-oriented and vocational education. Especially when trying to understand why subject- and vocational teachers face huge problem to reach a common understanding when discussing didactic issues in their respective teaching profession. This study indicates that the teachers, in many cases, often unknown even to themselves, have different points of departure regarding the origin of their teaching area. Mostly the similarities between subject-oriented and vocational education are taken for granted and the differences thereby hidden and invisible although it strongly affects their view of the best way to learn.

    It is clear that at the same time the concept vocational didactics is introduced a boundary emerges between subject-oriented education and vocational education. It has to be noted that this boundary is blurred but nevertheless the two fields develops when the concept is introduced. The area, or sphere of subject-oriented education has a knowledge area as its origin with a cognitive learning theory. This knowledge area steaming from the academic disciplines slowly trickle into the school curriculum. The other sphere is formed by vocational education with an activity area and a guided by constructivist learning theory derived from a field of activity and competencies needed to survive in a profession. Furthermore, this activity arena is always interdisciplinary and problem oriented to its nature strongly affecting the way that the training is carried out. As mentioned, the boundary is blurred between the two fields.

  • 26.
    Wilhelmsson, Anna-Britta
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hällgren Graneheim, Ulla
    Umeå University, Faculty of Medicine, Department of Nursing.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Åström, Sture
    Umeå University, Faculty of Medicine, Department of Nursing.
    Everyday life experiences among relatives of persons with mental disabilities2010In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 2, no 2, p. 4896-4900Article in journal (Refereed)
    Abstract [en]

    Mental disability is one of the most significant health problems facing Europe today. For example Statistics reveal that between 20 and 40 percent of the Swedish population suffer from some forms of mental disease, ranging from grave psychoses to less serious anxiety and fear. This study has aimed to illuminate the experiences of relativeś in terms of contacts with persons with mental disabilities. Eighteen tape-recorded interviews were conducted with close relatives of persons suffering from mental disabilities within the health care district of Umeå, Sweden. The results indicate that the daily lives guilt about not providing enough support for their relatives. In addition to feeling physically exhausted and worn out they felt as though they carried a large responsibility and lacked support and back-up in their daily life.

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