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  • 1.
    Björk-Åman, Camilla
    et al.
    Åbo Akademi University, Finland.
    Holmgren, Robert
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Gerd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ström, Kristina
    Åbo Akademi University, Finland.
    Nordic research on special needs education in upper secondary vocational education and training: A review2021In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 11, no 1, p. 97-123Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to describe and analyse the state of the art of research on special needs education (SNE) in the context of the Nordic countries’ vocational education and training (VET) systems during the period January 2010 to September 2018.  Twenty studies remained after the search procedure and thematic analysis, 15 of which deal with the practice level and five with the organisation level. No studies were identified as belonging to the policy level. The following themes were found at the practice level: teachers’ work and role, teaching and learning, student transition and student dropout. Themes identified at the organisation level were changes to vocational policy documents and educational practices, and school organisation and its implementation. Finland dominates in terms of number of studies. Furthermore, the review shows that there were few studies in the area of SNE in VET. The results show that further studies are needed to acquire more knowledge about SNE in vocational education.

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  • 2.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Gerd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fjärrundervisning - en central del i skolans digitalisering2020In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 25, no 2-3, p. 69-91Article in journal (Refereed)
    Abstract [sv]

    I denna artikel analyseras fjärrundervisning i relation till skolans digitalisering, med Nivåer av Lärande som teoretiskt ramverk. Detta görs med utgångspunkt i de försök till digitalisering som sedan 1980-talet pågått i svensk grund- och gymnasieskola, och den brist på pedagogiska objekt i termer av skolans undervisningsuppdrag som kännetecknar dessa försök. Ytterligare en del i föreliggande studie utgör en historisk beskrivning av fjärrundervisningens framväxt i svensk skola, där fjärrundervisning varit ett sätt att hantera skolans behov. Sedan redovisas ett empiriskt case om lärares erfarenheter från, och perspektiv på, egen fjärrundervisning i svensk skola. Detta tydliggör att lärarna använder digital teknik i ett målinriktat pedagogiskt syfte, vilket i detta sammanhang innebär att digital teknik är verktyg för att bedriva fjärrundervisning. Slutligen förs en diskussion kring vad som kännetecknar det pedagogiska objekt och den pedagogiska process som utvecklas och realiseras på olika nivåer i skolorganisationen i samspelet mellan fjärrundervisning och skolans digitalisering. Den slutsats som dras är att skolans digitalisering snarare är en fråga om pedagogik än om teknik.

  • 3.
    Holmgren, Robert
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Gerd
    Umeå University, Faculty of Social Sciences, Department of Education.
    The vocational teacher, an inventor in special needs education: a study on Swedish vocational programmes2024In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 13, no 2, p. 100-123Article in journal (Refereed)
    Abstract [en]

    Upper secondary vocational education and training (VET) in Sweden has been subject to frequent educational policy reforms which have resulted in reduced numbers of students and student groups comprising many students with special education needs (SEN). These changes can be assumed to have resulted in increasing demands on VET teachers’ work with special needs education (SNE). The purpose of this study is to contribute knowledge about VET teachers’ conditions for, and work with, SNE in Swedish VET programmes. An analysis of interviews with 15 teachers from eight VET programmes revealed the following themes: 1) Framework factors in the learning environments affecting  teaching and learning, 2) The schools’ organisation of special educational competence and the VET teachers’ application of special needs education, 3) Communicative teaching for increased knowledge of students’ strengths and needs, 4) Adaptations at individual and group level, 5) Integration of theory and practice, and 6) Reconsidering teaching approaches through follow-ups. The analysis, based on Skrtic’s theory, reveals a dichotomy in the VET teachers’ conditions for, and work with, SNE. In the schools, a bureaucratic approach is applied where overriding goals are attributed high value, while the VET teachers strive for an adhocratic approach where the teaching is based on their students’ needs. Based on Ainscow’s theory, the analysis shows that the VET teachers take an interactive learning environment-related approach, which means that, based on their understanding of the students’ difficulties, they develop adaptations to stimulate their students’ learning and development. 

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  • 4. Johansen, Jan-Birger
    et al.
    Ahl, Astrid
    Umeå University, Faculty of Teacher Education, Department of Child and Youth education, Special Education and Counselling.
    Pettersson, Gerd
    Umeå University, Umeå School of Education (USE).
    Ström, Kristina
    Langels, Rose-Marie
    Specialpedagogisk verksamhet i små skolmiljöer: Nordiskt pilotprojekt med inriktning på specialpedagogiskt arbete i små skolmiljöer2011Report (Refereed)
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  • 5.
    Lindberg, Ola J.
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Tomas
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lundberg, Petter
    Region Västerbotten.
    Pettersson, Gerd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rudolfsson, Linda
    Region Västerbotten.
    Thomson, Tobias
    Region Västerbotten.
    Researching school practices with a complementary and symmetrical approach: the case of remote teaching in the rural north of Sweden2020In: Education in the North, ISSN 0424-5512, Vol. 27, no 2, p. 235-241Article in journal (Refereed)
    Abstract [en]

    This feature describes an ongoing research project on remote teaching in the rural north of Sweden. Remote teaching is a form of teaching in which the teacher and students are separated in space but not in time, and students are accompanied by a designated supervisor at their location. The project is conducted within the framework of the national initiative Development, Learning, Research (DLR) to try out sustainable collaboration models between academia and school practice. At Umeå University, this relation has been described as complementary and symmetrical: complementary in the sense that each part brings unique competencies into the work, and symmetrical in the sense that each part is valued as equal in the work, which allows for a dimension of development work into the research approach. The feature elaborates on opportunities and challenges in conducting complementary and symmetrical research, seeking to promote knowledge built on collaboration between academia and school practice.

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  • 6.
    Pettersson, Gerd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fjärrhandledaren som pedagogisk resurs2019Other (Other academic)
    Abstract [sv]

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

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  • 7.
    Pettersson, Gerd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Forskning om glesbygdsskolan2017In: Skolexempel: perspektiv på en 175-åring / [ed] Stig Anderback, Bo Nilsson och Anders Björkman, Umeå: Västerbottens läns hembygdsförbund , 2017, p. 103-108Chapter in book (Other academic)
  • 8.
    Pettersson, Gerd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Förbättringsförslag för försöksverksamheten om övningsskolor och övningsförskolor2017Other (Other academic)
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  • 9.
    Pettersson, Gerd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Inre kraft och yttre tryck: perspektiv på specialpedagogisk verksamhet i glesbygdsskolor2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

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

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  • 10.
    Pettersson, Gerd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Specialpedagogisk verksamhet i svenska fristående glesbygdsskolor: en flexibel verksamhet med avseende på elevers behov2018In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 2, p. 28-50Article in journal (Refereed)
    Abstract [en]

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

  • 11.
    Pettersson, Gerd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Utvecklingsprocessen i ett praktiknära forsknings- och utvecklingssamarbete: exemplet Specialpedagogisk fjärrhandledning2021In: Praktiknära pedagogisk forskning i det lärande nordiska nätverket Gemensamma Vägar: en antologi / [ed] Gerd Pettersson; Oddbjørn Knutsen; Eva Silfver; Kristina Ström, Umeå: Pedagogiska institutionen, Umeå universitet , 2021, p. 106-125Chapter in book (Refereed)
    Abstract [sv]

    Syftet med föreliggande studie är att bidra med kunskap om hur praktiknära formella samarbetsprocesser formas i ett forsknings- och utvecklingsarbete avseende specialpedagogisk fjärrhandledning i svenska glesbygdsskolor. Forsknings- och utvecklingssamarbetet (FoU) involverade följande aktörer; specialpedagoger, lärare i fyra svenska glesbygdsskolor och en forskare, vilka skulle samarbeta och vara delaktiga i FoU-projektets utformning, planering och strukturering. Att samarbetsprocessen direkt ska fungera och inte ta tid från innehållet är i många delar ett förgivettagande, inte minst i den initiala övergripande planeringen av ett FoU-samarbete. För att uppnå syftet har två olika datamaterial använts. Den ena materialet var en datainsamling som bestod av öppna frågor vilka skickades ut till samtliga medverkande via e-post. Den andra materialet utgjordes av den datasamling som utgick från huvudmannens formulerade FoU-ansökan till Specialpedagogiska skolmyndigheten: De två insamlade datamaterialen analyserades genom en tematisk innehållsanalys. Resultaten från den första delstudien visar att en dikotomi var rådande, å ena sidan hade några skolkaktörer svag anknytning till FoU-samarbetet och upplevd misstro, å andra sidan fanns andra skolaktörer med stark anknytning till FoU-samarbetet som uttryckte hög tilltro. Resultaten i den andra delstudien visar vikten av struktur och transparens och att FoU-samarbeten växer fram genom förtroendefullt samarbete mellan samtliga involverade.

  • 12.
    Pettersson, Gerd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fallstudier i Upplands Väsby och Vindeln2018In: Fjärrundervisning - bättre utsikter för fler elever: slutrapport / [ed] Ifous, Stockholm: Ifous , 2018, p. 19-23Chapter in book (Other academic)
  • 13.
    Pettersson, Gerd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Följeforskning av projektets skolor2018In: Fjärrundervisning - bättre utsikter för fler elever: slutrapport / [ed] Ifous, Stockholm: Ifous , 2018, p. 13-18Chapter in book (Other academic)
  • 14.
    Pettersson, Gerd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Knutsen, OddbjørnNord universitet, Norge.Silfver, EvaUmeå University, Faculty of Social Sciences, Department of Education.Ström, KristinaÅbo akademi, Finland.
    Praktiknära pedagogisk forskning i det lärande nordiska nätverket Gemensamma Vägar: en antologi2021Collection (editor) (Refereed)
    Abstract [sv]

    I den här boken presenteras olika forsknings- och utvecklingsprojekt om lärande, lärmiljöer, profession och digitalisering inom det utbildningsvetenskapliga fältet. Boken ger en mångfasetterad bild av vad, hur och varför forskning och utvecklingsarbete är essentiellt för att skapa ny kunskap och fördjupad förståelse för hur förskolan, skola och utbildning kan utvecklas, men också hur forskning och beprövad erfarenhet behöver förenas. Vi som varit engagerade i bokens tillkomst kommer från Sverige, Norge eller Finland men gemensamt är arbete inom skola/förskola och utbildning på olika sätt. Flera av kapitlen har ett särskilt fokus på specialpedagogiska frågor vilket är en av de saker som genom åren fört oss samman under konferensen Gemensamma Vägar, vars syfte är att deltagarna skall få tillgång till forskning och pedagogisk kompetens som finns vid de nordligaste universiteten i Sverige, Norge och Finland. Vi hoppas och tror att boken blir värdefull för dig som är lärare, forskare, eller student och som intresserar dig för att bidra till arbetet att utveckla skola och undervisning.  

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  • 15.
    Pettersson, Gerd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Näsström, Gunilla
    Umeå University, Faculty of Social Sciences, Department of Education.
    Educators' Digital Competence in Swedish Rural Schools2020In: European Journal of Open, Distance and E-Learning, E-ISSN 1027-5207, Vol. 23, no 2, p. 65-82Article in journal (Refereed)
    Abstract [en]

    This article presents a survey census study performed in a small, remotely located municipality with four rural schools in the north of Sweden. The study is part of a larger project, Remote Consulting in special needs education between special educators and class teachers, the aim of which is to increase the equivalence between the municipality’s schools by giving more class teachers improved access to special needs education (SNE) consultations provided by special educators via remote consulting.

    Prior to the start of the project, a questionnaire was sent out to all the class teachers in the participating schools. All the teachers approached answered the questionnaire. One of the aims of the survey was to gain increased knowledge about the teachers’ self-efficacy in their use of ICT. The most intriguing result was that three of the five 50-59 year-old teachers estimated their knowledge about ICT to be above average compared to that of their colleagues. A similar pattern was identified in the teachers’ use of ICT in their teaching. Of those who used ICT every day, three were 30-39 years old, three were 50-59 years old and one was 40-49 years old, while all of those who used ICT less than once a week were younger than 39. The results of the study indicate that the teachers in this study are adequately equipped to proceed from physical counselling to remote consulting in special needs education.

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  • 16.
    Pettersson, Gerd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Näsström, Gunilla
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rektor i kläm mellan uppdrag och förutsättningar: specialpedagogisk verksamhet i svenska glesbygdsskolor2017In: Nordisk tidskrift för allmän didaktik, ISSN 2002-1534, Vol. 3, no 1, p. 23-42Article in journal (Refereed)
    Abstract [en]

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

  • 17.
    Pettersson, Gerd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ström, Kristina
    Consultation in Special Needs Education in Rural Schools in Sweden: An Act of Collaboration between Educators2017In: Journal of Education and Training, ISSN 2330-9709, Vol. 4, no 1, p. 8-26Article in journal (Refereed)
    Abstract [en]

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

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  • 18.
    Pettersson, Gerd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ström, Kristina
    Professional collaboration between class teachers and special educators in Swedish rural schools2019In: British Journal of Special Education, ISSN 0952-3383, E-ISSN 1467-8578, Vol. 46, no 2, p. 180-200Article in journal (Refereed)
    Abstract [en]

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

  • 19.
    Pettersson, Gerd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ström, Kristina
    Åbo Akademi University, Finland.
    Remote consultation between special educators and teachers in rural schools in Sweden2020In: Education in the North, ISSN 0424-5512, Vol. 27, no 2, p. 56-72Article in journal (Refereed)
    Abstract [en]

    Rural schools in Sweden exist in sparsely populated areas. The schools face a number of challenges; financial, pedagogical, competence-related etc. Mostly special educational expertise is lacking, challenging the principle of equal access to educational support. Special educators placed in community centres have long distances to rural schools. One way of overcoming the distance is to use communication technology for special educational consultation. Remote consultation between special educators and teachers in rural schools is a type of digital innovation in special needs education provision. Special educators working in a rural municipality in Northern Sweden tried out remote consultation by using communication technology. The aim of the study is to contribute to increased knowledge of how special educators implement remote special educational consultation to rural teachers with communication technology as a tool. The empirical data consist of recordings of consultation sessions between special educators and rural teachers. The findings show that the special educators carry out and enable remote consultation by using several strategies; preparing consultation, getting familiar with technology and making use of context related knowledge, observation data and professional competence. The findings indicate that remote consultation with communication technology is a promising strategy for special educational consultation for rural schools.

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

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

  • 21.
    Pettersson, Gerd
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ström, Kristina
    Åbo akademi, Finland.
    Silfver, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Knutsen, Oddbjørn
    Nord universitet, Norge.
    Dahlgren, Inger
    Umeå kommun, Sverige.
    Gemensamma Vägar: gränslöst nordiskt "praktiknära" specialpedagogiskt samarbete2021In: Praktiknära pedagogisk forskning i det lärande nordiska nätverket Gemensamma Vägar: en antologi / [ed] Gerd Pettersson; Oddbjørn Knutsen; Eva Silfver; Kristina Ström, Umeå: Pedagogiska institutionen, Umeå universitet , 2021, p. 7-10Chapter in book (Other academic)
  • 22.
    Wickman, Kim
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Gerd
    Umeå University, Faculty of Social Sciences, Department of Education.
    What is a good learning environment, for whom and how is it understood from a norm critical perspective?2023In: NERA Conference 2023: Conference Agenda, 2023Conference paper (Refereed)
    Abstract [en]

    The aim of this interview study is to increase the knowledge of problematic school attendance by focusing on discourses contributing to this phenomenon in Swedish compulsory school, grade 7-9. Further to identify what helps special educational support teams to challenge such discourses to promote an accessible learning environment for all students. Six special educational teams attended in focus group interviews. The teams provide support to students who, for various reasons, find it difficult to complete their schooling. Rarely the students are supported in the regular learning environment and mostly in a smaller group of students and in another part of the school building. Analytic tools of norm critical pedagogy and Foucauldian discourse analysis were applied to examine how norms, power and social categorizations were constructed, reproduced, and challenged, among the interviewees. Preliminary results indicate that stereotypical ideas about students and their school performance impact on the special educational support team's ability to work for an accessible learning environment and a school that is a safe and meaningful place. Regardless, teaching in an alternative learning environment or not, dominant discourses need to be challenged through a critical approach among the team members. Such discourses are characterized mainly by notions and expectations that the regular learning environment is primarily for successful and study-motivated students and limits the opportunity for those who were once excluded to return.

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