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  • 201.
    Bergenudd, Ann-Charlotte
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Bolin Sundberg, Monica
    Umeå University, Faculty of Social Sciences, Department of Education.
    Skolutveckling med ett neurodidaktiskt perspektiv.: En kvalitativ studie med skolledare, specialpedagoger och en utvecklingsledare.2012Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
  • 202.
    Berggren, Sandra
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hälsofrämjande skolutveckling i praktiken: En kvalitativ studie om grundsärskolans lärmiljöer2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    According to both international and national political regulations the school should be a school for all regardless of class, gender, ethnicity, culture, language and religion. Even so recent studies show that the Swedish school is inequivalent. With the aim to improve the equality, the Swedish government has taking national initiatives on health promoting school improvement.The purpose of this study has been to examine and analyze how teachers, pupil assistants and staff from the pupil health team, experience possibilities and challenges working with health promoting school improvement. The aim is to provide knowledge of how health promoting school improvement takes place in practice. The study is based on twelve semi-structured interviews with teachers, pupil assistants and staff from the pupil health team in a special education school in the north of Sweden. They were all part of a school improvement project with the aim to promote health and learning of the pupils by changing the physical learning environments. The result of the study has been analyzed according by the socio-culture theory and the perspective of learning organization. The result showed that the project involvement changed the interviewees thinking about their own learning and their understanding of learning environment. Furthermore, the result indicates that beneficial factors for successful school improvement is the headmaster´s role in making everybody involved, feeling important and well-being and sensing a freedom of action. This confirms the importance of the learning organization for successful school improvement. A conclusion is that a change in school culture may be necessary for the equality and quality of the learning environment and in a school for all. Finally, leadership is considered to be significant for creating a developing and learning school organization.

  • 203.
    Berggren, Sofie
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Umeå Sport Sciences Center.
    Sundström, Sofia
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Umeå Sport Sciences Center.
    Kommunal idrottspolitik i Västerbotten: En kvalitativ studie om idrotts- och motionsrörelsens styrning på kommunal nivåIndependent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study was commissioned by the Västerbotten sports federation, who

    called for an overview of the policies that the municipalities in

    Västerbotten work after in the field of sport. The study aimed to identify

    sports policy programs or documents that have been produced by the

    municipalities, and how they work with them. Furthermore, the study

    highlights the municipality’s politicians reasoning about

    sport and

    recreation-sector,

    and how their sport policy-work was practiced. The data

    collection was based on seven interviews and document-collections from

    the 15 municipalities. The result shows that no municipalities have drawn

    up a sport policy program, and

    the lack of common goals, guidelines and a

    clear vision of the sport and recreation-sector were big.

    The overall

    process consisted of running the handling of cases involving the sports

    industry. Municipalities work with sport and recreational questions dealt

    largely with preserving the existing level and maintaining the sporting

    activities already in place.

  • 204.
    Bergkvist, Sofia
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Gruffman, Anna
    Umeå University, Faculty of Social Sciences, Department of Education.
    Strandberg, Angelica
    Umeå University, Faculty of Social Sciences, Department of Education.
    Physical Literacy: Vägen till ett aktivt liv för barn och ungdomar?2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    More and more children and adolescents are sedentary, and many do not meet recommended guidelines for physical activity. This is a negative trend when children and young people have a lot to gain from having a broad physical bank. Physical literacy aims to describe how conditions can contribute to a lifelong sporting interest; motivation and self-esteem are two of the six components that are part of physical literacy. The purpose of this study was to investigate how sport coaches create conditions in order for children and young people to develop a movement competence now and in the future. In order to delineate the study, we have chosen to investigate how coaches create the conditions for promoting motivation and self-esteem among athletic children and adolescents. The study is a qualitative study, an interview guide was designed based on two components within the concept of Physical literacy, and these were motivation and self-esteem. The result shows that these components are used by all coaches, but to a different extent, respondents argue that motivation is an important component for being physically active and for maintaining a lifelong interest in sport. Although self-esteem was perceived as a complex concept, it was found that respondents work to promote the self-esteem of children and adolescents. It is clear that coaches today have an awareness of the importance of a broad physical repertoire, and what its effects may have for the life and longevity of children and youth in sports and physical activity.

  • 205.
    Berglin, Henrik
    Umeå University, Faculty of Social Sciences, Department of Education.
    Bland skivstänger och feedback: Verktyg för personliga tränare2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Personliga tränare används bland annat för att lära sig träna på ett korrekt sätt vilket betyder att personliga tränare har en pedagogisk roll. En viktig del i att lära är att få feedback för att utvecklas och det finns flera sätt, bra och dåliga, att ge feedback på. Forskning kan ge svar på hur feedbacken fungerar men hur förhåller sig personliga tränare till det som forskningen säger? Den här studien har undersökt personliga tränares syn på feedback för att påverka sina kunder. Genom att använda semistrukturerade intervjuer så har 5 personliga tränare intervjuats för att de ska kunna ge sin syn på feedback, vad de anser är viktigt att tänka på när de ger feedback. Alla personliga tränarna hade minst 2 års arbetslivserfarenhet för att säkerställa att de hade praktisk erfarenhet av att jobba med feedback. Dessa intervjuer transkriberades, kodades, kategoriserades och analyserades. Feedback ansågs vara en viktig komponent i arbetet som personlig tränare och användes för att motivera kunder, korrigera teknik och hjälpa kunderna nå sina mål. Feedbacken anpassades till kunden och gavs utifrån tränarens kompetens och preferenser. En återkomande synpunkt var att feedback var väldigt individuell i förhållande till kundens förutsättningar. Uppsatsen har bara undersökt de personliga tränarnas syn på feedback och det finns inte så mycket forskning inom området men det finns indikationer att synen på feedback inte alltid överensstämmer med en mer objektiv observation.

  • 206.
    Berglin, Maria
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pedagogers arbete och upplevelse av iPads i läs- och skrivinlärningen.: Pedagogperspektiv på iPads i grundsärskolan.2016Independent thesis Basic level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate how some Elementary School teachers of special classes describe how they use iPad as an educational tool when teaching reading and writing. To find out I have carried out an interview investigation. I have analyzed results using theoretical concepts from the sociocultural perspective, scaffolding and artefacts. The cummulative result shows that teachers describe that they practice linguistic consciousness and that pupils are trained in writing in different ways. Theachers also describes how the pupils learn reading through writing. Another result shows how all teachers describe that they work face to face with pupils using iPads in reading and writing. Further results also shows how teachers presents possibillites of using iPads as an educational tool when teaching reading and writing. The teachers describes that working with iPads motivates the pupils to learn and develope new knowledges. Finally a result shows how teachers present cooperation among classmates when using iPad during reading and writing lessons. In relation to studies by others in my literacy review , a similar result is shown. Ipads facilitates reading and writing and pupils need the support of teachers initially when working with iPads. Ipad is userfriendly, for exampel for pupils experiencing motor activity difficulties and it may open up for cooperation with or without applications.

  • 207.
    Berglund, Anette
    Umeå University, Faculty of Social Sciences, Department of Education.
    Att utveckla läsförståelse via dialog och samspel: En kvalitativ studie kring lärarnas syn på läsundervisningen i grundsärskolan2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    In 2010, the curriculum was changed. This has contributed to changing the mission for teachers in special schools. According to the curriculum, the students shall achieve a more advanced level of literacy including reading, understanding and reflecting over the contents in texts. This study has investigated how teachers in special school are working to develop the students reading comprehension. The empiric part of the study consists of semi-structured interviews with eight teachers from special school in grades 1-9. Since language, thinking and consciousness have a social origin, the results are analysed, based on Vygotsky's theory of sociocultural development. The study shows that it is essential to base the education on the ability and interests of the students since student literacy develops through dialog and interactivity. It is possible to describe the obstacles and limitations pointed out in the school reading instruction from both an individual perspective and a pedagogical perspective. The teacher’s think that the student’s cognitive limitations can obstruct the education and affect the development of their literacy. They expressed some concerns regarding the traditions and attitudes towards the concept of learning disabilities from a pedagogical perspective. The special school and the student group belong to an area overlooked by the research. This may contribute to a situation where the development of these students literacy becomes limited by traditions and prejudice.

  • 208.
    Berglund Einarsson, Åsa
    Umeå University, Faculty of Social Sciences, Department of Education.
    Erfarenheter och upplevelser av personalförändringar för särskoleelever i grundskolan: En kvalitativ intervjustudie med särskoleelever, elevassistenter och pedagoger avseende förändringar i assistentsituationen2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att få ökad kunskap om hur personalförändringar påverkar särskoleelever som är integrerade i grundskolan. Den typ av personalförändring som avsågs i studien var när elevassistenter slutade arbeta på skolan. Som metod har kvalitativa intervjuer genomförts där både särskoleelever, elevassistenter och pedagoger har fått delge sina erfarenheter och upplevelser. Resultatet visade att det uppstod en orolig situation när beskedet kom, samt under den perioden som pågick fram till att särskoleeleverna, elevassistenterna och pedagogerna fick veta hur den nya situationen skulle bli. Det uppstod även en sorg mellan särskoleeleverna och elevassistenterna, eftersom en nära relation byggts upp emellan dem. Resultatet visade även att särskoleeleverna kunde hitta strategier för återhämtning under den oroliga perioden genom att försöka förstå orsakerna till personalförändringen, förbereda sig för en förändring och hitta stunder för avslappning. När personalförändringen var genomförd och läget åter stabiliserades upplevde samtliga informanter positiva följder av förändringaprocessen, såsom ökad social mognad och självsäkerhet hos särskoleeleverna, utökad erfarenhet inför nya arbetsuppgifter för elevassistenterna och större tro på särskoleelevernas förmågor att klara förändringar hos pedagogerna.

  • 209.
    Berglund, Emma
    Umeå University, Faculty of Social Sciences, Department of Education.
    "Vi pratar inte, vi bara gör": - En studie om intern kommunikation2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den mänskliga aktivitet vi människor känner till allra bäst och som vi har störst erfarenhet av, är kommunikation. Från den allra första stunden i livet har vi människor varit fokuserade på att kommunicera med omvärlden. Därmed borde vi inte behöva fundera särskilt mycket över kommuniukation eller? Kommunikationen kan många gånger både vara orsaken och lösningen på problem inom en organisation.Denna uppsats är en kvalitativ studie baserad på semistrukturerade intervjuer med anställda på ett transportföretag i Sverige. Syftet är att beskriva och förstå hur den interna kommunikationen sker inom företaget och vilka uppfattningar de anställda har om kommunikationen. Resultaten visar att den interna kommunikationen är ett komplext system som uppfattas och påverkar de anställda och deras arbetet i stor utsträckning, men på olika sätt.

  • 210.
    Berglund, Evelina
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Sjödin, Frida
    Umeå University, Faculty of Social Sciences, Education.
    Motivation inom ämnet Idrott och hälsa: En intervjustudie av lärares uppfattningar om motivationens betydelse för ämnet Idrott och hälsa2005Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    We wanted to study if and how students become motivated and stimulated towards a permanent interest for regular physical activity, from a pedagogical perspective. Our goal was to examine how physical education teachers create motivation for the students and how you, as a physical education teacher, can motivate those students who are physically inactive due to obesity or other various kinds of problems. In the theoretical background, we have made a summary of sports and development of the physical education subject over the years. We also describe society´s perspective on public health. The motivation concept is definded and we explain different motivational theories. The study shows how teachers can help motivate their students and we discuss earlier research concerning motivation. The examination consisted of semi-structured interviews interpreted on the basis of research questions. When it comes to creating motivation for physical activity among students, the result shows that physical education teachers are of utmost importance. The students´ motivation can be influenced in a positive way if teachers encourage and praise all children and vary the education, adapting it to needs of the students.

  • 211.
    Berglund, Gun
    Umeå University, Faculty of Social Sciences, Department of Education.
    Adapt or You're toast: remodelling the individual in contemporary lifelong learning2007In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 27, no 2, p. 119-129Article in journal (Refereed)
  • 212.
    Berglund, Gun
    Umeå University, Faculty of Social Sciences, Department of Education.
    Anställningsbarhet: ett tecken i tiden2009In: Anställningsbarhet: Perspektiv från utbildning och arbetsliv / [ed] Gun Berglund, Andreas Fejes, Lund: Studentlitteratur , 2009, p. 27-38Chapter in book (Other academic)
  • 213.
    Berglund, Gun
    Umeå University, Faculty of Social Sciences, Department of Education.
    Book review of: Bridging Academic and Vocational Learning, pages 365-891. Vol 2 (of 6) of the International Handbook of Education for the Changing World of Work: Rupert Maclean & David N. Wilson (Eds).2010In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 32, no 2, p. 165-166Article, book review (Other academic)
  • 214.
    Berglund, Gun
    Umeå University, Faculty of Social Sciences, Department of Education.
    Idealet är en individ som driver sig själv som företaget Jag AB2008In: TCO-tidningen, ISSN ISSN 0346-2935Article in journal (Other (popular science, discussion, etc.))
  • 215.
    Berglund, Gun
    Umeå University, Faculty of Social Sciences, Department of Education.
    On lifelong learning as stories of the present2008Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis examines the discursive construction of lifelong learning in Swedish, Australian and American policy. Lifelong learning has an aura of apparent self-evidence which this study wishes to challenge by deconstructing the normalised truths in contemporary lifelong learning policies. The thesis rests on a collection of four articles, written by the author within the framework of the PhD programme. Using foucauldian concepts of power/knowledge and governmentality, this study identifies a number of discursive stories about the present in terms of how the ideal society and its ideal citizens are envisioned. It shows that there are national differences in the usage of lifelong learning in terms of the meanings given to life, long and learning. Yet three stories also extend across the nations examined. First, learning is construed as work-related rather than a life-related. Secondly, the positive rhetoric of lifelong learning – the creation of ideal citizens – is accompanied by a parallel story of deviance, incompetence and failure. This leads to a third pervasive story of ‘medicalization’ where the deviant is pathologised as an undesirable other in need of treatment and correction by professionals who operate as the doctors and nurses of lifelong learning. Overall, the analysis suggests that as discourse, lifelong learning links the government of others and the government of the self.

  • 216.
    Berglund, Gun
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pathologizing and medicalizing lifelong learning: a deconstruction2008In: Foucault and Lifelong Learning: governing the subject, New York: Routledge , 2008, p. 138-150Chapter in book (Other academic)
  • 217.
    Berglund, Gun
    Umeå University, Faculty of Social Sciences, Education.
    Reframing future lifelong learning discourses2008In: Lifelong Learning Conference 2008: Reflecting on Successes and Framing Futures, 2008, p. 72-78Conference paper (Refereed)
  • 218.
    Berglund, Gun
    Umeå University, Faculty of Social Sciences, Education.
    School is school and work is work and never the twain shall meet, or?2003In: European Conference on Educational Research, University of Hamburg, 17-20 September 2003, 2003Conference paper (Refereed)
  • 219.
    Berglund, Gun
    Umeå University, Faculty of Social Sciences, Department of Education.
    School is school and work is work and never the twain shall meet, or?2003In: EducatiOnlineArticle in journal (Refereed)
    Abstract [en]

    The background of this paper is the political action programme initiated by the Swedish government aiming at increasing the cooperation between school and working life. The idea of closer connections between school and working life is not uncontroversial. This paper presents two different perspectives on the subject. One perspective argues that the social context is vital for learning in order to create meaningful learning in real-life settings as learning is rooted in practice and social participation. From this perspective close connections between school and working life is desired. Seen from another perspective school is supposed to be a separate practice in order to acculturate learning to make it applicable in a variety of contexts. Closer connections with working life are therefore not needed. The political idea of closer connections between school and working life can be found within a neoliberal discourse talking about the role of schooling as fostering self-directed lifelong learners within the so-called knowledge society. That raises the question of what kind of learning and knowledge that is regarded as useful, both in society in general and in working life, today and for the future and whether a closer connection between school and working life will serve that purpose.

  • 220.
    Berglund, Gun
    Umeå University, Faculty of Social Sciences, Department of Education.
    The discourses of lifelong learning: global, national or...?2004In: Lifelong learning: Whose responsibility and what is your contribution? / [ed] P. A. Danaher, C. Macpherson, F. Nouwens, & D. Orr, Rockhampton: Central Queensland University Press. , 2004Chapter in book (Refereed)
  • 221.
    Berglund, Gun
    Umeå University, Faculty of Social Sciences, Education.
    The discourses of lifelong learning: global, national, or?2004In: Lifelong learning: Whose responsibility and what is your contribution?: Proceedings of the 3rd International lifelong learning conference, Yeppoon, Queensland, Australia, 13-16 June, 2004Conference paper (Refereed)
  • 222.
    Berglund, Gun
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fejes, AndreasUmeå University, Faculty of Social Sciences, Department of Education.
    Anställningsbarhet: perspektiv från utbildning och arbetsliv2009Collection (editor) (Other academic)
  • 223.
    Berglund, Jessica
    Umeå University, Faculty of Social Sciences, Department of Education.
    Specialagenterna: En intervjustudie om specialpedagogernas och speciallärarnas yrkesroll2018Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Med min studie ville jag vinna ny kunskap om speciallärarnas och specialpedagogernas yrkesroller på två olika skolor, samt att beskriva hur deras praktik ser ut. Jag valde att intervjua tre speciallärare, tre specialpedagoger och tre från skolledningen från två olika skolor, en grundskola och ett gymnasium. Min bakgrund handlar om specialundervisningens historia och utbildning för att få en förståelse för hur skolan var för speciallärare och specialpedagoger men också vilken yrkesroll och funktion de har idag. Vikten av inkludering, lågaffektivt bemötande, förändringsarbete och ledarskap för en speciallärare eller en specialpedagog ingår också. Resultatet analyserades och tolkades med hjälp av en hermeneutisk forskningsansats och mot typiska aspekter som kännetecknar de specialpedagogiska perspektiven. De tolkningsverktyg som jag valt att använda mig av är kompensatoriskt perspektiv, relationellt perspektiv och sociokulturella perspektivet. I mitt resultat kommer jag fram till att speciallärare arbetar som speciallärare men utför en del specialpedagogiska uppgifter. Två av specialpedagogerna arbetar lika ofta som speciallärare. Ett problem är att skolledningen inte har nog kunskap om vad det är för skillnad mellan en speciallärare och en specialpedagog. Ett annat problem är att lärare inte låter speciallärare eller specialpedagoger handleda dem.

  • 224.
    Berglund, Margaretha
    Umeå University, Faculty of Social Sciences, Education.
    Omsorg, vård och undervisning: En studie av den ideologiska grundsynen i arbetsstuga och fritidshem med exempel från Luleå och Stockholm1997Licentiate thesis, monograph (Other academic)
  • 225.
    Berglund, Monica
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Tallbom, Ann-Sofie
    Umeå University, Faculty of Social Sciences, Department of Education.
    Är det kompensatoriska uppdraget en utopi?: Olika skolprofessioners uppfattningar kring uppdraget2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study sought to show how the compensatory mission is perceived, what is being compensated as well as which strategies are used and finally the prerequisites for the mission. Social context in relation to the compensatory mission has throughout the history of school been of importance and it is therefore a focal point in this study. Previous research showed that social context as well as language skills corresponds well to a student's school performance. The data collection method was semi structured interviews with a total of 18 teachers, special educators, headmasters and a headmaster of education, from nursery and preschool to high school. Data were also collected from three national school authorities and two officials. The theoretical framework included different perspectives such as intersectional, special education, sociocultural, salutogenic and habitus. According to the school law, the school ought to compensate for the different needs and prerequisites of the students. Despite the fact that the informants compensated for many things, in particular neuropsychiatric disabilities, an uncertainty concerning the mission arose since it was relatively unknown and was apprehended as interpretable. The prerequisites for the mission varied. The mayor obstacles for the mission seemed to be lack of communication regarding the mission and resources. The two officials were explicit concerning that it is the language that should be compensated for. The informants did not find the connections between social background and compensatory input or language clear. Nevertheless, they saw a coupling between social background and parents´ ability to support their children with homework or economic preconditions. One of the conclusions of the study was that the compensatory mission needs to be clarified and be discussed to a greater extent.

  • 226.
    Bergman, Ann-Louise
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Swenn, Jeanette
    Umeå University, Faculty of Social Sciences, Department of Education.
    Datorn som alternativt verktyg: Tolv pedagogers erfarenheter av arbete med datorbaserade verktyg i grundskolan.2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

     

    Syftet med denna undersökning var att beskriva och analysera lärares och specialpedagogers arbete med datorn som alternativt verktyg – främst arbetet med inlästa böcker och talsyntes. Undersökningen är kvalitativ och bygger på 12 intervjuer med lärare och specialpedagoger/speciallärare. Studiens frågeställningar behandlar pedagogernas inställning till datorn som verktyg för elevers läs- och skrivutveckling, vinster med talsyntes och inlästa böcker samt viktiga förutsättningar för ett framgångsrikt användande av verktygen. Resultatet visade att informanterna var mycket positiva till alternativa verktyg, inte bara till elever i läs- och skrivsvårigheter utan till alla elever. Pedagogerna berörde ett flertal vinster med att låta elever använda ITbaserade läromedel. Exempelvis nämndes hur inlästa böcker bidrog till delaktighet ilärandet genom att öppna för positiva läsupplevelser som kunde delas med kamraterna.Ytterligare positiva effekter var att eleverna producerade längre och bättre texter med färre stavfel än tidigare när de skrev med stöd av talsyntes. Informanterna påpekade även att elevernas självständighet och självförtroende i skolarbetet ökade.

     

  • 227.
    Bergman, Bengt
    Umeå University, Faculty of Social Sciences, Department of Education.
    Learning to be a police supervisor: the Swedish case2016In: European Journal of Policing Studies, ISSN 2034-760X, E-ISSN 2295-3523, Vol. 4, no 2, p. 217-241Article in journal (Refereed)
    Abstract [en]

    This paper discusses the findings of a case study concerning a rarely investigated learning process in a police supervisor course (PSC) in Sweden. The paper argues that the educational design of reflective activities stimulates the course participants’ self-awareness and professional development in their new tasks as supervisors. By using written course evaluations and longitudinal focus group interviews, the study facilitates the identification and articulation of the supervisors’ learning processes during the PSC course. Results of the study emphasise the importance of well-educated supervisors to empowering the learning process of the police probationers creating sustainable professionals in a complex environment. The findings are thematised in three sections: Elucidating the Context, Changing Perspectives and Considering Consciously, which can be viewed as a general model for explaining similar learning processes in other occupations.

  • 228.
    Bergman, Bengt
    Umeå University, Faculty of Social Sciences, Department of Education.
    Poliser som utbildar poliser: Reflexivitet, meningsskapande och professionell utveckling2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This compilation thesis concerns how an educator task in Swedish police education context can be understood as individual and collective meaning making and professional development. The main actors in this thesis are police teachers, police supervisors and field training officers (FTOs), and they have a mutual task in educating new police officers and hence preparing for a complex occupation. However, due to varied educating preparations these three groups of police educators seem to perform their task with different prerequisites in a constantly revised and developed Swedish police education. During the last twenty years research and literature regarding occupational and professional education concern, among other issues, professional development and professionalization, frequently from a learner orientated and lifelong learning perspective. Hence, as ideas of transferring occupational knowledge from person to person increasingly appears to be regarded as obsolete, internship education through supervising pedagogies seems to have evolved during the last decades. The rarely investigated intra-professional educators (e.g., police officers educating new police officers) have an important role in this kind of learning process, especially due to socialisation phenomena frequently described in worldwide research regarding the police occupation. The conceptions of Swedish intra-professional police educators are investigated through an exploratory and qualitative design using mainly focus-group interviews and with a reflexive approach and hermeneutic analyse models. Viewed through a theoretical framework based on meaning making, reflexivity and thought styles/thought collectives, the findings disclose that the Swedish police educators clearly share similar views on pedagogies although they have disparate preparations before the task. Their conceptions reveal how the police educating task works as an incentive for increased insights in the police task, as well as in the educating task. These findings are also conceptualized as a collective process in interacting with police students and police probationers, with reflexivity as a main tool for meaning making, especially in the educating task. In conclusion this thesis argues how the conceptions of the Swedish police educators can vitalize the discussion about how police educators better can be prepared, especially through courses with reflexive pedagogies. The conclusion also emphasizes on how the positive, reflexive and creative intentions within the intra-professional police educators can be used as a role model and as an incentive in developing the Swedish police force, and that these ideas can be applied on other occupations and professions.

  • 229.
    Bergman, Bengt
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Educating Police Officers in Sweden: All about Making Meaning2018In: European Journal of Policing Studies, ISSN 2034-760X, E-ISSN 2295-3523Article in journal (Refereed)
    Abstract [en]

    This article discusses the rarely investigated learning processes of Swedish intra-professional police educators: police teachers, police supervisors and police field training officers. Through the interpretation of three interview studies conducted from a theoretical perspective of experiential learning, reflection and meaning-making, a new understanding of professional development as viewed through the eyes of an educator emerges. The findings exemplify how the empowerment of positive, reflexive and creative intentions amongst intra-professional police educators can be seen as an important component of preparing new police officers as well as developing the Swedish police force. Moreover, it will be implied that this particular process is driven by both intrinsic (the internal drive of the educators) and extrinsic (the educational context of the Swedish police) forces.

  • 230.
    Bergman, Per
    Umeå University, Faculty of Social Sciences, Department of Education.
    Elevinflytande i kommunal vuxenutbildning: En kvantitativ studie av en elevgrupps erfarenheter hos en kompletterande aktör.2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det föreligger ett starkt uttalat samhällsintresse för elevinflytande i den svenska skolan samtidigt som forskning visar på brister framför allt i det reella inflytandet. För att skapa en effektiv lärmiljö krävs det ofta ett samspel mellan skolledning och den enskilda eleven där samhällets mål med undervisningen harmoniseras med individens ambitioner och förutsättningar. Ett aktivt elevinflytande skapar omständigheter som ger ökade möjligheter, både för den aktuella skolan att fullgöra sitt uppdrag och för eleven att uppnå en gynnsam studiemiljö. De statliga kraven på elevinflytande uttrycks både inom ungdomsgymnasiet och i den kommunala vuxenutbildningen. Syftet med föreliggande undersökning var att ta reda på i vilken utsträckning elever vid en skola inom den kommunala vuxenutbildningen upplevde att de hade inflytande över sin utbildning. Utgångspunkten var kommunala krav och den aktuella skolans ambitioner att möta dessa krav. Data samlades in genom enkäter och resultatet presenterades i form av medelvärdessammanställningar utifrån demografiska kategorier som kön, födelseplats och ålder. Resultatet visade att eleverna överlag upplever sig ha inflytande över sin utbildning men att de inte får ta del av utvärderingar gjorda av tidigare elever och att bemötandet från skolledningsrepresentanter kan förbättras.

  • 231.
    Bergqvist, Elsebeth
    Umeå University, Faculty of Social Sciences, Education.
    Yrkesrehabilitering av synskadade: En fallstudie med en synskadad diabetiker, dennes familj och yrkesrehabilitören1992Report (Other academic)
  • 232.
    Bergqvist, Elsebeth
    Umeå University, Faculty of Social Sciences, Education.
    Yrkesrehabilitering av synskadade: En kartläggning av undersökningsgruppen1992Report (Other academic)
  • 233.
    Bergqvist, Madeleine
    Umeå University, Faculty of Social Sciences, Department of Education.
    Främja och förankra: En kvalitativ intervjustudie om specialpedagogens roll och hur specialpedagogiska insatser kan påverka hälsofaktorer i lärmiljön2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Denna studie gör ett försök att förtydliga en liten del av det hälsofrämjande arbetet inom förskola, grundskola samt gymnasieskola med fokus på specialpedagogens uppfattningar om sin roll och sina insatser i respektive verksamhet. Det är en kvalitativ intervjustudie där informanterna representeras av åtta specialpedagoger. Studiens syfte är att studera specialpedagogernas uppfattningar om sin roll, på vilka sätt de arbetar med hälsofrämjande insatser samt på vilka sätt specialpedagogerna upplever att specialpedagogiska insatser påverkar hälsofaktorer i lärmiljön. Vidare ställs frågan vilka utmaningar specialpedagogerna upplever finns kopplade till rollen. Studien tar utgångspunkt från ett salutogent perspektiv, där känsla av sammanhang (KASAM), kopplas till specialpedagogens främjande insatser, då både KASAM och specialpedagogiska insatser handlar om att stärka motståndsresurser för att kunna hantera svårigheter. I studien är fokus på de svårigheter som kan kopplas till kunskapsutvecklingen för barn och elever, samt de svårigheter lärarna ställs inför där specialpedagogens insatser behövs. Resultatet av studien visar att specialpedagogen har en komplex roll, med ett stort pedagogiskt ansvar. De främjande insatserna består både av stödsamtal till lärare och pedagoger och ansvar för den pedagogiska utvecklingen av lärmiljön, där förändring är ett begrepp som kan kopplas till båda dessa områden. De hälsofaktorer som specialpedagogerna upplever påverkas av de specialpedagogiska insatserna, är självkänsla och kunskap, som enligt tidigare forskning visat ha starka samband med hälsa samt även med KASAM. En slutsats utifrån studiens resultat är att i specialpedagogens roll ingår hälsofrämjande insatser i förskola, grundskola och gymnasieskola, men där förutsättningarna ser olika ut. I förskolan handlar det mer om handledning av pedagoger i jämförelse med grundskolan och gymnasieskolan, där specialpedagogens främjande insatser istället ingår som en del av elevhälsan. I gymnasiet innebär specialpedagogens främjande insatser att ge det stöd som en elev behöver för att nå examen.

  • 234.
    Bergqvist, Tomas
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Boesen, Jesper
    Nyroos, Mikaela
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Vad vet vi om hur matematiklärare arbetar för att utveckla elevers matematikkunskaper?2010Report (Other academic)
  • 235.
    Bergsgard, Nils Asle
    et al.
    Department of Sports, Physical Education and Outdoor Studies, University College of Southeast Norway, Bø, Norway.
    Borodulin, Katja
    National Institute for Health and Welfare, Health Monitoring Unit, Helsinki, Finland.
    Fahlén, Josef
    Umeå University, Faculty of Social Sciences, Department of Education.
    Høyer-Kruse, Jens
    Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark.
    Bundgård Iversen, Evald
    Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark.
    National structures for building and managing sport facilities: a comparative analysis of the Nordic countries2019In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 22, no 4, p. 525-539Article in journal (Refereed)
    Abstract [en]

    Sport facilities are instrumental in keeping the population fit and healthy. Governments worldwide are thus engaged in devising policies, programs and projects for building such facilities, with the aim of providing citizens with opportunities for a healthy lifestyle. This feature is prominent in the Nordic countries, which have incorporated sport, leisure and physical activity into their universal welfare models. Understanding policies and politics for building sports facilities has therefore become a cornerstone in the understanding of conditions for sport and physical activity for all. In this paper, we investigate and compare the national structures for building and managing sports facilities in the Nordic countries, in order to add to the understanding of how policies and politics for building sport facilities can add to or hamper the sport-for-all ambitions salient in most of today’s western societies.

  • 236.
    Bergsten, Daniel
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Fredriksson, Björn
    Umeå University, Faculty of Social Sciences, Education.
    Lärande - styrt eller i samspel?: En studie om lärares syn på undervisning och lärande2004Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study’s purpose was to examine which main forms of teaching methods that occurs in the Swedish nine-year compulsory school and how often learning through social collaboration take place. The study contained literature and interviews with eight teachers. Our research-questions were: What is the teacher’s opinion about different teaching methods, their opinion about learning and teaching and if there were any difference between the teachers teaching younger or older students regarding teaching methods? Our conclusions of this study were that ”lecture-methods” is the most common among teachers. In the beginning of the nine-year compulsory school the teachers chooses and controls the student’s methods for learning. Later when the students gets older and more experienced the teachers expects them to take more responsibility and decisions of their own. Collaboration between the student’s occurred, but the teacher’s ambition seldom was that the students could learn from each other. The teachers purpose were that the students shall practice their social skills, cooperation and to form a strong group.

  • 237.
    Bergstrand, Johan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Karlsson, Benjamin
    Umeå University, Faculty of Social Sciences, Department of Education.
    En kvalitativ studie om idrott som integration för nyanlända tjejer - hur fungerar det?2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay focused on newly arrived girls and in which way they can participate in sports in Sweden, Vasterbotten county. Research shows that newly arrived boys in a much greater number can be a part of sports when they arrive in a foreign country compared to girls. Thirteen girls have through interviews and focus groups contributed to this study where they shared their own experiences with the sports movement in Sweden. The study wanted to bring knowledge about how they experience being a part of sport in Sweden. But also, which barriers that can appear to make participation a problem and how they thought they had been a part of the Swedish sports movement. The result showed that common barriers were problems with transport and that sports clubs weren’t very good at recruiting the girls. Although the girls thought practising sport was a very effective way of learning the Swedish language, making new friends and to become a part of the society.

  • 238.
    Berlin, Erika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ej diagnostiserad ADHD i svenska grundskolan: En retrospectiv studie av upplevd påverkan på skola, studier och arbete2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    En brist på ADHD diagnos kan påverka individer så pass mycket att det ger dem problem i framtida akademiska- och yrkesval. De nio deltagarna i denna studie sammanfattade sina år i grundskolan som bland annat kaotiska, problematiska, känslor av utanförskap och överlag negativa. Efter att ha fått diagnos i vuxen ålder föll många bitar på plats och många frågetecken blev besvarade och förklaringar på varför de haft problem fick äntligen ett svar. Trots att det kan ses som positivt att erhålla diagnosen så ser de flesta ADHD som något negativt och det faktum att de inte fick diagnosen i grundskolan har påverkat deras framtid på ett negativt sett. Detta eftersom de känner att de inte uppnått sin fulla potential på grund av att de inte fick de hjälpmedel de hade behövt för att klara grundskolan och med bra betyg kunnat ta sig vidare till gymnasiet och även eventuellt universitet.

  • 239.
    Berlouis, Gabriella
    Umeå University, Faculty of Social Sciences, Department of Education.
    Att belöna eller inte belöna?: En studie om belöningar på ett icke-vinstdrivande företag i Sverige2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie har syftat till att undersöka hur finansiella och icke-finansiella belöningar fungerar motiverande för medarbetarna på ett icke-vinstdrivande företag samt vad som får medarbetarna att känna sig uppskattade i sitt arbete. Syftet har besvarats genom följande frågeställningar; Hur resonerar medarbetarna såväl finansiella som icke-finansiella belöningar? Vad upplever medarbetarna motiverar dem i deras arbete? Hur önskar medarbetare att uppskattning visas för deras arbetsprestationer? Forskning visar att finansiella och icke-finansiella belöningar har olika påverkan på medarbetares motivation. Studien har genomförts med kvalitativa telefonintervjuer. Resultatet visar att medarbetarna upplever inre motivation till sina arbetsuppgifter men att de saknar icke-finansiella och finansiella belöningar från ledningen.

  • 240.
    Berlén, Veronica
    Umeå University, Faculty of Social Sciences, Department of Education.
    Specialpedagogens uppdrag i förskolan2015Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine three professions’ views and understanding of the special educational needs coordinator’s mission, with focus on the job description. The study was based on nine qualitative interviews with three special educational needs coordinators, three preschool teachers and three preschool leaders. The result shows the need and importance of a more concrete job description to strengthen the special educational needs coordinator’s mission.The aim of this study was to examine three professions’ views and understanding of the special educational needs coordinator’s mission, with focus on the job description. The study was based on nine qualitative interviews with three special educational needs coordinators, three preschool teachers and three preschool leaders. The result shows the need and importance of a more concrete job description to strengthen the special educational needs coordinator’s mission.

  • 241.
    Bernholt, Andrea
    et al.
    Leibniz Institute for Science and Mathematics Education (IPN), Germany.
    Kampa, Nele
    Leibniz Institute for Science and Mathematics Education (IPN), Germany.
    Lindfors, Maria
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Edelsbrunner, Peter
    ETH Zurich, Switzerland.
    Development of students’ epistemic beliefs profiles across secondary school2019In: Book of abstracts: EARLI 2019, RWTH Aachen University , 2019, p. 131-132Conference paper (Refereed)
    Abstract [en]

    Although the field of epistemic cognition is still growing, only few studies so far have dealt with the question of how epistemic beliefs of school children can be described in a valid way, taking different learning opportunities as possibilities for developmental trajectories into account. A valuable research approach to overcome some of the methodological problems might be classifying students into homogeneous groups according to their epistemic beliefs in science. In our study, we ask 1) what kind of science-related epistemic profiles, exist across grades 5 to 12, 2) how these profiles differ with regard to learning related outcomes, and 3) how students’ epistemic belief profiles change during secondary school? A longitudinal survey with two starting cohorts (grades 5 and 9) was administered to secondary school students over a period of 4 years. The results indicate that it is valuable to identify distinctive groups of students with homogenous science-related epistemic belief patterns in both cohorts. Furthermore, results show that the epistemic belief patterns differ with regard to motivational and cognitive outcomes indicating more helpful but also more diametrical patterns of beliefs with respect to science learning in school. Moreover, results of transition analyses strengthen the finding of high stability of students’ beliefs. The results will be discussed with regard to learning opportunities in every-day school live as well as adaptive interventions for specific subgroups of students for a helpful development of students’ beliefs about knowledge and knowing for science learning.

  • 242.
    Berthelsen, David
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Görtz, Jakob
    Umeå University, Faculty of Social Sciences, Department of Education.
    Integration inom ishockeyn: En kvalitativ undersökning av ledarnas perspektiv2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study intends to investigate assimilation in Swedish ice hockey. The overall aim is to achieve a deeper understanding of how ice hockey associations are working to recruit young individuals with a different ethnic background. The specific aim is to find out the opinion of the association leaders in the subject. Furthermore, the study aim to explain the obstacles and opportunities association leaders sees with assimilation in ice hockey. To answer the purpose of the study and the issue, the study was conducted by semi-structured interviews with eight leaders in eight different associations. All but one respondent are active in associations within the county Västerbotten. Half of the associations where medium to large, in terms of members, the other half is small associations with less then 300 members. The results of the study showed that the respondents want a greater effort when it comes to assimilation within ice hockey, not only for ice hockey, for sports in general. A few of the sport associations had worked or works with assimilation. Furthermore leaders felt that communication was an obstacle for the associations to bring the interest of newly arrived citizens. They also mention the fact that ice hockey is an expensive sport as an obstacle. The results also show that the respondents believe there were a need to be greater cooperation between associations and the Swedish ice hockey federation.

  • 243.
    Bexelius, Linn
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Larsson, Christoffer
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pedagogernas upplevelser av surfplattan i förskolan2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study deals with educator’s experience of the tablet device in early childhood education and its relationship to the curriculum. As a framework for this survey a quantitative method were used with survey data as the basis for the results presented in this study. The study aims to examine how educator’s experiences of various claims are related to the tablet. Two different issues have been the basis for the design of the study and also as a guide to earlier research dealt with along the way. (1) What experiences do the teachers in preschool have regarding the use of tablet devices? The teachers felt that the tablet was partly an obstacle for other educational activities while simultaneously experiencing the tablet device as a teaching tool that helped children develop different skills such as motor skills and interests of sound and image. At the same time educators experienced how helpful tablets was for children with special needs and also that the tablet device will be used more frequently in the future preschool activity. (2) How do educators relate tablet to the objectives of the curriculum / methodology? The experiences from the teachers were that the technical interest was stimulated by the use of the tablet. Something that is consistent with the directives from the curriculum. At the same time a majority felt that the use of the tablet device is compatible with the curriculum.

  • 244.
    Bexell, Annika
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Norberg, Susanne
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pedagogers förväntningar på specialpedagogiskt stöd.: En jämförande studie mellan förskola, skola och fritidshem.2012Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
  • 245.
    Bilander, Jonas
    Umeå University, Faculty of Social Sciences, Department of Education.
    Avhopp bland ishockeyungdomar: En intervjustudie om hur ischokeyföreningar arbetar för att motverka avhopp i ungdomsishockey i Ångermanland2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Ångermanland has at the last five years lost 420 hockey players. This is a qualitative study that focus on investigating the main problems of dropouts among young hockey players and how ice hockey associations in Ångermanland act to find solutions to the problem. The main questions of the study are: How can the dropout problems in Ångermanland be understood or explained in terms of youth operators' perspective and what are the potential strategies that the ice hockey associations are using to deal with the dropout problem and what approaches to youth hockey is reflected in the youth operators' statements? The study was based on semi-structure interviews with 6 different ice hockey sports clubs in Ångermanland. The results showed that the leadership programs ought to be more educational, and more oriented toward understanding the children instead of mainly technical learning objectives about how to shoot, dribble, and skate. The main reason that hockey players quit playing

  • 246.
    Billengren, Carl
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sundström, Oskar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ledarskapsprocesser inom framgångsrika organisationer2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate leadership in sports organizations and business organizations. The study focused on common and important leadership components and the most important leadership processes in both business context and sports context. The study also investigated common and important leadership components, leadership challenges and which degree leaders used the transformative leadership. The study focuses on leadership components most importantly from the leaders view, including both sport managers and business leaders. The investigation was based on eight interviews, which are analyzed with content analysis. The theoretical frame of this study is based on a literature analysis of the most common findings in the field of leadership studies over the past decade. The findings show that the (1) most frequent leadership components are social skills, coaching skills and strategic skills, (2) that a great part of the leadership components included in the transformative leadership is a part of the interviewed leaders leadership and (3) that the most important leadership skills for sport managers is communication and being distinct, and for the business leaders feedback and communication. The findings also showed that business managers and sport managers had much in common regarding leadership, even though the study displayed some differences.

  • 247.
    Birgersson, Jakob
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Umeå Sport Sciences Center.
    Fagerström, Erik
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Umeå Sport Sciences Center.
    Föreningsaktiv eller inte?: En studie om idrott och fysisk aktivitet bland högstadieelever2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Sport is the biggest movement in Sweden and among youth is seen as the most important and one of the most prestigious leisure-time activities. Riksidrottsförbundet (RF) is the main organization of the Swedish sport movement. It receives funding from the government in order to represent and develop the Swedish sports clubs. The government’s choice to support sport within RF happens at the expense of other sports, for example skateboarding. Many youths today choose to engage in sport and/or physical activities outside the club activities. This study aims to map and analyze sport and physical activities within and outside the club activities, among ninth graders (15-16 year) in one school in Umeå kommun. Fifty-six pupils, in three classes participated in the survey and their answers are the result of this study. The result showed a broad amount of different sport and physical activities among the youths. Many youths quit their involvement within sport club activities in order to engage in sport and/or physical activities outside the club activities. The survey also showed differences in the youths motives of sport and/or physical activities within and outside the club activities.

  • 248.
    Birkegård, Christoffer
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Åstrand, Nicodemus
    Umeå University, Faculty of Social Sciences, Department of Education.
    Idrottsrörelsens syn på förutsättningar för elitidrottsmiljöer: En intervjustudie med representanter från SDF, föreningar och elitidrottare från individuell- och lagidrott2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study was about the elite sport environment in a city in the north of Sweden. The purpose of the study was to understand what support and resources that already exists and also are needed for the athletes in floorball and cross-country skiing to proceed to the absolute elite in their sports. The purpose was also to get knowledge about what economic, human and material resources that are deeming to have in order to create a good elite sport environment and finally, when an organization or athlete are successful. The study analyzed the current situation and how an organization can create an even greater environment that produces top athletes. To answer the purpose of the study, interviews were conducted with representatives from special sport districts federation, sport clubs and athletes from the chosen sports in the study. The result showed many similarities and differences between the two sports. The two sport clubs does not make enough money to fully support their athletes as in football for example. Differences in the chosen sports were mainly in the cooperation were floorball had far better cooperation between special sport districts federation and sport clubs in comparison to cross country-skiing.

  • 249.
    Biström, Elin
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lärande för samhällsförändring: Om läroböcker kring hållbar utveckling2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sedan 1980-talet har intresset för utbildning för hållbar utveckling i undervisningen växt i Sverige. Efter internationella förebilder och initiativ har det kommit att bli en integrerad del av styrdokumenten för skolan. Hållbar utveckling som undervisningsområde är på grund av sin breda karaktär ett intressant fokus för en undersökning av hur ett ämnesområde konkretiseras i praktiken. I uppsatsen undersöks hur läroböcker strukturerat sitt innehåll rörande hållbar utveckling, med särskilt fokus på miljöområdet, i syfte att utveckla kunskapen kring hur hållbar utveckling konkretiseras i undervisningen. Frågorna som besvarades var om det fanns skillnader i läroböckernas innehållsliga utformning av området hållbar utveckling, hur ett abstrakt kunskapsområde gavs konkret form, vilka öppningar för ämnesöverskridande som framkom i läroböckerna samt om ett harmoni- eller konfliktperspektiv gällande relationen mellan dagens samhälle och miljön dominerade i framställningarna. Läroböcker var ett relevant studieobjekt för att undersöka hur undervisningen ter sig då forskning visar att läroböcker har stort inflytande på praktiken i klassrummen. Undersökningen fann att de undersökta läroböckerna behandlande hållbar utveckling ganska kortfattat och på en ytlig nivå. Ett harmoniperspektiv dominerade, och det förekom inte några explicita öppningar för tvärvetenskapliga praktiker i undervisningen. Utvecklingen av handlingskompetens tog sig framförallt uttryck som uppmaningar till förändrade konsumtionsmönster för eleverna som individer.

  • 250.
    Bitew, Getnet
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ferguson, Peter
    Curricular and pedagogical practices and Ethiopian immigrant students2012In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 27, no 3, p. 319-342Article in journal (Refereed)
    Abstract [en]

    This paper explores cultural inclusion - the extent to which schools accommodate the needs and experiences of minority cultural groups to make the schools equally welcoming - and optimal learning places for all children, specifically through the curricular and pedagogical practices which contributed to the secondary school experiences of Ethiopian-Australian students in Melbourne, Australia. The study utilised a qualitative methodology, using interviews as a major data collection tool, and employed secondary school students, their teachers and parents as informants for the study. A total of 59 participants were interviewed. After the transcription and coding of the interview data, thematic analysis was used. Findings within the Australian context were compared with Ethiopian educational histories and practices to explain how students, parents and teachers felt the Ethio-Australian students were being culturally acknowledged and included within school practices where cultural acknowledgement referred to understanding and appreciating cultural diversity. The findings indicated that on a general policy level, schools were acknowledging students' cultural backgrounds; however, at the classroom level, it was very much dependent upon the individual teacher. Participants believed that the curriculum failed to consider the students' home culture at all levels. Mismatches between Ethiopian students' expectations and excepted pedagogical practices within their new learning contexts were also evident. Most students were found to be more comfortable copying lessons down from the board, reading comprehension questions, working independently, in pair or in small groups, and wanted to get comments as a correction response for their work. However, the majority of the students were not comfortable with large group and whole-class discussions, conversation and speaking in front of class. The findings indicated a need for greater curriculum and pedagogical consideration for immigrant students such as these at the classroom level.

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