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Samuelsson, Marcus
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Publications (10 of 93) Show all publications
Arvola, M., Samuelsson, M., Nordvall, M. & Ragnemalm, E. L. (2018). Simulated provocations: A hypermedia radio theatre for reflection on classroom management. Journal Simulation & Gaming, 49(2), 98-114
Open this publication in new window or tab >>Simulated provocations: A hypermedia radio theatre for reflection on classroom management
2018 (English)In: Journal Simulation & Gaming, ISSN 1046-8781, E-ISSN 1552-826X, Vol. 49, no 2, p. 98-114Article in journal (Refereed) Published
Abstract [en]

Background. Learning to manage a classroom is a difficult but important part of teacher education. Earlier research on simulations for learning classroom management has highlighted the difficulty of supporting reflection.

Purpose. This case study explores and evaluates the design of a simulation for student teachers’ reflection on classroom management.

Design. The design process resulted in the scenario-based SIMPROV simulation, which was made in the form of a hypermedia radio theatre that students go through in pairs or triads. Authoritarian, authoritative, democratic, and compliant leadership styles were built into the choices student teachers made.

Evaluation. The simulation was evaluated in two courses where the participants’ level of reflection and perceived knowledge improvement was measured using a questionnaire. Forty three first-year student teachers, 48 third-year student teachers, and 38 of the student teachers’ mentors participated in the evaluation.

Results. The results indicate that participants engaged in reflection and understanding to a high degree, and only to a low degree in critical reflection or habitual action.

Conclusions. The conclusions are that the scenario-based simulation designed as a hypermedia radio theatre supported knowledge improvement, understanding, and reflection and that social interaction during and after simulation sessions was an important feature.

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
interaction design, simulation/gaming, reflection, learning, teacher education, classroom management
National Category
Human Computer Interaction Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-147331 (URN)10.1177/1046878118765594 (DOI)2-s2.0-85044749218 (Scopus ID)
Projects
SIMPROV - Simulerade provokationer
Funder
Swedish Research Council, 721-2011-4741
Available from: 2018-04-18 Created: 2018-04-18 Last updated: 2018-05-14Bibliographically approved
Eriksson-Gustavsson, A.-L., Forslund Frykedal, K. & Samuelsson, M. (Eds.). (2016). Specialpedagogik - i, om, för och med praktiken (1ed.). Stockholm: Liber
Open this publication in new window or tab >>Specialpedagogik - i, om, för och med praktiken
2016 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Boken består av texter av flera författare med olika infallsvinklar på specialpedagogisk praktik. De beskriver och exemplifierar identifiering av svårigheter, samverkan mellan skolans olika stödinsatser samt hanteringen av specialpedagogiska dilemman.Läs merForskningen i och om specialpedagogik som presenteras och diskuteras i boken är relevant för praktiker i pedagogisk verksamhet. Närheten till praktiken har förstärkts genom samverkan med specialpedagogiskt verksamma lärare på fältet. Boken vänder sig till studenter som läser specialpedagogiska kurser inom lärarprogrammen och till studenter som läser till speciallärare eller specialpedagog. Den riktar sig också till verksamma förskollärare och lärare inom olika skolformer och åldersgrupper samt till en skolintresserad allmänhet.

Place, publisher, year, edition, pages
Stockholm: Liber, 2016. p. 199 Edition: 1
Keywords
Pedagogik-- metodik, Specialundervisning
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-125753 (URN)978-91-471-1194-7 (ISBN)
Note

1. uppl.

Available from: 2016-03-03 Created: 2016-03-03 Last updated: 2018-01-10Bibliographically approved
Samuelsson, M. (2016). Specialpedagogisk identifikation och problematisering av ett simulerat klassrumsledarskap (1ed.). In: Anna-Lena Eriksson Gustavsson, Karin Forslund Frykedal, Marcus Samuelsson (Ed.), Specialpedagogik: i, om, för och med praktiken (pp. 116-134). Stockholm: Liber
Open this publication in new window or tab >>Specialpedagogisk identifikation och problematisering av ett simulerat klassrumsledarskap
2016 (Swedish)In: Specialpedagogik: i, om, för och med praktiken / [ed] Anna-Lena Eriksson Gustavsson, Karin Forslund Frykedal, Marcus Samuelsson, Stockholm: Liber, 2016, 1, p. 116-134Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2016 Edition: 1
Keywords
specialpedagogik, identifiera, samverka, hantera
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-125721 (URN)9789147111947 (ISBN)
Available from: 2016-03-01 Created: 2016-03-01 Last updated: 2017-02-02Bibliographically approved
Forslund Frykedal, K. & Samuelsson, M. (2016). "What's in it for me?" A study on students' accommodation and resistance during group work.. Scandinavian Journal of Educational Research, 60(5), 500-514
Open this publication in new window or tab >>"What's in it for me?" A study on students' accommodation and resistance during group work.
2016 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, no 5, p. 500-514Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Routledge, 2016
Keywords
accommodation, cultural theory, classroom, group work, resistance
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-114927 (URN)10.1080/00313831.2015.1024735 (DOI)000382933600002 ()
Available from: 2015-03-05 Created: 2015-03-05 Last updated: 2017-12-04
Samuelsson, T. & Samuelsson, M. (2015). Av stor betydelse för ett framtida liv: Föräldrars uppfattningar om varför deras barn skall åka till kollo. Barn, 2, 27-40
Open this publication in new window or tab >>Av stor betydelse för ett framtida liv: Föräldrars uppfattningar om varför deras barn skall åka till kollo
2015 (Swedish)In: Barn, ISSN 0800-1669, Vol. 2, p. 27-40Article in journal (Refereed) Published
Abstract [en]

Camp For more than a hundred years Swedish children have spent part of their summer holidays at a Summer Camp. The reasons for running Summer Camps have changed over time and have also been described in research. Descriptions of parent’s reasons for sending their children to the camps are missing, however. The present article contributes with knowledge in this very area. In the article we describe and try to understand Swedish parents’ ideas about why they think their children should go to Summer Camp. The parents’ ideas are studied in the light of conceptions of children and youth. The parents ‘perceive the Camp as an important part of childhood, as a timeless place where children get to be children and can develop without the stress of everyday life. A dominating view among the parents is however that their children’s stay at the Camp is a ’project’. The main value of the Camp is said to be that it offers outdoor activities in the open country and promotes good behaviour, something that today’s children are badly in need of, according to their parents. The parents seem to perceive their children’s stay at the Summer Camp – bearer of primitiveness and traditions ¬– as a kind of initiation rite, or as a catalyst for the personal development of children and youth when they are facing life in the future society.

Keywords
summer camp, kollo, barn, föräldrars uppfattningar
National Category
Social Work
Identifiers
urn:nbn:se:liu:diva-120496 (URN)
Available from: 2015-08-11 Created: 2015-08-11 Last updated: 2017-12-04
Samuelsson, M. (2015). Design and Anthropology [Review]. Qualitative Research, 15(1), 125-126
Open this publication in new window or tab >>Design and Anthropology
2015 (English)In: Qualitative Research, ISSN 1468-7941, E-ISSN 1741-3109, Vol. 15, no 1, p. 125-126Article, book review (Other academic) Published
Abstract [en]

a participant and interacting with them. The chapters on data handling and coding and data analysis are informative about how to think about the analysis as well as how to carry it out. Following this, the chapter on data interpretation pulls the book around malmost full circle, as the different approaches re-emerge as topics, and the process is shown to be coherent and complete. The final section, ‘Writing about the research’ develops ideas about the presentation of the research, the story that will be told. All the chapters in the book are helpfully self-referential, so if an idea emerges in one that is dealt with in great depth in another a link is made. This produces a conceptual web, and reading the book becomes an exploration of thoughts and ideas across the different chapters, epistemologies and paradigms. Qualitative Research: The Essential Guide to Theory and Practice makes a big claim in its title. Whether it is he essential guide I cannot say, but it is definitely the textbook I will be directing my undergraduate and postgraduate research students towards when they are looking for answers to the difficult questions every researcher encounters.

Place, publisher, year, edition, pages
SAGE Publications (UK and US), 2015
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-115333 (URN)10.1177/1468794114520889 (DOI)000349317900011 ()
Available from: 2015-03-13 Created: 2015-03-13 Last updated: 2017-12-04
Samuelsson, M. (2015). How to Understand Disorderly Boys - An Exchange of Didactic Experiences Among Textile-Sloyd Teachers in an Internet-based Community of Practice. FORMakademisk, 8(2), 1-17
Open this publication in new window or tab >>How to Understand Disorderly Boys - An Exchange of Didactic Experiences Among Textile-Sloyd Teachers in an Internet-based Community of Practice
2015 (English)In: FORMakademisk, ISSN 1890-9515, E-ISSN 1890-9515, Vol. 8, no 2, p. 1-17Article in journal (Refereed) Published
Abstract [en]

This paper reports on a case study in which a textile-sloyd teacher sent a message to an internet-based community of practice seeking advice from other textile-sloyd teachers regar­ding how to cope with unruly boys. Two major themes emerged from a interview and the discu­­ssion on the Internet: 1) behaviour analysis and 2) coping attempts The analysis also reve­­aled two themes related to the exchange of experiences: 1) descriptions of the problem as pertaining to the pupils, the process, classroom management, freedom of choice, or conne­ction to everyday life and 2) suggested solutions, such as area of activity, competences, leader­­ship and techniques. The article concludes with a discussion demonstrating that the collegial exch­ange about disorderly boys appears to have strengthened and challenged this internet-based community of practice.

Keywords
classroom management, community of practice, sloyd didactics, exchange of experiences, textile-sloyd, unmotivated pupils
National Category
Pedagogy Didactics Communication Studies
Identifiers
urn:nbn:se:liu:diva-122876 (URN)10.7577/formakademisk.1411 (DOI)
Available from: 2015-11-26 Created: 2015-11-26 Last updated: 2017-12-01
Samuelsson, M. (2015). Patricia G. Lange, Kids on Youtube: Technical identities and digital literacies. Walnut creek, CA: Left Coast Press, 2014 [Review]. Sociologisk forskning, 52(3), 306-308
Open this publication in new window or tab >>Patricia G. Lange, Kids on Youtube: Technical identities and digital literacies. Walnut creek, CA: Left Coast Press, 2014
2015 (Swedish)In: Sociologisk forskning, ISSN 0038-0342, Vol. 52, no 3, p. 306-308Article, book review (Other academic) Published
Place, publisher, year, edition, pages
Lund, Sweden: Sveriges Sociologförbund / Swedish Sociological Association, 2015
Keywords
Youtube, barn och ungdomar, sociala medier
National Category
Sociology
Identifiers
urn:nbn:se:liu:diva-121635 (URN)000361932000010 ()
Available from: 2015-09-29 Created: 2015-09-29 Last updated: 2017-12-01Bibliographically approved
Samuelsson, M. & Colnerud, G. (2015). Student Teachers’ Perceptions Regarding the Challenges of Leadership (1ed.). In: Dawn Garbett & Alan Ovens (Ed.), Teaching for tomorrow today: (pp. 312-320). Auckland: International Association of Teachers and Teaching (ISATT) and Edify Ltd
Open this publication in new window or tab >>Student Teachers’ Perceptions Regarding the Challenges of Leadership
2015 (English)In: Teaching for tomorrow today / [ed] Dawn Garbett & Alan Ovens, Auckland: International Association of Teachers and Teaching (ISATT) and Edify Ltd , 2015, 1, p. 312-320Chapter in book (Refereed)
Abstract [en]

Teaching is the only profession in which the practitioner themselves has to create the conditions required in order to execute their professional duties. What this means is that teachers themselves have to organise and lead the work so that teaching and learning are made possible. For example, this can be compared with the medical profession, in which several other professional groups are involved in the preparations ahead of the doctor's meeting with the patient. These can include receptionists, nurses and laboratory assistants. The doctor's meeting with the patient is structured in a way that aims to place greater focus on the patient's problem and give them the opportunity to see more patients. Furthermore, professions that deal with adults can expect their patients or clients to remain loyal to the established, profession-specific structure.

Schools are, of course, organised according to a certain structure. However, the fact that there are a large number of pupils, who are young, have varied needs and different attitudes to being forced to be there, requires the teacher to exercise leadership; leadership they often have to master alone. Consequently, student teachers are not required simply to develop their knowledge of the subject, their didactic proficiency and their interpersonal skills, but must also develop a type of leadership that forms the basis of their ability to practice their profession. This study uses interviews to investigate student teacher's perceptions regarding leadership in the classroom – what it encompasses, what is required and which problems they predict will arise in future.

Place, publisher, year, edition, pages
Auckland: International Association of Teachers and Teaching (ISATT) and Edify Ltd, 2015 Edition: 1
Keywords
leadership. student teachers', perceptions.
National Category
Pedagogical Work Social and Clinical Pharmacy
Identifiers
urn:nbn:se:liu:diva-120497 (URN)978-04-7332-906-8 (ISBN)
Projects
SIMPROV - Simulerade provokationer
Funder
Swedish Research Council
Available from: 2015-08-11 Created: 2015-08-11 Last updated: 2018-01-11Bibliographically approved
Samuelsson, M., Samuelsson, J. & Ossi, A. (2015). Tracing the development and patterns of sloyd teachers’ efficacy beliefs over the course of their careers. Techne series: Research in sloyd education and crafts science. A, 22(1), 30-43
Open this publication in new window or tab >>Tracing the development and patterns of sloyd teachers’ efficacy beliefs over the course of their careers
2015 (English)In: Techne series: Research in sloyd education and crafts science. A, ISSN 1238-9501, E-ISSN 1893-1774, Vol. 22, no 1, p. 30-43Article in journal (Refereed) Published
Abstract [en]

This study investigates the patterns of teachers’ efficacy beliefs at different stages of their professional careers. In order to do that a questionnaire were constructed and distributed to 280 sloyd teachers and pre-service sloyd teachers in Finland and Sweden. An exploratory factor analysis (EFA) of the questionnaire answers gave us the following five factors: instructional skills, classroom management, motivating pupils, assessment competence and establishing routines. We used these five factors to compare means between novice teachers, mid-career and late-career teachers. The group of novice teachers estimated all five factors to be lower than did the mid-career and late-career teachers. Patterns of teachers’ efficacy beliefs at different stages showed that novice, mid-career and late- career teachers all estimated their classroom management ability the highest and their ability to assess pupils’ competence in sloyd as second highest. The findings indicated that novice teachers, in particular, lacked opportunities to discuss questions such as how to instruct, how to manage the classroom, how to motivate pupils, how to assess pupils’ knowledge and how to establish routines in a classroom. The findings also indicated that sloyd teachers’ self-rated assessment with respect to instructional skills increases up until the middle stages of their career, before flattening out. Finally we found that sloyd teachers in the latter stages of their career had different beliefs about their ability to perform important teaching activities that help pupils to learn sloyd. Consequently, it appears that sloyd teachers with extensive experience are better prepared for day-to-day teaching practice. 

Keywords
assessment competence, efficacy beliefs, classroom management, professional career, sloyd teachers
National Category
Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:liu:diva-114912 (URN)
Available from: 2015-03-05 Created: 2015-03-05 Last updated: 2017-12-04
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