The aim is to describe and analyse physiotherapeutic learning through formal education and professional experience. The investigation focuses on the students' ways of experiencing the concepts of Health, Movement, Function and Interaction. Two groups of physiotherapy students at the Faculty of Health Sciences in Linköping, Sweden, were interviewed on two occasions respectively. The interviews were carried during the second and last term of the formal programme and after 18 months of professional experience. Data were analysed according to the phenomenographic approach and to the principles of contextual analysis. The students' conceptions varied qualitatively, but an analysis of the internal relationships between the concepts revealed that the most common perspectives after completing the formal education were consistently holistic or mixed. This pattern was also most common after 18 months of professional work. The subjects' ways of experiencing the Interaction within a patient encounter were described in four main categories; Mutuality, Technicalism, Authority and Juxtaposition. Mutuality and Technicalism denoted an integration of the communicative and problem-solving processes, the former category from a patient-centred and the latter from a physiotherapist-centred perspective. Authority and Juxtaposition denoted a separation of the processes, the former from a physiotherapist-centred perspective and the latter from a patient-centred perspective. Both separated and integrated perspectives were common after completing the formal education. After 18 months of professional practice the Mutuality category dominated.

Despite the widespread interest in using and researching simulation in higher education, little discussion has yet to address a key pedagogical concern: difficulty. A sociomaterial view of learning, explained in this paper, goes beyond cognitive considerations to highlight dimensions of material, situational, representational and relational difficulty confronted by students in experiential learning activities such as simulation. In this paper we explore these dimensions of difficulty through three contrasting scenarios of simulation education. The scenarios are drawn from studies conducted in three international contexts: Australia, Sweden and the UK, which illustrate diverse approaches to simulation and associated differences in the forms of difficulty being produced. For educators using simulation, the key implications are the importance of noting and understanding (1) the effects on students of interaction among multiple forms of difficulty; (2) the emergent and unpredictable nature of difficulty; and (3) the need to teach students strategies for managing emergent difficulty.

This paper describes an exploratory study of whether and in what way ‘double-edged learning’ can develop from understanding the relationship between structure and judgment and thus capture students’ experience of the audit profession. The study is based on a focus group/individual interviews conducted with students performing their work-integrated learning assignments where they interact with auditors. Identifying two themes defined as Perceiving the profession and auditing and Entering into and forming in the audit profession derived from the data, it appears that when positioned within a work-integrated learning context, students develop awareness of the use of standards and checklists on one hand as well as the importance of discretional judgment on the other. Based on these results, we theorise as to how double-edged learning manifests itself in students’ experiences and understanding of the relationship between structure and judgment.

This paper explores whether and in what way dual learning can develop understanding of the relationship between structure/judgement and explores audit students perceptions of the audit profession. The Work Integrated Learning (WIL) module, serving as a tool of enabling dual learning, represents the context for this exploration. The study is based on a focus group and individual interviews conducted with students performing their WIL. Our data and its analysis indicates that when in a WIL context, students develop awareness of the use of standards and checklists on the one hand, and the importance of discretional judgement on the other. Based on these results, we theorise as to how dual learning manifests itself in students experiences and understanding of the relationship between structure and judgement.

Introduction

In 2016, the National Agency for Education issued new sections in elementary school curricula. Among other things, assignments and purposes were clarified for teachers in the extended school. The amendments take an effect on the first of July of the same year. By these changes the role and status should be improved for the teachers, by giving them more time to the extended school.

Purpose

The purpose of this survey is to find out if teachers in the extended school consider that their daily work has changed since the new sections of the curriculum came out, to see how the implementation of the section paragraphs has worked and will continue to work, as well as to investigate how teachers in the extended school, if their status has increased or decreased compared with previous years.

Method

We used a quantitative method through a survey, there were 324 replies.

Results

What emerges from our results is that the status is perceived to increase slowly but surely. In order to strengthen the profession, more planning time, higher pay and better insight into the activities of colleagues and principals / mandator are needed. What is also evident is that teachers in the extended school have a variety of assignments during the school day, but more time would be needed for the extended school to complete the new chapter of the curriculum.

Conclusion

There is still not enough time for the extended school activities. We also think that the status is going in a positive direction.

Kunskapen om i vilken omfattning ungdomar har sålt eller köpt sex är begränsad. Delvis kan det bero på svårigheten med att bestämma vad som omfattas i begreppen sälja och köpa sex. Studier visar också att det i ungdomsrelationer förekommer att gåvor ges efter sexuella aktiviteter.

I denna studie har totalt 16 personer (1,9 %) uppgett att de i olika omfattning utfört sexuella tjänster mot ersättning och att 79 personer (9,1 %) blivit erbjudna pengar eller annan ersättning för sexuella tjänster. Det är fler killar än tjejer som säljer sex. När det gäller att ha blivit erbjuden sex mot ersättning är det flest tjejer som svarat ja. Resultatet visar också att 131 personer (15,1 %) kan tänka sig att utföra sexuella tjänster mot ersättning. I svaren kan vi också utläsa att 348 personer (40,1%), mestadels killar, accepterar att andra utför sexuella tjänster mot ersättning.

När det gäller i vilka kretsar de som säljer sex umgås är det tydligt att ungdomarna tittar mer på porr, att det är vanligare att de visar sig i sexuella situationer och att de har mindre tolerans mot homosexuella. Samlagsdebuten var ett år tidigare än hela undersökningsgruppen. Det är vanligare att man blivit utsatt för olika sexuella handlingar mot sin vilja, men man har också utsatt andra för sexuella handlingar mot deras vilja. Sammantaget kan vi se att ungdomarna i denna studie som sålt sex lever ett påtagligt mer sexualiserat liv än vad andra ungdomar i motsvarande ålder gör.

This qualitative study focuses on how knowings and learning take place in full-scale simulation training of medical and nursing students, by drawing upon actor-network theory (ANT). ANT situates materiality as a part of the social practic-es. Knowing and learning, according to ANT, are not simply cognitive or social phenomena, but are seen as emerging as effects of the relation between material assemblages and human actors being performed into being in particular locations. Data consists of observations of simulations performed by ten groups of students. The analysis focuses on the emerging knowings in the socio-material—arrangements of three locations involved in the simulation—the simulation room, the observation room and the reflection room. The findings indicate that medical knowing, affective knowing and communicative knowing are produced in different ways in the different locations and material arrangements of the simulation cycle.

The purpose of the dissertation is to study, describe and analyses which comparative measurement activities preschool children construct and use, and how they solve problems and communicate when they use the comparative measurement activities whilst playing with Lego (“the Lego play”). The measurement activities chosen are length/height, quantity and time.

The empirical material is based on data from two preschool classes with children aged 2 – 5 year, It was collected through participant observation (video captures) of the children’s Lego play. The theoretical starting points in this study are grounded in childhood sociology and the sociocultural perspective. The study assumes the childhood sociology perspective by viewing the children as competent and active in creating meaning as well as controlling and influencing their own and others’ social environment. The sociocultural perspective gives prominence to development and learning, and its related tools and concepts are used to analyses the results of the study. That is, the Lego play is studied in a social context from the child’s perspective, and the sociocultural perspective describes and analyses the child’s use of mathematics and the acquisition of knowledge in the Lego play in a sociocultural context.

The results show that children measuring length/height and quantity explored a store of measurement tools in order to make comparisons, and adapted these to the context in question. These were own body, other body, artefacts, numbers and counting. The measurements were used individually and with others, and the solving of the own or shared problems constituted a large share of the time spent constructing models during Lego play. By contrast, the time concept was used mainly as a tool when the children played with their finished Lego models. Thus, a time perspective was added to the child’s finished model, which inspired thoughts and reflections about time used in the Lego play. The children used the time concepts of the present, the past and the future, and also considered the concept of velocity in the context of the timescale. The children’s communication had a large impact on the Lego play, and they expressed their ideas verbally, physically and through action. The children’s use of mathematics was prominent and meaningful during the Lego play.

Syftet med denna studie är att redogöra för forskning kring muntlig kommunikation i matematik. Studien syftar till att se över vilka arbetssätt elever möter när muntlig kommunikation i matematik är i fokus, samt lärares val av matematiskt språk vid matematikundervisning. Syftet är dessutom att ta reda på vilken betydelse muntlig kommunikation i matematik har för kunskapsutvecklingen hos elever, bland annat för elever med dyslexi och elever med annat modersmål än svenska.

I denna studie beskrivs muntlig kommunikation i matematik, arbetssätt, matematiskt språk samt kunskapsutvecklingen hos elever, utifrån existerande forskning, föregående läroplan samt nuvarande läroplan.

Resultatet visar att utomhusmatematik är ett lämpligt arbetssätt för att elever ska kunna utveckla matematisk kommunikation. Även laborativ matematik har visat sig vara ett arbetssätt som bidrar till grupparbete och muntlig kommunikation. Elevers logiska tänkande utvecklas i samband med muntlig kommunikation i matematik och eleverna får möjlighet att utveckla förmågor som lyfts fram i Lgr11. Lärares val av det matematiska språket påverkar vilket språk elever använder när de kommunicerar med varandra. Det är viktigt att lärare möter elever på ett vardagsspråk men samtidigt måste lärare presentera matematiska begrepp på ett vetenskapligt språk för att undvika förvirring hos eleverna. Forskning visar även att det är viktigt för elever med svenska som andraspråk att lärare inte växelvis blandar mellan ett vardagsspråk och vetenskapligt språk. 

In this thesis I discuss workplace learning during international assignments in a variety of work sectors. In addition to normal adjustments to a new workplace, foreign language acquisition and cultural adaptation are necessary. By collecting and analyzing narratives of a group of Swedish professionals with international work assignments, I have found some regularities and variations of workplace learning as well as some significant effects that these assignments had on their identity. Recommendations are given to providers of preparatory courses for international work assignments as well as sending organizations and employers.

The main finding is that workplace learning for international workers follows a trajectory starting already long before departure and continues throughout different phases of the assignment. It also has effects on work life after the return to one’s home culture. The learning resulting from the work assignment affected all areas of life (not only work life) and contributed towards an intercultural identity. This kind of assignment often included networking with several organizations and groups of people of varying nationalities. Instead of working towards becoming full members of one work community, the participants in this study often found themselves in the peripheries of multiple ones. This peripheral albeit influential situation provided many opportunities for learning, both for the individual and the groups they work with. In this way, these international workers have the potential to be agents of change and development in all work communities they relate to. 

This article examines what we call micro-level language policy-in-process – that is, how a target-language-only policy emerges in situ in the foreign language classroom. More precisely, we investigate the role of language policing, the mechanism deployed by the teacher and/or pupils to (re-)establish the normatively prescribed target language as the medium of classroom interaction in the English as a foreign language classroom of an international school in Sweden. Using ethnomethodological conversation analysis, we have identified a regular three-step sequence for language policing: (1) a (perceived) breach of the target-language-only rule, (2) an act of language policing and (3) an orientation to the target-language-only rule, usually in the guise of medium switching to the target language. Focusing primarily on teacher-to-pupil policing, where the teacher polices pupils’ (perceived) use of their L1 (Swedish), we identify three different categories of teacher-policing. These categories are based on particular configurations of features deployed in the three steps, such as initiator techniques (e.g.reminders, prompts, warnings and sanctions) and pupils’ responses to being policed (e.g. compliance or contestation).

This new publication in the Models and Modeling in Science Education series synthesizes a wealth of international research on using multiple representations in biology education and aims for a coherent framework in using them to improve higher-order learning. Addressing a major gap in the literature, the volume proposes a theoretical model for advancing biology educators’ notions of how multiple external representations (MERs) such as analogies, metaphors and visualizations can best be harnessed for improving teaching and learning in biology at all pedagogical levels.The content tackles the conceptual and linguistic difficulties of learning biology at each level—macro, micro, sub-micro, and symbolic, illustrating how MERs can be used in teaching across these levels and in various combinations, as well as in differing contexts and topic areas. The strategies outlined will help students’ reasoning and problem-solving skills, enhance their ability to construct mental models and internal representations, and, ultimately, will assist in increasing public understanding of biology-related issues, a key goal in today’s world of pressing concerns over societal problems about food, environment, energy, and health. The book concludes by highlighting important aspects of research in biological education in the post-genomic, information age. 

The aim of the present thesis was to investigate how individual memory potential in different tasks is affected by collaboration in social settings. Collaborative group dimensions were also studied: friendship, age, and gender. The principal comparison was between an actual collaborative dyad and the sum of the two individuals' memory potential, i.e., the predicted potential. It was shown, in five studies, that two individuals can not cue each other effectively enough to reach their predicted potential, i.e., negative net effects of collaboration were demonstrated. The widespread feeling of a group superiority is therefore wrong. This effect held true for explicit and episodic memory tasks, but not for semantic and implicit tasks, across materials. Furthermore, collaboration at encoding and retrieval reduced the effectiveness of the cue and the reduced cue effectiveness hypothesis gained support in further tests. Friends, as opposed to non-friends, were shown to possess an ability to reduce the negative net effects of  collaboration. In addition, if the participants (old as opposed to young children) could take their partner's perspective, a reduction of the negative net effects occurred, i.e., the reciprocal understanding hypothesis was supported. It is suggested that young children's lack of perspective-taking ability reduces their possibility to cue each other as effectively as older children. Finally, negative net effects occurred for collaborative dyads regardless of gender constellation. Generally, the data pattern suggests that cognitive theory can explain how individual memory performance is influenced by collaboration. There is (a) a selectivity in the size of the negative net effect with respect to type of memory task and type of dyadic relationship, and (b ), there is a generality of the effect across task materials and gender. Thus, (a) and (b) replicate, extend, and further deepen our understanding of this counter-intuitive phenomenon.

i detta kapitel diskuteras begreppen reell och formell kompetens och hur dessa är relaterade till varandra. Speciellt läggs fokus på hur den reella, faktiska, kompetens som utvecklas i olika sammanhang ges erkännande och värde på varierande sätt, och hur den reella kompetensen även kan ”omvandlas” till formell kompetens genom sådana processer som ofta kallas för validering. I detta sammanhang lyfts även begreppen bruksvärde och bytesvärde upp för att ringa in vad det är för slags värde som kunskap och kompetens har och tilldelas. Kompetensens värde relateras även till det som brukar betecknas kvalifikationer i arbetslivssammanhanget. Kapitlet tar därmed bland annat sin utgångspunkt i den modell för yrkeskunnande som Per-Erik Ellström beskrev 1992, och som fortfarande är värdefull för att förstå värdet av reell och formell kompetens.

Recognition of prior learning (RPL) has emerged in recent decades as an important policy area and policy concept. It is a phenomenon with a certain variation in practices as well as contexts, concepts and conceptions. However, there is a basic idea about giving recognition to prior learning wherever and whenever learning has taken place. Such ideas can be ‘materialised’ in formal assessment systems providing the basis for recognition, as well as in informal processes where prior learning is made visible and gets recognition.

This book provides a range of empirically and theoretically based contributions from different parts of the world where RPL, or an equivalent, is mobilised as part of educational practices for adults. Discussion in this area often takes place locally. This volume compiles different kinds of contributions to create a broader dialogue among scholars and practitioners, not only on the specific topic of RPL, but also on more general issues faced in educational research. It was originally published as a special issue of the International Journal of Lifelong Education.

Welcome to the Nordic Journal of Vocational Education and Training (NJVET). With this journal, we want to create a forum for research on vocational and professional education and training, with a particular focus on issues at stake for vocational education and training (VET) in the Nordic countries. The journal is published online and open access, and there are no submission or article processing charges.

This is the first issue of NJVET in its new shape. We have put effort into the renewal of our website, submission and publishing system, guidelines for contributions etc. Altogether we hope that this will contribute to strengthening the quality of our journal, and also of Nordic VET research in general.

In this first issue we can present contributions from four Nordic countries – Denmark, Finland, Norway, and Sweden. Nevertheless, relevant contributions from outside the Nordic countries are most welcome! We encourage publication of articles in English, which makes the audience of our research results much broader, but we also offer the opportunity to publish in the Nordic languages. In this issue, articles are published in English, Danish, and Norwegian. You should also note that we make a difference between research articles, which have undergone a double-blind peer-review by at least two anonym viewers, and magazine articles that contain other types of materials, discussions, minor studies of VET etc. The magazine articles are not subject to double-blind peer review, but are reviewed by the editors. We also welcome relevant book reviews. However, this issue does not include any book review.

The focus of this thesis is on hearing-impaired students in higher education. The following problem are formulated: How can one understand the interaction between hearing-impaired students and the academic and social environment of higher education, including the individual student's prerequisites and possibilities as regards higher education, and in what forms? The thesis consists of a study based on the perspective of 11 hearing-impaired students. A combination of several data sources were used. Verbatim transcribed thematized interviews were analysed. In order to understand the action itself, participant observation, video recordings and stimulated recall were used in addition to text interpretations.

The results shows that the impairment in itself was not a determining factor as regards success in University studies. Nor was it possible to discern any connection between communication ability and the results achieved in University studies. It was also not possible to determine whether a person with a congenital hearing-impairment would be less successful in University studies than persons whose hearing was impaired later in childhood. There existed a complex integration problem which meant that considerable effort was often needed to conform to the hearing University world. The study shows how the problem of hearing is both situationally and culturally related as well as being determined by the goals of the hearing-impaired person. A number of obstacles to success were identified. These could arise as an effect of (i) independent study coupled to lectures, (ii) integration problems in conjunction with different types of group activities, (iii) time coupled to pace and efficiency and (iv) marginal contact with teachers/lecturers in many disciplines. The hearing-impaired students had conceptions of what was regarded as a problem, what was seen as a legitimate demand and what were fundamental values in the worlds of persons with and without impaired hearing, respectively. A comparison of the different conceptions of these worlds revealed underlying explanations of why obstacles arose in the encounters between hearing-impaired students and the hearing world of higher education

Vårt syfte med denna litteraturstudie var att undersöka vilka undervisningsmetoder som var gynnande för lågpresterande elevers grundläggande taluppfattning i årskurs F-3. Den grundläggande taluppfattningen är viktig för eleven för att kunna utvecklas vidare i sitt matematiska kunnande. Det är ingenting eleven kan utveckla själva utan det krävs tydlig vägledning av läraren och många möjligheter för eleven att praktisera kunskapen. I och med det ville vi se vilka metoder som var gynnande. Vi sökte artiklar på databaserna Eric och Unisearch och fick i resultatet fram fyra metoder som var gynnande. De metoderna var att jobba med konkret – abstrakt, laborativt material, lekfulla aktiviteter och ”tänka högt”. Tillsamman med metoderna framförs även betydelsen av att jobba i olika konstellationer.

Begreppet kreativitet omnämns vid flertalet tillfällen i läroplanen för grundskolan, föreskoleklassen och fritidshemmet (Lgr 11). Det redogörs dock inte för någon definition av begreppet. Denna studie syftar till att lyfta begreppet kreativitet och försöka finna definitioner av begreppet, dels ur ett generellt perspektiv och dels ur ett slöjdspecifikt perspektiv. Dessutom beskrivs hur man kan arbeta med kreativitet i skolslöjden.

Studien utgörs av en begreppsanalys där forskningslitteratur inom psykologi, pedagogik och slöjd studerats för att finna definitioner av begreppet kreativitet.

Resultatet visar att det inte finns någon entydig definition av begreppet kreativitet, varken inom psykologin eller inom slöjdforskningen. Det resultat som framkom var att kreativitet är kontextbundet och behöver definieras utifrån det sammanhang där det uppkommer. Kreativitet innebär, bland annat, att redan förvärvda kunskaper och erfarenheter kombineras för att skapa något nytt. Det beskrivs hur en person inte kan skapa vare sig i eller med vakuum. För att en idé skall komma att klassas som kreativ redogör vissa forskare för hur idén behöver vara användbar och ny för en grupp människor. Andra forskare redogör för kreativitet ur ett individuellt perspektiv där idén enbart behöver uppfattas som kreativ av en enskild individ. För att gynna kreativiteten i skolslöjden krävs det att klassrumsklimatet är öppet för risktagande, analyserande, prövande, omprövande av idéer, samt diskussion kring den enskilde elevens skapande. 

Digitaliseringen av samhället har i grunden förändrat dagens arbetsliv och alltmer arbete utförs i och omkring digitala enheter. Arbetsmoment är därmed på något sätt knutet till vad som i bred bemärkelse kan kopplas till skärmar av olika slag, vad som kan beskrivas som skärmarbete. Ytterligare en konsekvens av digitaliseringen är att nya yrkesroller uppstått till följd av framväxande digitala arbets- och fritidsaktiviteter. I relation till lärande innebär digitaliseringen att arbetsplatsens lärprocesser i hög grad sker i och omkring skärmarbete. Med utgångspunkt i ett sociokulturellt perspektiv på lärande är syftet i detta kapitel att bidra med kunskap om möjligheter och utmaningar med lärande i organisationer där digitala aktiviteter och redskap är det centrala kunskapsobjektet för yrkeskunnandet. Exempel tas från två olika verksamheter där kollegialt skärmarbete organiseras för att utföra utvärderings- och bedömningsaktivteter. Den första verksamheten utgörs av en IT-support där ett team använder dokumenterat skärmarbete vid återkommande organiserade lärtillfällen. Det andra sammanhanget utgår från hur en jury av yrkesverksamma spelutvecklare värderar spel på en datorspelstävling. I kapitlet diskuteras hur yrkesprofessionellas kollegiala blick är direkt kopplad till hur digitala verktyg är integrerade i organisatoriska verksamheter. Kapitlet illustrerar hur professsionella grupper organiserar såväl traditionella som nyare former av utrymme och stöd för lärande och utveckling för att tillgängliggöra privata digitala aktiviteter kollegialt.

Handledning är av central betydelse för en doktorands arbete och genomströmning. I föreliggande studie granskas kriterier för att handledningen ska uppnå hög kvalitet. Frågorna som står i fokus är: Vad karaktäriserar bra handledning, och hur kan handledningens kvalitet värderas och stärkas? Diskussionen baserar på tidigare forskning, styrdokument och intervjuer med några erfarna handledare. Resultaten tyder på att strukturellt och formaliserat stöd i forskningsmiljön såväl som vid handledningsträffarna gynnar handledningens kvalitet och doktorandens möjligheter att vid disputation nå examensmålen. Handledaren behöver vara flexibel och reflexiv i sitt förhållningssätt, eftersom doktoranders behov och förutsättningar skiljer sig och också förändras under utbildningens gång. Samtidigt behöver handledaren förhålla sig till olika krav, vilka kan skapa dilemman och leda till en svår balansgång i handledningen. Viktigt är att handledaren tar ansvar för att handledningen och relationen fungerar väl för samtliga inblandade parter, och uppmuntrar till samtal om problem och svårigheter när de uppstår. Samtidens krav på effektivitet och genomströmning fordrar arbetsplatsens och kollegiets stöd i handledningen, med ett kollektivt ansvar för doktorandens utbildning och utveckling.

N F S Grundtvig, 1783-1872, was the founder of the folkhögskola, ("Folk High School", Residential colleges of general, liberal education for adolescents and adults), but he also was a pastor, a poet, and a historian. The dissertation presents an overview of Grundtvig's pedagogical thoughts, including his ideas of both the folkhögskola and a Nordic University. The dissertation's main purpose is to clarify the meaning of the concept of livsupplysning (Life enlightenment).

Grundtvig's point of departure is his view that life is embedded in the spoken word of dialogues, songs, folk tales, folk songs and proverbs. What, then, constitutes a Text that Enlightens Life? What are its characteristics? What is its nature? How is it composed? On the basis of deconstructive reading, some of Grundtvig's central pedagogical texts are interpreted. The dissertation demonstrates what characterizes a Text that Enlightens Life, and how Grundtvig uses different rhetoric patterns to express what is meant by Life Enlightenment.

The reading brings forward the two strategies of Reversal and Dislocation. The Reversal clarifies the three fundamental opposites Life and Death, Light and Darkness, Truth and Lie. The Dislocation strategy indicates the need to create maximal växelverkan (interaction, interchange). The outcome is a text built upon ambiguity and pluralism. These are also fundamental in Grundtvig's pedagogy, striving to engender a deep understanding of the meaning of Life Enlightenment.

This article focuses on Swedish folk high schools’ participants with disabilities, and their learning environment within adult education. Facilitating factors are presented and discussed, as well as developmental factors regarding the adjustment of the learning environment. The basis for this empirical study is data from Statistics Sweden and a self-designed online questionnaire with respondents representing the folk high schools (N=212). Theoretical reference is given to concepts such as adult education and inclusive education. The results show there are an increased number of participants with disabilities in Swedish folk high schools. Furthermore, the study emphasizes the meaning of pedagogics with a personalized, individualized approach, and highlights a need for further education of adult educators about disability. The conclusion is that a stronger inclusive-education perspective with focus on learners’ diversity reflects only one side of practice, as this practice is also challenged by welfare system-steered processes that may conflict with an ideal of adult education as empowerment.

Japanese high school teachers are extremely busy. They are covering a myriad of duties in exceedingly long shifts when compared to their colleagues from across the world. The tasks that teachers have to undergo on a daily basis could vary greatly every semester and so does their need for interaction with peers, superiors, society, parents and students. This puts them at the forefront of a wide array of ever changing learning contexts while perhaps also compromising their needs for personal and professional development. Nevertheless, the degree of sophistication and variety of learning settings available to teachers, quite often, mirrors their work commitment and obligations.     Teachers are also aware of additional threats hampering their performance and aims for empowering their students with holistic education. The aim of this research is to identify the strategies that teachers use for satisfying their own adult learning interests and professional development while highlighting the biggest impediments to their learning goals. This study pretends to be a snapshot of the current state of affairs of high school English teachers in Japan as well as a reflection of the resilience of other English teachers across Japan.    I have used a qualitative approach using theme analysis in the interpretation of semi-structured interviews.  

The aim of the study is to explore how school absenteeism as a material-discursive phenomenon is produced in the practices of humans and nonhumans, when absences and presences are registered and managed through digital technologies. How is the phenomenon of school absenteeism produced when absences and presences are digitally registered? How does the phenomenon of school absenteeism emerge when both human and nonhuman entanglements are included in the apparatuses of knowing?

Through a posthumanist approach, the study engages empirically with two types of software for the registration of absences and presences at three Swedish schools. The results show that digital registration blurs the division between absences and presences, and queers what is absent and what is present. Digital registration produces school absenteeism as a phenomenon for all students every day, and at the same time as mainly for the students who are present most of the time. A conclusion that is drawn from the study is that digital registration makes absences present, by the visualization and performative repetition of the registration. The study points to how school absenteeism is always ‘in the making’, and proposes the concept of school absenteeing as a productive way to open up new possibilities in relation to students’ absences.

I denna litteraturstudie var syftet att undersöka hur användning av fingrar kan skapa möjligheter och/ eller begränsningar för elever i deras matematiska utveckling, främst i aritmetik. Studien tog utgångspunkt i vilka strategier elever använder vid användning av fingrar som hjälpmedel, där fokus låg på finger gnosis, fingerräkning, chisanbop och fingertal.  Vid insamling av data användes databaserna ERIC och UniSearch samt manuell sökning. Resultaten av insamlad data visade att användning av fingrar som hjälpmedel i matematiken kan innebära både begräsningar och möjligheter för elevernas matematiska utveckling i de tidiga skolåren. Resultaten visade också att fingrarna är mindre effektivt som hjälpmedel för elever i högre årskurser.

Change is nothing new for the creative industry. The sector has changed drastically over the last decade. Innovation and adaptability therefore sit at the heart of any education programme, preparing students for a professional career in this sector. On the one hand, the industry is in constant need of an appropriate mix of both hard and soft skills to face challenges of todays working world. On the other hand, the context of higher education has evolved simultaneously and equally in order to keep up with the changes in the sector but also with the changes in educational approaches, methodologies and demands for quality enhancement. This project aims at bringing the worlds of education, training and work closer together through a more effective interrelation, further professionalization of staff and the creation of a conducive learning environment that makes proper use of new information technologies.

Tidigare forskning har visat att pojkars och flickors motivation till matematikämnet påverkas olika vad gäller självbilden, självförtroendet samt av de stereotypiska uppfattningar om matematik som omgivningen bidrar till. Forskningen visar en nedåtgående trend i mellanstadiet för elevers motivation i matematikämnet samt att flickor har sämre motivation till ämnet än pojkar.

Syftet med denna studie är att testa om olika abstraktionsnivåer i matematikens område geometri har påverkan på och effekter för elevers motivation, självtillit och prestationer. Den syftar även till att se om det finns skillnader mellan pojkars och flickors motivation till matematik. Studien är av experimentell design i vilken abstraktionsnivåer i matematiken har manipulerats, undersökningen har dessutom genomförts vid två tillfällen. Detta i syfte att se hur värdering av självtillit och motivation påverkas hos eleverna utöver de faktiska resultaten och prestationerna i matematiktest. Deltagande elever går i mellanstadiet i olika kommuner i Sverige och vårdnadshavare har godkänt deltagandet.

Denna studies resultat visar tvärtemot tidigare forskning att flickorna har högre motivation i matematikämnet än pojkarna. Undantaget är att pojkarnas inre motivation höjdes av den högre abstraktionsnivån i matematiktesterna. Det intressanta resultatet kan inte förklaras med varken självtillitsnivå eller spatial förmåga.

Syftet med denna litteraturstudie är att undersöka elevers motivation i matematikundervisningen i grundskolan utifrån ett genusperspektiv. Valda aspekter att utgå ifrån är dels huruvida elevers självbild samt självförtroende påverkar deras motivation. Dels hur omgivningens effekter, det vill säga hemmiljön, skolmiljön samt stereotypiska uppfattningar påverkar elevers motivation i matematik. Undersökningen har genomförts genom att samla in forskning, analysera den och sammanställa i ett resultat. Resultatet har sedan bearbetats i samband med litteratur inom ämnena motivation och genus. 

Resultatet visar på skillnader mellan flickors och pojkars självbild samt självförtroende genom grundskolans matematikundervisning, dessa faktorer påverkar i sin tur elevers motivation. Vidare visar resultatet att stereotypiska uppfattningar från både hem- och skolmiljö påverkar elevers motivation.  

This study focuses on the recruitment of adults to the beauty industry in Sweden. It is concerned with a move in (beauty) education away from state and towards private provision in a wider context where education is becoming more heavily marketised. Drawing on a poststructural approach inspired by the work of Foucault and feminist theory, the shaping of student subjectivity in recruitment material for private beauty schools is analysed. A poststructural approach provides analytical tools that make visible the process of how power shapes subjectivities, and the use of feminist theory gives special focus to the gendered aspects of this process. The study includes a textual analysis of website homepages of beauty schools, beauty schools’ Facebook pages and web pages that provide compiled information on educational programs and courses connected to the beauty industry. The analysis shows how consumption is constituted and feminised through specific marketing strategies and thereby becomes both a starting point and a resource for the shaping of student subjectivity. Thus, a particular form of gendered entrepreneurial self is shaped in this femininised educational context, and this study therefore highlights the importance of vocational research that takes into account the shaping of student subjectivity.

This paper describes an exploratory study of whether and in what way ‘double-edged learning’ can develop from understanding the relationship between structure and judgment and thus capture students’ experience of the audit profession. The study is based on a focus group/individual interviews conducted with students performing their work-integrated learning assignments where they interact with auditors. Identifying two themes defined as Perceiving the profession and auditing and Entering into and forming in the audit profession derived from the data, it appears that when positioned within a work-integrated learning context, students develop awareness of the use of standards and checklists on one hand as well as the importance of discretional judgment on the other. Based on these results, we theorise as to how double-edged learning manifests itself in students’ experiences and understanding of the relationship between structure and judgment.

Teaching larger software engineering project courses at the end of a computing curriculum is a way for students to learn some aspects of real-world jobs in industry. Such courses, often referred to as capstone courses, are effective for learning how to apply the skills they have acquired in, for example, design, test, and configuration management. However, these courses are typically performed in small teams, giving only a limited realistic perspective of problems faced when working in real companies. This paper describes an alternative approach to classic capstone projects, with the aim of being more realistic from an organizational, process, and communication perspective. This methodology, called the company approach, is described by intended learning outcomes, teaching/learning activities, and assessment tasks. The approach is implemented and evaluated in a larger Masters student course.

In the effort to examine the factors that impact the use of ICT by teachers, research has up until now neglected the acceleration of ICT developments as a factor that affects the successful integration of ICT in education. The technological acceleration in general has triggered significant changes at the social level, such as the acceleration of social change and the acceleration of the pace of life. This is why the study of the acceleration of ICT provides for a good theoretical framework to study the teachers and their interaction with ICT in a broader context, one that engages the environment in which a teacher functions as a teacher and a learner. This study explores the role of the acceleration of ICT as a factor that affects the use of ICT by teachers in Cyprus secondary schools. The Social Acceleration (SA) theory is used to interpret the whole situation. After examining how teachers perceive the ICT acceleration, how it affects them at school and personally as lifelong learners the results showed that ICT acceleration is not a significant factor in the use of ICT by teachers at schools in Cyprus but it still affects teachers indirectly as lifelong learners. I argue that the teachers have established a superficial relation to technology that has to do with a short-sighted vision of ICT integration which also the Ministry of Education shares. I propose that serious decisions should be made at a policy level in order to make a conscious adoption of technology, not necessarily running behind the accelerated ICT developments but exploiting the potential of ICT according to the needs of the educational system.

Studien har inriktats på att undersöka skolanmälningar till Skolinspektionen och Barn-och elevombudet. Studien bygger på en kvalitativ textanalys av anmälningar och myndighetsutredningar. Det har då blivit möjligt att jämföra anmälarens bild av skolförhållandena i förhållande till huvudmannen och skolans. Dessa ställs slutligen mot myndighetens tolkanden, som kommer till uttryck i beslut och tillhörande motivering.

I enskilda fall har brister och missförhållanden synliggjorts vad gäller kränkande behandling, särskilt stöd och i övriga former av brister. I studien har det även undersökts i vilken utsträckning som myndigheterna utgår från ett barnperspektiv i samband med utredning och beslut. Det kan konstaterats att denna ambition efterlevs, även om detta förfarandet inte alltid är så konkret. Det har även fastställts att ansvaret för bristerna främst ligger på huvudmannanivå.

Ett resonemang har även förts om vilken funktion som anmälningarna fyller och det har då fastställts att det huvudsakligen handlar om en kontrollfunktion. Detta då Skolinspektionen/BEO avser att undersöka förekomsten av bristerna som påtalats i anmälningarna, samt att kontrollera efterlevnaden av skollagen och förordningar bland skolorna. Studien har även visat att det finns ett tomrum i förhållande till dokumentation och vad som sker rent praktiskt i skolverksamheten.

Syftet med litteraturstudien är att belysa hur motivationen och engagemang påverkar elevernas utveckling av en god läsförmåga. Studien är inriktad mot elever i årskurs F-3 Resultatet av litteraturstudien är baserat på 15 forskningsstudier där fyra olika inriktningar är framlagda. Dessa inriktningar inkluderar: Betydelsen av elevernas val av litteratur för läsmotivation och läsengagemang, påverkan på läsmotivation och läsengagemang utanför skolan, elevernas självbild och självtillit samt didaktiska tillvägagångssätt för ökad läsmotivation och läsengagemang. Sammantaget gav litteraturstudien att läsmotivationen har betydelse för läsförmågan i lågstadiet. Varierande undervisningsmetoder gynnar elevers läsutveckling och skapar motivation. Det visade sig att läsförmågan och motivationen för lärandet påverkades av elevernas självtillit. En påverkansfaktor var elevernas fria möjligheter till val av litteratur vilket visade sig ha betydelse för utvecklingen av läsmotivation och läsengagemang. Ytterligare påverkan på elevers läsförmåga går att koppla till elevers hemlitterära miljöer.

Upper secondary education has been identified by different institutions as the minimum educational threshold in a knowledge society, a necessary requirement for citizens of all ages to respond to the social changes driven by global technological innovation. Figures from the Organization for Economic Cooperation and Development (OECD) unfortunately show that a large share of adult population in OECD countries still lack upper secondary qualifications. Italy appears in these statistics as one among the lowest ranking countries and provisions currently in place to bring adult citizens back to school still yield quite low numbers. This research aims at exploring the challenges to adult students' participation in upper secondary education in Italy examining the actual experience of a group of grown-up learners attending a public vocational school. The results of the inquiry are based on the analysis of semi-structured interviews framed in a qualitative research design. The study is grounded in a theoretical frame derived both from participation theories and from the capability approach. The main conclusion of the research is that successful participation and persistence in adult education require students’ expectations to be appropriately met by an attentive customized institutional support. To this respect, the research suggests recommendations in order to improve public information about provisions for grown-up students, to separate adult education from second chance teenage schooling and to customize adult learning through appropriate learning management tools.

Udendørspædagogik præsenterer et bud på et overset læringsmiljø. Forfatterne belyser udendørspædagogikkens særegenhed og uderummets glemte muligheder. "At lære ind ude" og "kundskab i handling" ses som et nødvendigt supplement til den traditionelle boglige og indendørsbaserede indlæring.Bogen forsøger at indkredse begrebet udendørspædagogik og fremhæver pædagogikkens betydning som motivationsskabende faktor i forhold til livslang uddannelse, sundhed og livskvalitet i et økologisk bæredygtigt samfund.Budskabet er at skabe sammenhæng og forståelse i meningsfulde situationer, hvor børn og unge er sammen med en medopdagende pædagog eller lærer. Udemiljøet er et lige så selvfølgeligt læringsmiljø som et klasseværelse, et bibliotek osv. Udendørspædagogikken giver kundskab, som forener erfaring med direkte oplevelser og sproglige begreber.Udendørspædagogik - boglig dannelse og sanselig erfaring, er skrevet af to svenske forskere fra Linköpings Universitet og oversat og bearbejdet til dansk af kultursociolog og kender af børns leg og idræt, Benny Schytte.Bogen henvender sig til studerende på pædagog-og lærerseminarier, til studerende på efter- og videreuddannelserne på seminarierne og universiteter samt til pædagoger og lærere, som i hverdagen ønsker at afprøve og eksperimentere med nye pædagogiske metoder og undervisningsformer.

Författarna gör ett försök till definition av begreppet utomhuspedagogik och vill med denna skrift starta ett forum för diskussion.

Först ges en översiktlig beskrivning av utomhuspedagogikens bildnings historiska och pedagogiska rötter bland företrädare för "handens kunskap" och äldre pragmatisk idetradition. Syftet har varit att ta vara på utomhuspedagogikens möjligheter i våra lärande organisationer. Man vill särskilt framhålla utomhuspedagogikens betydelse som motivationsskapande faktor för livslångt lärande, hälsa och I ivskvalitet i ett ekologiskt hållbart samhälle.

Utomhuspedagogikens metodik bygger på att skapa förutsättningar för konkreta förstahandsupplevelser i uterummet. Då utomhuspedagogik är tematisk, stadieoch ämnesområdesöverskridande, har dess företrädare en varierande utbildningsbakgrund. Detta gäller även utomhuspedagogik som forsknings- och utbildningsområde.

Författarna försöker också belysa utomhuspedagogikens särart och uterummets bortglömda möjligheter. Budskapet är att skapa sammanhang och förståelse i meningsfu Ila situationer tillsammans med en medupptäckande pedagog genom att levandegöra begrepp som praktisk visdom, lära genom att göra och kunskap i handling.

Autorid teevad selles raamatukeses katse määratleda õuesõppe mõistet ning soovivad väljaandega ärgitada selle üle arutlema. Antakse ülevaade õuesõppe haridusloolistest ja õpetuslikest tagamaadest, sellega haakuvast pragmaatilisest traditsioonist ning esitatakse rida võimalusi, kuidas kasutada õuesõpet haridusasutustes. Eriti on rõhutatud õuesõppe olulisust elukestva õppe motivaatorina. Õuesõppe meetodid põhinevad vahetutel vaatlustel õueklassis. Autorid püüavad näidata õueklassi erilist olemust ning unustatud võimalusi, et uuesti ellu äratada sellised arusaamad nagu tegevuslik tarkus, õppimine tegemise kaudu ning oskamine tegemises.

Reflektion är ett pedagogiskt arbetssätt och ett pedagogiskt ideal som vi alla känner igen och som idag återkommer i snart sagt alla slags universitetsutbildning. Med utgångspunkt i ett perspektiv på lärande inspirerat av Michel Foucault uppehåller jag mig här kring just reflektion som pedagogiskt arbetssätt, först och främst inom lärarutbildningen. Vad är meningen med reflektion? Vilka innebörder ges åt reflektion? Vilket slags lärande subjekt är det tänkt att reflektionen ska frammana? Den typ av reflektion som iscensätts i till exempel lärarutbildningssammanhang kan närmast sägas fostra medborgare som är anpassade till dagens ”avancerat liberala samhälle” – medborgare som sätter sig själva i det främre rummet, som först och främst värnar sina egna intressen, som är både villiga och förmögna att göra rationella val, som stakar ut och tar ansvar för sitt eget lärande, genom att anpassa sig till snarare än att utmana det rådande.

Collaborative testing has been suggested to serve as a good learning activity, for example, compared to individual testing. The aim of the present study was to measure learning at different levels of knowledge during a collaborative final exam in a course in basic methods and statistical procedures. Results on pre- and post-tests taken individually (N = 30) before and after the collaborative part of the final exam confirmed learning effects at the uni- and multi-structural levels, as well as on the relational level of Biggs’ structure of the observed learning outcome (SOLO) taxonomy (Biggs & Collins, 1982). Low performers at pre-test raised their test scores more than high performers. No differences could be generalized at the extended level of knowledge. Results also suggest that it might be preferable to collaborate without first deciding on questions individually. The experimental design can be applied when evaluating learning, at different levels of knowledge, during a variety of learning activities.