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  • 1.
    Arvola, Mattias
    et al.
    Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, Faculty of Arts and Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. Högskolan Väst.
    Nordvall, Mathias
    Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, Faculty of Science & Engineering.
    Ragnemalm, Eva L.
    Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, Faculty of Science & Engineering.
    Simulated provocations: A hypermedia radio theatre for reflection on classroom management2018In: Journal Simulation & Gaming, ISSN 1046-8781, E-ISSN 1552-826X, Vol. 49, no 2, p. 98-114Article in journal (Refereed)
    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.

  • 2. Bergvist, Ingrid
    et al.
    Borg, Kajsa
    Hasselskog, Peter
    Hinnerson, Bo
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication.
    v.Gegerfelt Kronberg, Sie
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication.
    Samuelsson, Marcus
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Nuläge och framåtblickar - om undervisning och forskning inom det nordiska slöjdfältet: Sverige2008In: Techne serien, ISSN 1238-951x, Vol. B:15, p. 81-91Article in journal (Other academic)
    Abstract [sv]

        

  • 3.
    Einarsson, Charlotta
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Hammar Chiriac, EvaLinköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.Jedeskog, GunillaLinköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.Lindberg, TobiasLinköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.Samuelsson, MarcusLinköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Det enkla är det sköna: en vänbok till Kjell Granström2007Collection (editor) (Other academic)
    Abstract [sv]

    Om språkutveckling / Jan Anward -- Forskningsmiljöer och seminariekulturer : ideal och verklighet / Gunnar Berg -- Gruppens obönhörliga brist på demokrati / Gunnel Colnerud -- Undervisningsspråket : en del av lärares yrkesspråk / Anna-Lena Eriksson Gustavsson, Rose-Marie Fahlén, Ulla-Britt Persson & Joakim Samuelsson -- Dialogism and social constructivism / Per Linell -- Samhällsaktiva skolor och skolaktiva samhällen i glesbygd : utopi eller möjlighet? / Annika Andræ Thelin -- Användningen av tiden i skolan / Mats Ekholm -- Offensiva spelare och coacher i matchen om skolan / Lennart Fahlén, Elisabeth Ahlstrand, Ingrid Westlund & Leif Mideklint -- Analyser av skolors anda / Rolf Lander -- Samhällsförändring, skolprofilering och identitet / Lars Naeslund & Jens Pedersen -- Succession and managing the transition from predecessor to successor / Siv Boalt Boëthius -- Freud som gruppsykolog : en orättvis betraktelse till 150-årsdagen / Stefan Jern -- Gruppens känslomässiga klimat / Eric Olsson -- Från Göteborg till Dortmund : studier i masshändelser / Michael Rosander & Ingrid Hylander -- Gruppetenking og operativ effektivitet i team / Endre Sjøvold -- Existens och relationer / Dan Stiwne -- Är det bra att vara ambitiös? / Viveka Adelswärd och Johan Hofvendahl -- Ja, för jag är så jävla snygg!" : retsekvenser och informellt lärande i högstadiets grupparbeten / Karin Aronsson & Michael Tholander -- Skolpsykolog : beprövad erfarenhet och specialitet på vetenskaplig grund? / Gunilla Guvå & Ingrid Hylander -- Slump, sammanträffanden och spår : om en lärares inflytande / Stefan Jern & Anders Hempel -- Villkor för psykologisk forskning : hur de statliga forskningsråden fördelade sina pengar inom psykologiområdet 1996-98 / Rolf Sandell och Kjell Granström -- Urval publikationer Kjell Granström. Svensk engelsk och norsk text.

  • 4.
    Einarsson, Charlotta
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Hammar Chiriac, Eva
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Jedeskog, Gunilla
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Lindberg, Tobias
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning.
    Samuelsson, Marcus
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Kjell Granströms vängrupp (KGV)2007In: Det enkla är det sköna - en vänbok till Kjell Granström / [ed] Charlotta Einarsson, Linköping: Skapande vetande, Linköpings universitet , 2007, p. -387Chapter in book (Other academic)
    Abstract [sv]

    Om språkutveckling / Jan Anward -- Forskningsmiljöer och seminariekulturer : ideal och verklighet / Gunnar Berg -- Gruppens obönhörliga brist på demokrati / Gunnel Colnerud -- Undervisningsspråket : en del av lärares yrkesspråk / Anna-Lena Eriksson Gustavsson, Rose-Marie Fahlén, Ulla-Britt Persson & Joakim Samuelsson -- Dialogism and social constructivism / Per Linell -- Samhällsaktiva skolor och skolaktiva samhällen i glesbygd : utopi eller möjlighet? / Annika Andræ Thelin -- Användningen av tiden i skolan / Mats Ekholm -- Offensiva spelare och coacher i matchen om skolan / Lennart Fahlén, Elisabeth Ahlstrand, Ingrid Westlund & Leif Mideklint -- Analyser av skolors anda / Rolf Lander -- Samhällsförändring, skolprofilering och identitet / Lars Naeslund & Jens Pedersen -- Succession and managing the transition from predecessor to successor / Siv Boalt Boëthius -- Freud som gruppsykolog : en orättvis betraktelse till 150-årsdagen / Stefan Jern -- Gruppens känslomässiga klimat / Eric Olsson -- Från Göteborg till Dortmund : studier i masshändelser / Michael Rosander & Ingrid Hylander -- Gruppetenking og operativ effektivitet i team / Endre Sjøvold -- Existens och relationer / Dan Stiwne -- Är det bra att vara ambitiös? / Viveka Adelswärd och Johan Hofvendahl -- Ja, för jag är så jävla snygg!" : retsekvenser och informellt lärande i högstadiets grupparbeten / Karin Aronsson & Michael Tholander -- Skolpsykolog : beprövad erfarenhet och specialitet på vetenskaplig grund? / Gunilla Guvå & Ingrid Hylander -- Slump, sammanträffanden och spår : om en lärares inflytande / Stefan Jern & Anders Hempel -- Villkor för psykologisk forskning : hur de statliga forskningsråden fördelade sina pengar inom psykologiområdet 1996-98 / Rolf Sandell och Kjell Granström -- Urval publikationer Kjell Granström. Svensk engelsk och norsk text.

  • 5.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, KarinLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.Samuelsson, MarcusLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.Thornberg, RobertLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lärares etik och professionella arbete: skolan som moralisk praktik : en vänbok till Gunnel Colnerud2013Collection (editor) (Other academic)
    Abstract [sv]

    Gunnel Colnerud, professor vid Institutionen för beteendevetenskap och lärande, vid Linköpings universitet har under den största delen av sitt yrkesverksamma liv varit engagerad i skolfrågor av olika slag. Ofta har fokus för hennes intresse och uppdrag legat i att förstå skolans vardagsliv och det komplexa uppdrag som läraryrket innebär. Gunnel fyller 67 år i januari 2015 och denna vänbok är en hyllning till henne från kollegor, både nationellt och internationellt, samt tidigare doktorander. Bidragen i antologin, Lärares etik och professionella arbete - skolan som moralisk praktik, är tänkt att spegla de områden som Gunnel i sin forskning varit engagerad i.

    Innan Gunnel påbörjade sin forskarutbildning i pedagogik var hon verksam som psykolog inom skolhälsovården. Denna erfarenhet av att ha mött barn och elevers utsatthet samt lärares ständiga arbete med att möta olika typer av förändringar och hantera en komplex yrkesroll är något som Gunnel burit med sig in i sin forskning, vilket inte minst syns i hennes outtröttliga engagemang i att vara en forskare som bidrar till skolans praktik.

    I mitten av nittiotalet Jade Gunnel fram sin avhandling som byggde på intervjuer med yrkesverksamma lärare och handlade om etiska dilemman lärare ställs inför i sitt yrkesutövande. Gunnel har allt sedan avhandlingsarbetet varit mycket engagerad i etiska frågor i relation till läraruppdraget och var en av de pådrivande krafterna i att tillsammans med Sveriges båda lärarförbund formulera gemensamma yrkesetiska principer, som kom att benämnas Lärares yrkesetik. I detta arbete gjorde Gunnel betydande insatser genom att problematisera yrkesetik som fenomen, medverka i otaliga utbildningsinsatser för lärare och lärarstudenter inom området och sist men inte minst bidra till att etablera yrkesetik som forskningsfält.

    Ett kännetecknande drag för Gunnels forskning har varit den starka viljan och övertygelsen om att forskning om skola behöver ske i relation till och med skolans praktik. Tillsammans med sin make och kollega professor Kjell Granström etablerade Gunnel en forskarmiljö med fokus på praxisnära forskning. Vi som är redaktörer för denna vänbok har alla haft förmånen att vara doktorander till Gunnel eller Kjell och fått möjlighet att växa som forskare i en forskarmiljö som präglats av kreativitet, engagemang och spännande diskussioner.

    Norrköping och Linköping, oktober 2013

    Helene, Karin, Marcus & Robert

  • 6.
    Eriksson-Gustavsson, Anna-Lena
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Forslund Frykedal, KarinLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.Samuelsson, MarcusLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Specialpedagogik - i, om, för och med praktiken2016Collection (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.

  • 7.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Bystanders to bullying: Fourth- to seventh-grade students' perspectives on their reactions2014In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 29, no 5, p. 557-576Article in journal (Refereed)
    Abstract [en]

    The aim with the present study was to investigate bystander actions in bullying situations as well as reasons behind these actions as they are articulated by Swedish students from fourth to seventh grade. Forty-three semi-structured individual interviews were conducted with students. Qualitative analysis of data was performed by methods from grounded theory. The analysis of the student voices of being a bystander in bullying reveals a complexity in which different definition-of-situation processes are evoked (a) relations (friends and social hierarchy), (b) defining seriousness, (c) victim’s contribution to the situation, (d) social roles and intervention responsibilities, and (e) distressing emotions. There are often conflicted motives in how to act as a bystander, which could evoke moral distress among the students. Our analysis is unique in that it introduces the concept of moral distress as a process that has to be considered in order to better understand bystander actions among children The findings also indicate bystander reactions that could be associated with moral disengagement, such as not perceiving a moral obligation to intervene if the victim is defined as a non-friend (‘none of my business’), protecting the friendship with the bully, and blaming the victim.

  • 8.
    Forsberg, Camilla
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Fourth- to seventh grade students' perspectives on bystander roles and bullying situations2013Conference paper (Refereed)
  • 9.
    Forslund Frykedal, Karin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    "What's in it for me?" A study on students' accommodation and resistance during group work.2016In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, no 5, p. 500-514Article in journal (Refereed)
  • 10.
    Nordvall, Mathias
    et al.
    Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, The Institute of Technology.
    Arvola, Mattias
    Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, The Institute of Technology.
    Marcus, Samuelsson
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Exploring Simulated Provocations: Supporting Pre-service Teachers' Reflection on Classroom Management2014In: Learning and Collaboration Technologies. Technology-Rich Environments for Learning and Collaboration / [ed] Zaphiris, Panayiotis, Ioannou, Andri, Springer, 2014, p. 182-193Conference paper (Refereed)
    Abstract [en]

    The purpose of our research project is to explore the design of game-like simulations that allow pre-service teachers to explore and experiment with problematic classroom situations to develop proficiency in classroom management. The research problem for this paper is how to design a plausible, valuable to learn, and interesting game-like simulation that also is usable and opens up for reflection on and understanding of the scenarios in the simulation. We used ‘research through design’ and combined interaction design and game design to develop the SimProv simulation. 21 pre-service teachers were invited to evaluate it in a play session with constructive interaction and questionnaires. SimProv consists of text-based scenarios where pre-service teachers can take actions corresponding to classic leadership styles. The results show that it provides a plausible, valuable, exploratory, playful, but not always interesting experience for pre-service teachers. The participants did engage in reflective discussions about the choices they made.

  • 11.
    Nordvall, Mathias
    et al.
    Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, Faculty of Science & Engineering.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    A Design-Oriented Computer Simulation Project for Enabling Reflective Action-Focused Mentoring for Preservice Teachers2013In: Education and poverty: theory, research, policy and praxis, 2013Conference paper (Refereed)
    Abstract [en]

    In Sweden, there is a dearth of authentic learning spaces for pre-service teachers to experience maximized variation of disturbances, provocations, and conflicts that are a natural part of teaching. To provoke such situations for practice with real pupils would be ethically problematic, as it would compromise the integrity, mutual respect, and ethic of caring within the teacher-learner relationship. Its pedagogical scope would also be limited, as real-time classroom management do not allow for adequate reflection. Our paper will explore the use of computer simulations as a tool to use during mentorship for pre-service teachers when learning classroom management. We will therefore focus on understanding the personal leadership experiences that pre-service teachers can develop in computer simulators to become confident leaders in their classroom and how this understanding can be integrated into the design process of such simulators. Perspectives: Earlier empirical studies by (Granström & Einarsson, 1998; removed for blind review) documents problematic situations of disturbances, provocations, and conflicts that affect teachers as well as pupils in Swedish schools. Previous work by (Lewis, 2001) reveals that teachers might resort to punishment when conflicts arise, while (Woolfolk & Weinstein, 2006; Lewis, Romi, Katz & Xing, 2008) problematize the falsely perceived effectiveness of punishment. Our project therefore seeks to empower pre-service teachers by grounding their leadership in personal experiences through classroom computer simulations that allow exploration of alternative strategies for classroom management and continuous reflection on their appropriateness. Modes of Inquiry: A phenomenographical analysis, based on stimulated recall interviews, will focus on pre-service teachers’ verbalized descriptions of classroom management decisions taken within the simulator. This explorative form of reflective action-focused mentoring is contrasted with the standard formats as it seeks to understand the appropriateness of using computer simulations to teach classroom management. Data sources: Data from the project Simulerade Provokationer (eng. Simulated Provocations) generated by pre-service teachers from a Swedish university is utilized. This data includes the choices and verbalized reflections that the pre-service teachers made while exploring the simulation. Results: In the simulation the pre-service teachers are forced to take actions, reflect on choices, and change their decisions in an explorative fashion. The hypothesis being that through active participation and continuous self-reflection pre-service teachers will feel better prepared to be the classroom leaders they are expected to be and will carry out a leadership that’s consistent with their desired self-image. Scholarly significance: Numerous Swedish teachers resign in the beginning of their careers as the reality-check hits them of being unprepared for the leadership required of them (Akin-Little & Little, 2008; Colnerud, Karlsson & Szklarski, 2008). Despite the number of academically proposed approaches to classroom management all Swedish pre-service teachers do not successfully manage to apply those approaches as practical knowledge in the classroom. As academics we need to explore new ways of supporting pre-service teachers in learning how to perform classroom management as they after graduation will join a community of practice that is currently unable to support them in that growth.

  • 12.
    Samuelsson, Marcus
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning.
    Acting like a teacher: Some perspectives on corrective expressions in the classroom2003In: European Conference on Educational Research,2003, 2003Conference paper (Refereed)
    Abstract [en]

        

  • 13.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Aktivering av elevers lärande med stöd av läromedel från UR2010Report (Other academic)
  • 14.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Arbetslös - meningslös?1993In: Friluftsliv - en livsstil, ISSN 1402-9235, no 4, p. 18-Article in journal (Other (popular science, discussion, etc.))
  • 15.
    Samuelsson, Marcus
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Att förhålla sig till institutionalisering: Utmanande för såväl lärare som elever2008In: Locus, ISSN 1100-3197, Vol. 20, no 3-4, p. 83-99Article in journal (Refereed)
  • 16.
    Samuelsson, Marcus
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Att upprätthålla relationer och förhålla sig till befogenheter: Ett produktivt sätt för lärare att leda verksamheten i klassrummet.2008In: Krut : kritisk utbildningstidskrift, ISSN 0347-5409, Vol. 130, p. 66-79Article in journal (Other academic)
  • 17.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Barndomens hjältar1998In: Argaladei - friluftsliv en livsstil, ISSN 1402-9235, no 4, p. 16-17Article in journal (Other (popular science, discussion, etc.))
  • 18.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Bild av Yngve Brunzell Nordqvist1999In: Argaladei - friluftsliv en livsstil, ISSN 1402-9235, no 2, p. 12-12Article in journal (Other (popular science, discussion, etc.))
  • 19.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Bokmal: Friluftslivets pedagogik2000In: Argaladei Friluftsliv - en livsstil, ISSN 1402-9235, no 1Article in journal (Other (popular science, discussion, etc.))
  • 20.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Combating gender violence in and around schools2008In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 20, no 6, p. 662-663Article, book review (Other academic)
  • 21.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Design and Anthropology2015In: Qualitative Research, ISSN 1468-7941, E-ISSN 1741-3109, Vol. 15, no 1, p. 125-126Article, book review (Other academic)
    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.

  • 22.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Didaktiskt erfarenhetsutbyte mellan lärare i slöjd i en nätbaserad praxisgemenskap2013In: Techne series: Research in sloyd education and crafts science. A, ISSN 1238-9501, E-ISSN 1893-1774, Vol. 20, no 2, p. 34-47Article in journal (Refereed)
    Abstract [sv]

    Ett didaktiskt fenomen, hanteringen av stökiga pojkar i slöjd, fick en lärare i slöjd med inriktning mot textil att posta ett inlägg i en nätbaserad praxisgemenskap. Läraren efterfrågade andra lärares erfarenheter och radikala tips för att hantera ett för henne aldrig tidigare upplevt problem, störande killar. Läraren i slöjd fick under tio dagar svar av 13 andra lärare i slöjd. Inlägget tydliggjorde att också lärare i slöjd emellanåt upplever elever som stör undervisningen. Inlägget visar vidare på ett behov och intresse bland lärare i slöjd för att utbyta erfarenheter avseende hur didaktiska fenomen kan hanteras. Dessa två aspekter är i sig något nytt i betydelsen sällan tidigare beskrivet gällande lärare i slöjd i nätbaserade praxisgemenskaper. Läraren som postade inlägget intervjuades och samtliga lärares erfarenhetsutbyte analyserades. Ur intervjun framkom två teman: beteendeanalyser och åtgärdsförsök. Dessa beskrev vilka erfarenheter och motiv läraren hade för att efterfråga andras lärares tips. Ur analysen av erfarenhetsutbytet framkom två teman: lösningsförslag eller problemformuleringar. Lösningsförslagen var normativa utsagor om hur fenomenet skulle förstås och hanteras. Problemformuleringarna var deskriptiva utsagor om hur fenomenet kunde förstås och hanteras. Diskussionen visar att erfarenhetsutbytet om störande pojkar kollegorna emellan framstod som stärkande såväl som utmanade för den nätbaserade praxisgemenskapen.

  • 23.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Du och ditt friluftsliv1997In: Argaladei - friluftsliv en livsstil, ISSN 1402-9235, no 4, p. 3-Article in journal (Other (popular science, discussion, etc.))
  • 24.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Educational Sciences.
    Elevers reaktioner och motstånd mot lärares korrigeringar2005In: The Conference on Personality, Group and Social Psychology,2005, Uppsala: Uppsala universitet , 2005, p. 95-Conference paper (Refereed)
  • 25.
    Samuelsson, Marcus
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings.
    En injektion i likabehandlingsplanen2008In: Pedagogiska magasinet : Lärarförbundets tidskrift för pedagogisk forskning och debatt, ISSN 1401-3320, Vol. 2, p. 89-89Article in journal (Other academic)
    Abstract [en]

      

  • 26.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Ett barn gör ingen saga2000In: Argaladei Friluftsliv - en livsstil, ISSN 1402-9235, no 1Article in journal (Other (popular science, discussion, etc.))
  • 27.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Fascism och rasism: Hur kan vi hantera det växande problemet?1993In: Friluftsliv - en livsstil, ISSN 1402-9235, no 3, p. 19-Article in journal (Other (popular science, discussion, etc.))
  • 28.
    Samuelsson, Marcus
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Fit To Teach: Same-sex desire, gender and schooll work in the twentieth century2008In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 5, p. 549-550Article in journal (Other academic)
    Abstract [en]

                

  • 29.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Followership and leadership in different sorts of sloyd practices2013In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 8, no 1, p. 105-117Article in journal (Refereed)
    Abstract [en]

    This study examined the extent to which students fully embrace sloyd activities. Sloyd is a form of adventurous education in Sweden where school students take more control of the content and methods of learning as part of their weekly education. Hands on activities are often part of the adventure and it sometimes takes place outdoors. The study focused on two sloyd groups, one led by their school teacher in school time and one group who volunteered for sloyd out of school hours. Students in the school context were expected to follow the sloyd teacher’s instructions and they were supposed to choose between an individual task or a group assignment at the beginning of the semester. The youngsters in the sloyd club context were expected to manage the sloyd activities themselves as and when they attended the voluntary sessions. That children and young people embrace sloyd is more or less taken for granted, whether it is part of students’ school activities or youngsters’ spare time activities. However, we found there was a variation in the extent to which students embraced sloyd from both the class based and voluntary groups. The class-based students’ willingness to embrace sloyd depended on whether their activity assigned to them by the teacher was interesting to them. Although the out of school students voluntarily chose their activity, some of them still declined to embrace fully the sloyd approach due to a general lack of interest in the activities. Our conclusion is that sloyd leaders or facilitators need to consider individual differences to ensure sloyd is fully embraced. 

  • 30.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Fältarbete i slöjdpraktiker2011In: Techne serien: Forskning i slöjdpedagogik och slöjdvetenskap, ISSN 1893-1774, Vol. 18, no 1, p. 7-18Article in journal (Refereed)
    Abstract [sv]

    Denna artikel beskriver överväganden gjorda inför och under ett fältarbete i två slöjdpraktiker, en skolslöjdspraktik och en slöjdklubbspraktik, liksom överväganden inför rapportering av detta fältarbete. Artikeln knyter an till vetenskapliga discipliner som antropologi, etnologi och sociologi där fältarbete under stora delar av 1900-talet använts för förstahandsregistreringar av interaktionen människa – människa, människa – kultur. Metodologiska aspekter som tid problematiseras med exemplifieringar från ett halvårslångt fältarbete i två olika slöjdpraktiker. På så sätt beskrivs hur kontakt med fälten eller slöjdpraktiker kan etableras, upprätthållas och avslutas genom olika slags portvakter. Vidare problematiseras hur fältforskare har att förhålla sig till och reflektera över sin roll som medaktör under det att deltagande observationer, fältanteckningar, samtal, dokument- och föremålsanalyser genomförs. Artikeln skildrar också hur forskaren genom hela fältarbetet medvetet arbetar med att förhålla sig reflexiv, vara nära och vara distanserad, i förhållande till fälten. Vidare framhålls hur fältforskaren genom att växla mellan empirisk och teoretisk närhet gör det möjligt att överraskas och på så sätt försöka etablera nya, annorlunda, sätt att se på och förstå det som sker i fält. Artikeln avslutas med reflektioner över senmoderna fältarbetens potential för att studera kommunikation, innehåll och meningserbjudanden i slöjdpraktiker.

  • 31.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Gråa tassars tysta steg1997In: Argaladei - friluftsliv en livsstil, ISSN 1402-9235, no 3, p. 9-Article in journal (Other (popular science, discussion, etc.))
  • 32.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    How to Understand Disorderly Boys - An Exchange of Didactic Experiences Among Textile-Sloyd Teachers in an Internet-based Community of Practice2015In: FORMakademisk, ISSN 1890-9515, E-ISSN 1890-9515, Vol. 8, no 2, p. 1-17Article in journal (Refereed)
    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.

  • 33.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    I Stig Helmers hemmavatten1995In: Friluftsliv - en livsstil, ISSN 1402-9235, no 4, p. 10-11, 18Article in journal (Other (popular science, discussion, etc.))
  • 34.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Intuition är kunskap1995In: Friluftsliv - en livsstil, ISSN 1402-9235, no 4, p. 16-17Article in journal (Other (popular science, discussion, etc.))
  • 35.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Kol, kaffe och poesi1999In: Argaladei - friluftsliv en livsstil, ISSN 1402-9235, no 3, p. 5-Article in journal (Other (popular science, discussion, etc.))
  • 36.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Kulturhistorisk om elden, veden och människan1995In: Friluftsliv - en livsstil, ISSN 1402-9235, no 1, p. 16-17Article in journal (Other (popular science, discussion, etc.))
  • 37.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Kulturlandskapet och identifikationen1997In: Argaladei - Friluftsliv en livsstil, ISSN 1402-9235, no 2, p. 7-Article in journal (Other (popular science, discussion, etc.))
  • 38.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Kvilleken: Argaladei presenterar ännu en jubilar!1996In: Friluftsliv - en livsstil, ISSN 1402-9235, no 3, p. 15-Article in journal (Other (popular science, discussion, etc.))
  • 39.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Laponia - världsarvsområde1997In: Argaladei Friluftsliv - en livsstil, ISSN 1402-9235, no 2, p. 13-Article in journal (Other (popular science, discussion, etc.))
  • 40.
    Samuelsson, Marcus
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Learning through out making mistakes in sloyd practices2008In: Crafticulation and Education Conference,2008, 2008Conference paper (Refereed)
    Abstract [en]

       

  • 41.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lärares benägenhet att gripa in2012In: Venue, ISSN 2001-788X, Vol. 12Article in journal (Other academic)
    Abstract [sv]

    Förmågan eller avsaknaden av förmåga att gripa in när ingripande kan anses befogat diskuteras från tid till annan. Det sker inte sällan som en följd av en massmedialt uppmärksammad händelse. Detta oavsett det gäller interventioner i krishärdar från organ som EU eller FN eller stater som USA eller det rör sig om enskilda medborgares beteende i särskilda situationer skriver Marcus Samuelsson.

  • 42.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lärares upplevelse av besvärande elevbeteende2014In: Venue, ISSN 2001-788X, no 3, p. 1-5Article in journal (Other academic)
  • 43.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Martin Pederson, Jacob Klitmoller och Klas Nielsen, red. Deltagarobservation: En metode til undersogelse af psykologiske foenomener [Participant Observation: A method for the study of psychological phenomena]2014In: Sociologisk forskning, ISSN 0038-0342, Vol. 51, no 1, p. 97-99Article, book review (Other academic)
    Abstract [en]

    n/a

  • 44.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Medvetna möten gör skillnad2009Other (Other (popular science, discussion, etc.))
  • 45.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Meningserbjudanden i senmoderna slöjdpraktiker2010Conference paper (Refereed)
  • 46.
    Samuelsson, Marcus
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Många vinklar i slöjden2008In: Pedagogiska magasinet : Lärarförbundets tidskrift för pedagogisk forskning och debatt, ISSN 1401-3320, Vol. 3, p. 88-89Article in journal (Other academic)
    Abstract [sv]

      

  • 47.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Naturkontakt, varför då?1997In: Argaladei - Friluftsliv en livsstil, ISSN 1402-9235, no 3, p. 4-5Article in journal (Other (popular science, discussion, etc.))
  • 48.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Nils Dahlbäck1999In: Argaladei - friluftsliv en livsstil, ISSN 1402-9235, no 1, p. 8-Article in journal (Other (popular science, discussion, etc.))
  • 49.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Okända vissheter blottlagda på fildelningssajter: Om elevers inofficiella registreringar av lärare.  2009In: Utmanande : utmanad En skandinavisk arbetskonferens för praktiker och forskare om samspelet i pedagogiska miljöer., 2009, p. x-xConference paper (Other academic)
  • 50.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Ola Skinnarmo och jag2000In: Argaladei - friluftsliv en livsstil, ISSN 1402-9235, p. 10-11Article in journal (Other (popular science, discussion, etc.))
12 1 - 50 of 93
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