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  • 1.
    Alasuutari, Maarit
    et al.
    Jyväskylä University, Finland.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Vallberg-Roth, Ann-Christin
    Malmö högskola.
    Assessment and Documentation in Early Childhood Education2014 (ed. 1)Book (Other academic)
    Abstract [en]

    Documentation in early childhood education is typically seen as a means to enhance the quality of care and education, and as a way to take account of the child’s view.

    Assessment and Documentation in Early Childhood Education considers the increasing trend towards systematic child documentation especially in early childhood institutions. The authors present ways in which assessment and evaluation is done sometimes explicitly but more often implicitly in these practices, and explore its means, aims, forms, and functions. They also examine the rationalities of child documentation from the perspective of professional practice and professionalism and suggest that documentation and assessment practices can weaken and constrain but also empower and strengthen teachers, children and parents. Topics explored include:

    • Different forms of documentation and assessment
    • Documentation and listening to the children
    • Dilemmas of assessment and documentation
    • Participation by children
    • Involvement of parents

    This timely bookwill be appealing for those studying in the field of early childhood education, teacher education, special education, general education, social work, counselling, psychology, sociology, childhood studies, and family studies.

  • 2.
    Markström, Ann-Marie
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity . Linköping University, Faculty of Arts and Sciences.
    Att förstå förskolan: vardagslivets institutionella ansikten2006Book (Other (popular science, discussion, etc.))
  • 3.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Children´s perspectives on the relation between home and school2013In: International Journal about Parents in Education, ISSN 1973-3518, E-ISSN 1973-3518, Vol. 7, no 1, p. 43-56Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to shed light on children’s perspectives of the relations between home and school. The study is based on 52 interviews with children aged 12-13 years in Sweden about their knowledge and notions of the relations between their parents and teachers, and what they perceive their own role to be in this context. The study reveals that the children’s understandings are drawing on both ideas of connectedness and autonomy to different actors characterised by a vertical or horizontal frame and that generational and institutional power are important in their understanding of the relations. The results reveals the different ways in which children talk about home-school relations, namely as (1) an asymmetric vertical “keep-apart-relation” characterised by institutional power, generational power and children’s autonomy and power and (2) a horizontal relation that is characterised by a symmetric power relation between the actors, i.e. they think that the parties to some extent sometimes have an equal influence in the relation. In addition, the study indicates that children adopt different strategies in relation to the adults. The children’s accounts show that they reproduce and also resist the social order and structure.

  • 4.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Childrens Views of Documentation in the Relations between Home and School2015In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 29, no 3, p. 231-241Article in journal (Refereed)
    Abstract [en]

    The aim of the article was to shed light on childrens experiences and views of documentation in home-school relations. The study draws on qualitative interviews with 52 pupils in Year 6 in Sweden. The analyses reveal pupils understanding of documents and documentation and how they form an important part of the communication between home and school. Furthermore, the analyses show that children see themselves positioned as objects and messengers between home and school, but also as subjects who resist and use documents and documentation in their own interests.

  • 5.
    Markström, Ann-Marie
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity. Linköping University, Faculty of Arts and Sciences.
    Early Childhood Education- Preschool as a an arena for socialization, qualification and normalization.2010In: Society and learning. Social pedagogy in change. / [ed] Lisbeth Eriksson & Ove Sernhede, Göteborg: Daidalos förlag , 2010, p. 157-180Chapter in book (Other academic)
  • 6.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Förskolan som normaliseringspraktik: En etnografisk studie2005Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is an ethnographic exploration of institutions for small children, i.e. the pre-school institution.The overall aim of the study is to investigate what is characteristic for some Swedish preschoois,and how childhood is formulated and realized within those institutions. Of centralimportance are questions. which concern how pre-schools are constructed, negotiated andmaintained by the actors within the pre-school settings. Another aim is to explore contemporarymeanings of pre-school and pre-school children as they appear in interviews and everyday talk. Thedata were collected by participant observations for almost one year in two pre-schools. Data consistof audio- recordings of everyday life and parental talks, interviews with children, pre-schoolteachers and parents. Points of departure are ideas from interactionism and social constructionism.The analyses draw upon concepts from integrative theories; agency-structure, social practice, socialorder and normality in relation to the institution.

    The results show that pre-school is takcn for granted and is almost considercd as compulsory andpart of normal childhood. Pre-school is legitimated as an interest of and a question for society,families and parents, but also in the best interest of children here and now and for the future. Inaddition, pre-school is also understood as a social and a social pedagogical question for individualsand for society. Moreover, the study shows howeveryday life in pre-school is zoned andpedagogized in time and space. The institution is characterized by schedules, routines and predefinedrooms and artifacts, as weil as by planned activities and unplanned, occasional and situatedactivities, respectively. Children and adults have to deal with the social order of the institution, andthis study shows that the actors constantly break and negotiate the social order - they are doing preschool.The institutions and the interactions are characterized by complexitics and hybridities andthere are different activitics and discourses in action at the same time. This also concerns theintermediate domain between private and public and the relations between parents and pedagogues.None of them are in controi of children's everyday life, and they have to share information. viewsand sometimes also decisions. Parents have to contribute to the construction of a pre-school chiid,by delivering a child ready for prc-school, a chiId with certain competences. In everyday activitiesand in parental talks, the adults articulate and negotiate the picture of a "normal" pre-school chiId,i.c. demands related to a situated institutionaI normality . The study shows how children act indifferent ways in relation to social context and social order in different situations. They act as "normal pre-schoolchildren" but they also construct their own social order in relation to theinstitution, alone or together with other children and adults.

  • 7.
    Markström, Ann-Marie
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity . Linköping University, Faculty of Arts and Sciences.
    Förskolans utvecklingssamtal – ett komplex av aktiviteter i tid och rum2008In: Educare, ISSN 1653-1868, no 1, p. 51-67Article in journal (Refereed)
    Abstract [en]

    This article highlights the construction of parent-teacher conferences in the Swedish preschool and activities related to them. Drawing on an ethnographic study the analysis focuses on the actors´ contributions to the conference and what resources are used. The empirical material consists of audio taped parent-teacher conferences and observations of everyday activities related to them. The results show that children, parents and preschool teachers are all involved in parent-teacher conferences. It is argued that different activities are initiated and governed by the institutional framework of the parent-teacher conference, and that it is almost an imperative for all the actors to be active in this process: to fill in forms, have talks in preschool or at home and then report and use these activities in the conference. In addition, the different activities that construct the parent-teacher conference have pedagogical implications by influencing the children and parents to become self-reflective in specific ways.

  • 8.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Föräldrars anmälningar till skolinspektionen.2016In: Specialpedagogik: i, om, för och med praktiken / [ed] Anna-Lena Eriksson Gustavsson, Karin Forslund Frykedal & Marcus Samuelsson, Stockholm: Liber, 2016, 1, p. 72-89Chapter in book (Other academic)
  • 9.
    Markström, Ann-Marie
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Föräldrars möten med samhällsinstitutioner för barn. Förskola och skola.2009In: Barn, barndom och föräldraskap. / [ed] Ann-Marie Markström, Maria Simonsson, Ingrid Söderlind, Eva Änggård Skoog, Gunilla Halldén, Stockholm: Carlssons Bokförlag , 2009, 1, p. 189-206Chapter in book (Other academic)
  • 10.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Garderoben som sted for samarbeid og forhandlinger mellom hjem og barnehage2013In: Til barnas beste: veier til omsorg og lek, læring og danning / [ed] Else Foss og Ole Fredrik Lillemyr, Oslo: Gyldendal Akademisk, 2013, 1, p. 180-201Chapter in book (Other academic)
    Abstract [no]

    Omsorg, leg, læring og dannelse er ligestillede begreber i den norske børnehavelovs formålsparagraf, og centrale opgaver i børnehaven. Børn har brug for omsorg og har behov for at lege, og læring har fået større betydning efter at børnehaven er blevet en del af uddannelsesforløbet. Dannelsebegrebet gælder hele uddannelsesforløbet fra børnehave til universitet. Bogen vil knytte bånd mellem de fire begreber i børnehavefagligt perspektiv

  • 11.
    Markström, Ann-Marie
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity. Linköping University, Faculty of Arts and Sciences.
    Hallen: en plats i skärningspunkten mellan privat och offentligt2007In: Den moderna barndomen och barns vardagsliv / [ed] Gunilla Halldén, Stockholm: Carlssons , 2007, 1, p. 97-118Chapter in book (Other academic)
    Abstract [sv]

    I denna bok behandlas frågor om vad förskolans uppdrag innebär och hur synen på omsorg och bilden av barnet har förändrats, samt hur barndomsforskningen förhåller sig till frågor om barns kompetens och barns beroende. Förskolan diskuteras som en plats för barn, men där också barnen skapar egna platser. Ann-Marie Markström, Maria Simonsson och Eva Änggård har i sina avhandlingar studerat hur barn använder sig av förskolan och de bidrar med varsitt kapitel i boken

  • 12.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Hemma i förskolan2014In: Om förskolan och de yngre barnen: historiska och nutida nedslag / [ed] Jutta Bladin, Johan Dahlbeck, Anne Harju & Peter Lilja, Lund: Studentlitteratur AB, 2014, 1, p. 49-66Chapter in book (Other academic)
  • 13.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Medborgarfostran i ny dräkt i en serviceorienterad socialtjänst2014In: Dynamiska och komplexa miljöer: reflektioner över pedagogiska praktiker : vänbok till Glenn Hultman / [ed] Ann-Sofi Wedin, Ann-Marie Markström, Kristina Hellberg, Linköping: Linköpings universitet, Institutionen för beteendevetenskap och lärande , 2014, p. 83-98Chapter in book (Other academic)
  • 14.
    Markström, Ann-Marie
    Linköping University. Linköping University, Faculty of Arts and Sciences.
    Mjuk styrning i förskolans utvecklingssamtal.2010Conference paper (Refereed)
  • 15.
    Markström, Ann-Marie
    Linköping University. Linköping University, Faculty of Arts and Sciences.
    Parent-teacher conferences in the Swedish preschool.2010Conference paper (Refereed)
  • 16.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
    Pedagogisering av föräldrar i förskola och skola2013In: Föräldrar, förskola och skola: Om mångfald, makt och möjligheter / [ed] Anne Harju & Ingegerd Tallberg Broman, Lund: Studentlitteratur, 2013, 1, p. 209-227Chapter in book (Other academic)
    Abstract [sv]

    "Jag var rätt skeptisk till hela dagisverksamheten från början så det var viktigt för mig att inskola. Det jag var rädd för hände aldrig", säger en av de intervjuade papporna medan en av de intervjuade skolledarna i en grundskola framhäver: "Föräldrarna är det viktigaste vi har, och vi har inte föräldrarna".

    I den här boken belyser författarna föräldrasamverkan, föräldrastöd och förhållande mellan föräldrar och förskola/skola i mångfaldens samhälle utifrån intervju- och observationsstudier, statistik, skönlitteratur, webbsidor, grundutbildningskurser och styrdokument.

    Författarna framhåller den snabba förändringen i synsätten på föräldrars delaktighet och inflytande och diskuterar det som ett uttryck för styrning mot gemensamt ansvar och delade normer och värden i ett samhälle som präglas av ökad segregation och heterogenitet.

    De belyser också det förändrade föräldraskapet och hur olika sociala och ekonomiska villkor påverkar föräldrars förhållande till förskola och skola.

  • 17.
    Markström, Ann-Marie
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Pedagogiskt arbete som forskningsfält - förskolan som normaliseringspraktik2005In: Pedagogiskt arbete som forskningsfält: Några forskningsinriktningar vid Linköpings undersitet / [ed] Glenn Hultman, Beng-Böran Martinsson, Linköping: Skapande Vetande , 2005, p. 125-140Chapter in book (Other academic)
  • 18.
    Markström, Ann-Marie
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity . Linköping University, Faculty of Arts and Sciences.
    Preschool: an arena where childhood is institutionalised, or where children have power and agency2006Conference paper (Other academic)
  • 19.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Responsibilities for children’s upbringing and education – Swedish pupil´s perspectives on home-school relations2012Conference paper (Other academic)
  • 20.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    School and Child Protection Services Professionals’ Views on the school’s Mission and Responsibilities for Children Living with Domestic Violence: Tensions and Gaps2019In: Journal of family Violence, ISSN 0885-7482, E-ISSN 1573-2851, p. 1-14Article in journal (Refereed)
    Abstract [en]

    The purpose of the work presented here was to study how the Swedish compulsory school, identifies and acts relative to the social problem of children living with domestic violence. More specifically: how do the various professional groups in school and professionals within the child protection services (CPS) describe and understand their own and other professionals’ responsibilities and tasks with respect to children living with domestic violence? The study consisted of 10 focus groups whose members were taken from five professional groups in schools and the CPS in Sweden. The results show that professionals in school lack knowledge about living with domestic violence, one example of which is child abuse. They navigate through the large open space that exists between the pedagogic and psychosocial missions of schools, and use different strategies to interpret the child’s symptoms of maltreatment. They point at an unclear distribution of responsibility between different professionals in school, which can be interpreted as a tension between domains within the institutional school domain. They also point at a “gap” between the school and CPS domains, and find confidentiality to be an obstacle to collaboration. Furthermore, the article sheds light on the complexities, the conflicting understandings, and the different priorities of the different professionals and institutions working with children living with domestic violence. It also discusses practical implications of the results.

  • 21.
    Markström, Ann-Marie
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Serviceinsatser inom socialtjänstens individ- och familjeomsorg. Möjligheter och dilemman.2009Report (Other academic)
  • 22.
    Markström, Ann-Marie
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    "Soft governance" i förskolans utvecklingssamtal.2011In: Educare, ISSN 1653-1868, no 2, p. 57-75Article in journal (Refereed)
    Abstract [sv]

    According to the Curriculum for the Swedish preschool, parent-teacher conferences are important practices in the intermediate sphere and in the relations between home and preschool. This article draws on a study in which the overall aim is to explore how parent-teacher conferences are constructed and used in the Swedish preschool. Using transcripts of audiotaped episodes from parent-teacher conferences, the analysis reveals that the interactions are charactarised by formality in accordance with institutional talk in other institutional settings, but also to a large extent of informality. Additionally, the analyses show that the parent-teacher conferences are characterized by a “soft governance” both in terms of their contents (what) and its form (how). The teachers use various communicative techniques that govern the conversation: closeness and intimacy, the use of anecdotes, references to the common interest of the child, element of humor and laughter, and seemingly neutral questions. In this article it is also discussed how soft governance are used in the construction and assessment of a desirable preschool child and parent.

     

     

    Keywords: assessment, parent-teacher conference, preschool, soft governance

  • 23.
    Markström, Ann-Marie
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity . Linköping University, Faculty of Arts and Sciences.
    Talking about children’s strategies to show resistance in preschool.2010In: Journal of Early Childhood Research, ISSN 1476-718X, E-ISSN 1741-2927, Vol. 8, no 3, p. 303-314Article in journal (Refereed)
  • 24.
    Markström, Ann-Marie
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity . Linköping University, Faculty of Arts and Sciences.
    Talking about children’s strategies to show resistance  to the practitioners in preschool 2009Conference paper (Other academic)
    Abstract [en]

    This paper highlights the face-to-face interactions between parents and teachers in parent–teacher conferences in the Swedish preschool and how they talk about the behaviours and characters those not are appropriate and not expected for children in a preschool setting.

    The focus of the paper concerns how teachers talk about the children’s resistance to the social order in preschool and specially how children show resistance to the teachers.

    The empirical material consists of twenty audio-taped conferences included in a larger study of parent-teacher conferences in a Swedish preschool setting. The analysis reveals five different strategies concerning the talk about children’s´ resistance to the practitioners and the institution: physical resistance, emotional resistance, social resistance, verbal resistance and resistance through repulsion and avoidance. In addition, the article discusses what is expected of a “normal” preschool child.

    The empirical material consists of twenty audio-taped conferences included in a larger study of parent-teacher conferences in a Swedish preschool setting. The analysis reveals five different strategies concerning the talk about children’s´ resistance to the practitioners and the institution: physical resistance, emotional resistance, social resistance, verbal resistance and resistance through repulsion and avoidance. In addition, the article discusses what is expected of a “normal” preschool child.

  • 25.
    Markström, Ann-Marie
    Linköping University.
    The home discourse in the Swedish preschool settingManuscript (preprint) (Other academic)
  • 26.
    Markström, Ann-Marie
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity . Linköping University, Faculty of Arts and Sciences.
    The parent-teacher conference in the Swedish preschool. A study of an ongoing process as a “pocket of local order”.2009In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 10, no 2, p. 122-132Article in journal (Refereed)
    Abstract [en]

    This article explores the construction of parent-teacher conferences in the Swedish preschool and focuses on processes that construct and maintain these meetings. The analysis draws upon an ethnographic study in two preschools and the empirical material consists of 11 audiotaped parent-teacher conferences and observations of everyday activities related to them. By using empirical data from a wider context than the specific speech event, it is possible to gain knowledge about the complexity of the construction of parent-teacher conferences. Using the concept of a 'pocket of local order', it is argued that parent-teacher conferences are practices which consist of a large number of activities linked to resources and restrictions that can be interpreted as an imperative to the participants to conduct talks in preschool and at home, to fill in forms and then use these activities in the conference. In addition, parents and teachers, as well as children, contribute to the construction and maintenance of the pocket of local order, i.e. activities that can be interpreted as an imperative to the actors to reach institutional goals.

  • 27.
    Markström, Ann-Marie
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity . Linköping University, Faculty of Arts and Sciences.
    The parent-teacher conference in the Swedish preschool: A study of an ongoing process as a "pocket of local order"2009In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 10, no 2, p. 122-132Article in journal (Refereed)
    Abstract [en]

    This article explores the construction of parent-teacher conferences in the Swedish preschool and focuses on processes that construct and maintain these meetings. The analysis draws upon an ethnographic study in two preschools and the empirical material consists of 11 audiotaped parent-teacher conferences and observations of everyday activities related to them. By using empirical data from a wider context than the specific speech event, it is possible to gain knowledge about the complexity of the construction of parent-teacher conferences. Using the concept of a 'pocket of local order', it is argued that parent-teacher conferences are practices which consist of a large number of activities linked to resources and restrictions that can be interpreted as an imperative to the participants to conduct talks in preschool and at home, to fill in forms and then use these activities in the conference. In addition, parents and teachers, as well as children, contribute to the construction and maintenance of the pocket of local order, i.e. activities that can be interpreted as an imperative to the actors to reach institutional goals.

  • 28.
    Markström, Ann-Marie
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity . Linköping University, Faculty of Arts and Sciences.
    The parent-teacher conference in the Swedish preschool as a  pocket of local order.2005Conference paper (Other academic)
    Abstract [en]

    This article explores the construction of parent–teacher conferences in the Swedish preschool and focuses on processes that construct and maintain these conferences. The analysis draws on an ethnographic study and the empirical material consists of audio taped parent-teacher conferences and observations of everyday activities related to them. By using empirical data from a wider context than the specific speech event, it is possible to gain knowledge about the complexity of the construction of parent-teacher conferences.

    Using the concept of a “pocket of local order” it is argued hat parent-teacher conferences are practices, which consist of a large number of activities linked to resources and restrictions that can be interpreted as an imperative to the participants: to conduct talks in preschool and at home, to fill in forms and then use these activities in the conference. In addition, parents, teachers as well as children contribute to the construction and maintenance of the pocket of local order, i.e. activities that can be interpreted as an imperative to the actors in order to reach institutional goals.

  • 29.
    Markström, Ann-Marie
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity . Linköping University, Faculty of Arts and Sciences.
    To introduce institutional talk using cards2008In: DANASWAC Group, 2008Conference paper (Other academic)
  • 30.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    To Involve Parents in the Assessment of the Child in Parent-Teacher Conferences.2011In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 38, no 6, p. 465-474Article in journal (Refereed)
    Abstract [en]

    This article explores the face-to-face interactions between parents and teachers in parent–teacher conferences in the Swedish preschool. The article highlights how the preschool teacher introduces the conference by using a specific artifact, so-called “strength cards” with words relating to characteristic behaviour and qualities. The theoretical framework is adopted from research of institutional talk and discourse analysis. The empirical material consists of two cases included in a larger study of parent–teacher conferences. The analysis reveals that the talk not only focuses on the assessment of the individual child but also is directed at the cards, the procedure, and the importance of parents being active and involved in learning the procedure. In addition, the cards are used by the teacher as a tool that governs parents towards becoming ‘good enough preschool parents’ who are cooperative and able to categorise and label their own children, that is, follow the institutional discourse. The analysis also shows that parents take control in order to overcome institutional barriers to parents’ involvement.

  • 31.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Utmaningar i samverkan mellan hem och skola2019In: Skolans konflikter: Vad varje lärare bör veta / [ed] Ann Pihlgren, Lund: Studentlitteratur AB, 2019, p. 123-147Chapter in book (Refereed)
  • 32.
    Markström, Ann-Marie
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Utvecklingssamtal i förskolan- En bedömningspraktik2011In: Resultatdialog 2011: Vetenskapsrådets rapportserie, 7:2011, Stockholm: Vetenskapsrådet , 2011, p. 110-118Chapter in book (Other academic)
  • 33.
    Markström, Ann-Marie
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Utvecklingssamtalet: ett möte mellan hem och institution2006Report (Other academic)
  • 34.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Utvecklingssamtalet som bedömningspraktik: i hemmet och i förskolan2015In: Utvärdering och pedagogisk bedömning i förskolan / [ed] Gunnar Åsén, Stockholm: Liber, 2015, 1, p. 111-125Chapter in book (Other academic)
  • 35.
    Markström, Ann-Marie
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity . Linköping University, Faculty of Arts and Sciences.
    Välfärdsinstitutioner i förändring2008In: FORSA, Århus, August 2008, 2008Conference paper (Other academic)
    Abstract [en]

    Förekomsten och formerna för förebyggande och stödjande socialt arbete inom den svenska kommunala socialtjänsten har förändrats på olika sätt under de senaste decennierna. Liksom inom andra områden inom

    välfärdssektorn har det skett en förskjutning när det gäller synen på hur hjälp och stöd till socialt utsatta eller hjälpbehövande ska ges, bland annat finns i flera kommuner idéer om att inom stöd, rådgivning och behandling ska erbjudas som service istället för bistånd enligt socialtjänstlagen. Skälen till detta kan vara flera. En utgångspunkt kan vara ideologiska skäl där begrepp som myndighetsförklaring, tillgänglighet, valfrihet, medbestämmande och egenstyrning har använts i retoriken. Det kan även finnas pragmatiska skäl till denna förändring såsom förenklade administrativa rutiner och förhoppningar om minskade kostnader.

    I en av de kommuner som gjort denna förändring inom individ- och familjeomsorgen de senaste åren, ges idag cirka 80 % av insatserna som service. Kan denna förändring tolkas som en utveckling från ett myndighetstänkande till ett servicetänkande eller hur kan denna förändring förstås? Vad betyder det för medborgarna som tar del av denna hjälp och stöd och vad betyder det för socialarbetarna att den ges som service? Hur kan denna förändring förstås ur ett samhällsperspektiv?

    Denna studie genomförs under 2008 och det empiriska materialet hämtas från enskilda intervjuer och fokusgruppsintervjuer med socialarbetare, föräldrar och barn och ungdomar i olika verksamheter som ger råd, stöd och behandling som service i en kommun. Preliminära resultat från studien kommer att presenteras.

  • 36.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    What about home-school relations?2012Conference paper (Other academic)
  • 37.
    Markström, Ann-Marie
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Alasuutari, Maarit
    Jyväskylä universitet, Finland.
    The making of the ordinary child in preschool.2011In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 55, no 5, p. 517-535Article in journal (Refereed)
    Abstract [en]

    The article examines parent-teacher conferences in Finnish and Swedish preschools. Previous research has shown that the conferences are mostly about the evaluation of the child. Based on qualitative data, the article studies how this evaluation is done. It asks how the institutional order regarding children is constructed in parent-teacher conferences and what the ordinary child is like that this order presumes. The theoretical framework is adopted from social constructionist research on childhood and institutions. The analysis applies a discourse analytic framework. The results suggest that being and becoming social is the key expectation for a child in Finnish and Swedish preschools; formal education and learning are not often mentioned. In addition, the results show that generational and gendered assumptions are important elements in the institutional order of preschool.

  • 38.
    Markström, Ann-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning.
    Ayton, Katarina
    Stockholms universitet.
    School Inspection complaints: parent´s safeguarding their children´s education?2013Conference paper (Refereed)
    Abstract [en]

    The intent of the study is to shed light on what characterizes parents’ complaints in regard of their children’s everyday life in school that are expressed in the reports that are sent to the Swedish school inspection. The focus is directed towards questions about children’s right to get a good education and to the parent’s and the school’s responsibilities for children’s education and wellbeing in school.    In this paper the results from analysis of a strategic selection (25 %) of all documents sent to the Swedish School Inspection from parents in 2011 concerning complaints on children’s situation in school is presented. The material analysed in this study consist of 250 documents related to children in the ages between 6 and 16 years old. In the analysis attention is paid to WHAT and HOW parents express what the problem is and WHO is responsible for the problem.

  • 39.
    Markström, Ann-Marie
    et al.
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity. Linköping University, Faculty of Arts and Sciences.
    Eriksson, Lisbeth
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    Social Pedagogy in a Swedish Context2009In: The Diversity of Social pedagogy in Europe, Bremen: Europäischer Hochschuleverlag GmbH & Co , 2009, 1, p. 46-63Chapter in book (Other academic)
    Abstract [en]

    Situated at the intersection between social work and education, social pedagogy is an original and dynamic academic and professional tradition. It can be found across most European countries and shows great variety, being closely connected to specific national - and sometimes even regional cultures and structures. Yet despite this diversity, social pedagogy also has many common features, cross-nationally. The aim of the book is to illustrate this diversity via a selection of case studies from Denmark, France, Germany, Poland and Sweden. Although social pedagogy is, in many countries, a profession that represents a sizeable workforce, very little has been written about it from a European perspective. Comparative literature tends to look at social work, whereby social pedagogy is obscured. But while there is a lack of comparative social pedagogy literature, interest in social pedagogy is growing. This is particularly so in the United Kingdom where no social pedagogy tradition exists but policy developments point to the emergence of a social pedagogy paradigm both in academia and in terms of careers. This book aims to help fill the gap. Case studies deal with theoretical and practical aspects of social pedagogy, professional education, fields of practice and research as well as links with other academic and professional paradigms.

  • 40.
    Markström, Ann-Marie
    et al.
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity . Linköping University, Faculty of Arts and Sciences.
    Hallden , Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Childrens Strategies for Agency in Preschool2009In: Children & society, ISSN 0951-0605 , Vol. 23, no 2, p. 112-122Article in journal (Refereed)
    Abstract [en]

    This article is based on an ethnographic study of childrens everyday life in Swedish preschools. The ethnography is used to explore childrens strategies for influencing, defending and constructing the social order of a preschool institution. The focus of our concern is on how the children, in their interactions with each other and with the preschool teachers, manage the collective regulation and how they negotiate their participation in collective activities. There is an inherent tension between free play and the high degree of routinised and collective activities within the preschool institution. The study shows that children are active in playing at the border, acting as if the institution is the childrens place. It also shows how they draw on different strategies as resources for managing the regulations, accounting for personal autonomy and negotiating the social order. In taking a child perspective and acknowledging children as active agents, it is possible to see how they influence and shape their everyday life in a preschool context. In addition, the article illustrates individual childrens strategic and pragmatic use of resources and in doing so contribute to their own childhood and thereby become part of a social and cultural construction process.

  • 41.
    Markström, Ann-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Münger, Ann- Charlotte
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Fokusgruppssamtal om svåra frågor2017In: Nättidskrift Venue, LiUArticle, review/survey (Other academic)
  • 42.
    Markström, Ann-Marie
    et al.
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity. Linköping University, Faculty of Arts and Sciences.
    Münger, Ann-Charlotte
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity. Linköping University, Faculty of Arts and Sciences.
    Socialpedagogiska institutioner för barn i tid och rum2004In: Socialpedagogik och samhällsförståelse: eori och praktik i socialpedagogisk forskning / [ed] Lisbeth Eriksson, Hans-Erik Hermansson och Ann-Charlotte Münger, Stockholm, Stehag: Symposion Brutus Östling , 2004, p. 107-134Chapter in book (Other academic)
  • 43.
    Markström, Ann-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Närvänen, Anna-Liisa
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Co-producing Children´s Sociality in Parent-teacher Conferences2015In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, no 5, p. 546-563Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to describe how parents and preschool teachers talk about children's interactional skills in parent–teacher conferences in the Swedish preschool and how this can be related to socialization processes. The analyses show that children's communicative skills, such as turn-taking in conversation and co-operation, are considered as important for both parents and teachers and talked about in terms of trouble or success. Children's skills are often assessed by using chronological age as a parameter. Our analysis suggests that the talk about children's interactional skills may be interpreted in terms of deficiency discourses founded primarily on theories in developmental psychology, and that parents, and particularly the teachers, present themselves as socializing agents with regard to children.

  • 44.
    Markström, Ann-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Närvänen, Anna-Liisa
    Linnéuniversitet.
    Ålder som meningsbärande och normerande resurs i förskolans utvecklingssamtal2017In: Introduktion till kritiska åldersstudier / [ed] Krekula, C. & Johansson, B., Lund: Studentlitteratur, 2017, p. 125-140Chapter in book (Refereed)
  • 45.
    Markström, Ann-Marie
    et al.
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity. Linköping University, Faculty of Arts and Sciences.
    Simonsson, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Constructions of girls in preschool parent-teacher conference.2011In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 43, no 1, p. 23-41Article in journal (Refereed)
    Abstract [en]

    The article investigates the discursive constructions of preschool girls and points to how girls are positioned, assessed and constructed by adults in parent–teacher conferences in Swedish preschools. Using transcripts of audio-taped episodes from parent–teacher conferences, the analysis reveals that gender is an important aspect of the adults’ talk and indicates that a practice like parent–teacher conferences contributes to and distributes conventional and traditional gender roles in the existing preschool context. The girls are positioned as ordinary preschool girls who do what preschool girls should normally do and as disputed “girlish girls” associated with behaviour and characterisations embedded in a historically feminine discourse. Additionally, there are also counter discourses that both challenge and encourage different femininities, including one that draws on masculinity and is regarded as empowering. These contradictions not only show the complexity of the pedagogical practice but also of gender issues in the early years

  • 46.
    Markström, Ann-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Simonsson, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Introduction to preschool: strategies for managing the gap between home and preschool2017In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, p. 1-10Article in journal (Refereed)
    Abstract [en]

    The overall aim of this article is to investigate Swedish preschool teachers’ perceptions of the interaction between home and institution in relation to children’s introduction to preschool. The focus of this article is on their talk about how they manage the gap between home and preschool in the introduction process. A discourse analysis is carried out, based on focus group interviews with seven preschool teacher teams that have started to use a more parent-active approach during the introduction of children to preschool. The results show that a parent-active introduction positions and governs parents to take a more self-regulative role in preschool from the beginning. The construction of the parent-active introduction discourse/practice produces new subject positions for the parents (and teachers) and creates expectations of intensified parental involvement in this institutional practice. Furthermore, the results indicate that the parents’ active introduction also changes the teachers’ own role and their attitudes toward the parents. The boundary work between the home and preschool seems to consist of negotiations and of the construction of an intermediate domain between home and preschool that draws on discourses of responsibility, performativity and efficiency.

  • 47.
    Markström, Ann-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Simonsson, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Utvecklingssamtal: Kommunikation mellan hem och förskola2018 (ed. 2)Book (Other academic)
  • 48.
    Markström, Ann-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Simonsson, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Utvecklingssamtal: Kommunikation mellan hem och skola.2013 (ed. 1)Book (Other academic)
    Abstract [sv]

    Hur genomförs utvecklingssamtal i förskolan, vad handlar de om och vilka funktioner har dessa samtal? Den här boken handlar om relationen mellan hem och förskola med fokus på utvecklingssamtal och vad som kännetecknar desamma.

    Boken bygger på forskning om samtal och utvecklingssamtal och hur de kan gå till i praktiken. I boken behandlas vad som kännetecknar kommunikation i det specifika institutionella samtalssammanhang som förskolans utvecklingssamtal utgör. Författarna bidrar med förståelsen av hur utvecklingssamtal kan utgöra ett professionellt kommunikativt verktyg för verksamma lärare i förskolan, men också hur denna typ av samtal kan förstås som en bedömnings- och granskningspraktik. I boken argumenterar författarna för vikten av att reflektera över frågor om vilka normer och värderingar som förmedlas och förhandlas om barn, barndom, föräldraskap men också om de professionella i dessa samtal.

    Utvecklingssamtal – kommunikation mellan hem och förskola vänder sig till studenter och verksamma inom förskola och skola, men även till andra yrkesgrupper som använder samtal som en del i sin yrkesutövning i möten med barn och familj, t.ex. socionomer, psykologer och sjuksköterskor.

  • 49.
    Markström, Ann-Marie
    et al.
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity. Linköping University, Faculty of Arts and Sciences.
    Simonsson, MariaLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.Söderlind, IngridLinköping University, Department of Social and Welfare Studies, Society, Diversity, Identity. Linköping University, Faculty of Arts and Sciences.Änggård, EvaInstitutionen för didaktik och pedagogiskt arbete, Stockholms universitet.
    Barn, barndom och föräldraskap2009Collection (editor) (Other academic)
  • 50.
    Markström, Ann-Marie
    et al.
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity. Linköping University, Faculty of Arts and Sciences.
    Simonsson, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Söderlind, Ingrid
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity. Linköping University, Faculty of Arts and Sciences.
    Änggård, Eva
    Institutionen för didaktik och pedagogiskt arbete, Stockholms universitet.
    Barn, barndom och föräldraskap. Inledning2009In: Barn, barndom och föräldraskap, Stockholm: Carlsson Bokförlag, 2009, 1, p. 9-13Chapter in book (Other academic)
12 1 - 50 of 54
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