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  • 1.
    Ahlstrand, Elisabeth
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Arbetslaget: en arena för påbjudet och/eller informellt samarbete?1993In: NFPFs kongress,1993, 1993Conference paper (Other academic)
  • 2.
    Ahlstrand, Elisabeth
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Kulturer möts och påverkas2003In: Antologi Lagarbete och tidig läs- och skrivutveckling / [ed] Johan M Sandell; Birgitta Lidholt; Sverige Skolverket, Stockholm: Skolverket , 2003, p. -109Chapter in book (Other academic)
    Abstract [sv]

    Olika modeller för samarbete, samverkan och integration mellan förskole-, skolbarnsomsorgs- och skolkulturerna har utretts och debatterats under en följd av år.Syftet med integrationsreformen var att nya arbetsformer och ett gemensamt synsätt på barns och ungdomars utveckling och lärande från tidig ålder skulle utvecklas i mötet mellan de olika skol- och barnomsorgskulturerna.

  • 3.
    Ahlstrand, Elisabeth
    Linköping University, Department of Educational Science (IUV). Linköping University, Faculty of Educational Sciences.
    Lärares samarbete - en verksamhet på två arenor: studier av fyra arbetslag på grundskolans högstadium1995Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Around 1980 some important decisions were made regarding the Swedish comprehensive school, which in various ways influenced teachers' work. The school was to be divided into smaller units, so-called work-units. A work-unit was to contain two or more classes of students. As a consequence of this new organisation the teachers were to co-operate in a so called teacher-team, that was responsible for all activities in a work-unit.

    The aim of this thesis is to study teachers' work as regards their participation in and conceptions of collegial co-operation. Focus is on describing and analysing the meeting between external demands on teacher co-operation and the traditional freedom of the teaching profession to plan and carry through teaching individually.

    Four teacher-teams were studied during one year by means of participating observations of their planned conferences. Three teachers from each team were then interviewed about their views on and conceptions of work in teacher-team and of their tasks as teachers. All teachers in the four teams were also asked to keep a diary for one week where all collegial meetings were noted.

    The results indicate that when imposed collegial co-operation was introduced in the school it led to teacher collaboration being distributed into two separate arenas: conference co-operation (the formal arena) and other types of co-operation with colleagues (the informal arena). All teachers use the formal arena to introduce discussions about student welfare. otherwise they are moderately interested in the work in this arena. In the informal arena some teachers act as initiators of ontent, closely related to well-known interests among teachers; instruction and student welfare.

    Teachers express a need for collegial co-operation and they take the opportunity under certain circumstances.

  • 4.
    Ahlstrand, Elisabeth
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Lärares samarbete över professionsgränser2007In: Forskning om lärares arbete i klassrummet / [ed] Kjell Granström, Stockholm: Myndigheten för skolutveckling , 2007, p. 127-138Chapter in book (Other academic)
    Abstract [sv]

    Varje dag går en miljon elever och lärare till arbete i den svenska skolan. De allra flesta arbetar engagerat och når goda resultat. Eleverna lär sig, med stöd från sina lärare, läsa, skriva och räkna. De skaffar sig kunskap om sociala och naturvetenskapliga fenomen. De utvecklar kreativitet och estetisk kompetens. Naturligtvis finns både elever och lärare som upplever svårigheter i detta arbete, men de allra flesta får uppleva att arbetet fortskrider på önskat sätt. Den här boken handlar om elevernas och lärarnas arbete i klassrummet när det gäller skolans primära uppgift; att ge möjlighet till lärande och utveckling. Den handlar om arbetet med grundläggande färdigheter och lärande, om läraren som arbetsledare och ansvarig för val av arbetsformer, läxor, möblering liksom deras arbete med värdefrågor, genusfrågor och konfliktlösning. Den handlar också om lärares inbördes samarbete. Kort sagt en bok som handlar om lärarens breda uppdrag. Boken är skriven av forskare som alla arbetar med lärarutbildning och som själva har erfarenheter från arbete i skolan.

  • 5.
    Ahlstrand, Elisabeth
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    New demands - new culture? Collaboration between primary school teachers, pre-school teachers and recreation instructors in teacher teams1999In: The Biennial Conference of the International Study Association on Teacher Thinking,1999, 1999Conference paper (Other academic)
  • 6.
    Ahlstrand, Elisabeth
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Passionate Enquiry and School Development1997In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 3, no 2Article in journal (Other academic)
  • 7.
    Ahlstrand, Elisabeth
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Professional cultures meet and change2002In: EECERA, 12th Conference on Quality in Early Childhood Education, Strategies for Effective learning in early Childhood,2002, 2002Conference paper (Other academic)
  • 8.
    Ahlstrand, Elisabeth
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Professional Isolation and Imposed Collaboration in Teachers' Work1994In: Teachers' Minds and Actions / [ed] Ingrid Carlgren, Gunnar Handal och Sveinung Vaage, London, Washington: Falmer Press , 1994Chapter in book (Other academic)
  • 9.
    Ahlstrand, Elisabeth
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Professional isolation and imposed collaboration in teachers' work1993In: ISATT,1993, 1993Conference paper (Other academic)
  • 10.
    Ahlstrand, Elisabeth
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Teacher cooperation and school organization: When and why do teachers cooperate?1991In: AERA,1991, 1991Conference paper (Other academic)
  • 11.
    Ahlstrand, Elisabeth
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Tid, ledning och organisation för det integrerade arbetslaget2003In: Lagarbete och tidig läs- och skrivutveckling / [ed] Johan M Sandell; Birgitta Lidholt; Sverige Skolverket, Stockholm: Skolverket , 2003, p. -109Chapter in book (Other academic)
    Abstract [sv]

    Olika modeller för samarbete, samverkan och integration mellan förskole-, skolbarnsomsorgs- och skolkulturerna har utretts och debatterats under en följd av år.Syftet med integrationsreformen var att nya arbetsformer och ett gemensamt synsätt på barns och ungdomars utveckling och lärande från tidig ålder skulle utvecklas i mötet mellan de olika skol- och barnomsorgskulturerna.

  • 12.
    Ahlstrand, Elisabeth
    et al.
    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.
    Andersson, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Eriksson Gustavsson, Anna-Lena
    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.
    Persson, Ulla-Britt
    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.
    Erfarna lärares engagemang: livsberättelser som retrospektiv reflektion2008In: Läraren i blickpunkten : olika perspektiv på lärares liv och arbete / [ed] Carola Aili, Ulf Blossing, Ulrika Tornberg, Stockholm: Lärarförbundets Förlag , 2008, 1, p. 189-205Chapter in book (Other academic)
    Abstract [sv]

    Lärares arbete är komplext och kan beskrivas på olika sätt beroende på vilken utgångspunkt man väljer. I takt med att det ställs allt högre krav på lärare att utgå från en vetenskaplig bas i arbetet, behövs också fler redskap och begrepp för att förstå och förklara läraryrket. Hur ser arbetsprocesserna ut? Vad formar yrket? Vilka insatser kan göras för att förbättra verksamheten? Den här antologin presenterar femton sätt att se på lärares liv och arbete med hjälp av olika teoretiska perspektiv.Boken vänder sig till lärare och blivande lärare samt till alla som är intresserade av kunskapsutvecklingen kring lärares arbete.

  • 13.
    Ahlstrand, Elisabeth
    et al.
    Linköping University, Department of Behavioural Sciences.
    Bergqvist, Kerstin
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Learning by means of a thesis2005In: Learning by means of a thesis in teacher education,2005, 2005Conference paper (Other academic)
  • 14.
    Ahlstrand, Elisabeth
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Bergqvist, Kerstin
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    "Suddenly we were at the university!" The thesis as a vehichle for changing teacher education1996In: ECER,1996, 1996Conference paper (Other academic)
  • 15.
    Ahlstrand, Elisabeth
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Bergqvist, Kerstin
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    The Thesis - a Vehicle for Changing Teacher Education?1997In: The Biennial Conference of the International Study Association on Teacher Thinking,1997, 1997Conference paper (Other academic)
  • 16.
    Ahlstrand, Elisabeth
    et al.
    Linköping University, Department of Behavioural Sciences.
    Bergqvist, Kerstin
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Thesis in teacher education - research orientation and professional relevance2004In: NFPF,2004, 2004Conference paper (Other academic)
  • 17.
    Ahlstrand, Elisabeth
    et al.
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Educational Sciences.
    Bergqvist, Kerstin
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Thesis in teacher education: research orientation and professional relevance2005Report (Other academic)
    Abstract [sv]

    One aim of this project was to integrate research orientation and professional relevance in teacher education, in relation to educational theory, thesis writing and future work. Another aim was to develop models for group-supervision to let students participate in discussions about their work, which was expected to promote student influence and development of analytic thinking. Data were collected by means of a questionnaire before the students started working on their thesis. Supervisors’ notes from group supervision were collected after their series of meetings.

    The students claim that the thesis gives them new knowledge and skills which are important in their profession. It has also improved the overall quality of their education. The thesis work, as well as group supervision, when students’ needs are considered, facilitates student influence.

  • 18.
    Ahlstrand, Elisabeth
    et al.
    Linköping University, Department of Behavioural Sciences.
    Bergqvist, Kerstin
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    What can students learn from writing a thesis in teacher education?2004In: ECER,2004, 2004Conference paper (Other academic)
  • 19.
    Ahlstrand, Elisabeth
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Carlsson, G.
    Two senior teachers formulate their professional knowledge. A presentation of a new study with life-history approach1995In: ISATT,1995, 1995Conference paper (Other academic)
  • 20.
    Ahlstrand, Elisabeth
    et al.
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Carlsson, G.
    Hartman, S.G.
    Magnusson, Anders
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Naeslund, L.
    Rannström, Annika
    Teacher Knowledge Development in a Social and Individual Context1996In: Changing Research and Practice. Teachers' Professionalism, Identities and Knowledge / [ed] Michael Kompf et al., London, Washington: Falmer Press , 1996Chapter in book (Other academic)
  • 21.
    Ahlstrand, Elisabeth
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Fahlén, Rose-Marie
    Linköping University, Department of Behavioural Sciences.
    Hjelm, B.
    Nilsson, K.
    Sjögren, J.
    Lathund. Anvisningar för rapportskrivning1994Other (Other (popular science, discussion, etc.))
  • 22.
    Ahlstrand, Elisabeth
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Granström, Kjell
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Mixed teams - A ground for pedagogical practice?2000In: Nordic Educational Research Association 28th Congress,2000, 2000Conference paper (Other academic)
  • 23.
    Ahlstrand, Elisabeth
    et al.
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Kindgren, Joakim
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Educational Sciences.
    En modell för självvärdering av ämnen inom Filosofiska fakulteten2000In: Undervisning och lŠärande: 4:e universitets pedagogiska konferensenvid Linkšpings universitet16 november 2000 / [ed] Håkan Hult, Linköping: Centrum för universitetspedagogik , 2000, p. 7-10Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    Inom Filosofiska fakulteten arbetar ett kvalitetsutskott i första hand med grundutbildningens utveckling och kvalitet. Kvalitetsutskottet har ett övergripande ansvar att stödja och initiera regelbunden uppföljning och utvärdering inom fakultetens verksamheter samt att initiera och stödja pedagogisk utveckling.

    Som ett led i det långsiktiga kvalitetsarbetet har en rad strategier utvecklats. Bland annat har en databas upprättas för att följa ämnens och programs söktryck, antagning, betygsnivå på. den sist antagne studenten, examination etc. I denna databas finns kvantitativa data om ämnen och program som kontinuerligt uppdateras. För att f. en bild av t ex grundutbildningens forskningsanknytning, internationalisering etc krävs att annan information om program och ämnen samlas in. Här har utskottet valt att pr.va tv. vägar. Programmen utvärderas av en extern utvärderare och ämnena med hjälp av självvärdering.

    En modell för självvärdering har utvecklats och prövas under innevarande termin av tre ämnen på. fakulteten; historia, litteraturvetenskap och bild. Att just dessa tre ämnen har valts ut beror på. att de har olika karaktär och ligger inom olika institutioner. Historia representerar ett traditionellt universitetsämne med l.ng tradition liksom litteraturvetenskap. Båda ligger inom temainstitutionen. Det som skiljer dem åt är att historia har ett stort antal studenter p. A-D nivån och många lärare är verksamma inom ämnet. Litteraturvetenskap är ett något mindre ämne vad gäller antalet studenter och lärare involverade. Bildämnet är inget examensämne på universitet men ingår i flera lärarprogram och ingår också i fristående kursutbudet som fort- och vidareutbildningsmöjlighet. Det ligger p. Estetiska institutionen. Många studenter går kortare kurser i ämnet. För närvarande är få lärare aktiva inom bildämnet.

    Kvalitetsutskottets ambition med självvärderingsmodellen är dels att verka för att ämnena reflekterar över sin situation i relation till ett antal kvalitetsaspekter, dels att ämnena aktivt arbetar med dessa aspekter i ett kontinuerligt utvecklingsarbete. Ett annat syfte är att med hjälp av rapportering från självvärderingarna tillföra fakulteten kunskap om de ämnen som bedriver grundutbildning, kunskaper som förhoppningsvis kan bidra till att beslut om utbildningars dimensionering etc sker p. ett gediget underlag.

    Syftet med presentationen av modellen för självvärderingen under CUP-dagen är att f. diskutera modellen och f. synpunkter för att kunna utveckla modellen vidare. Modellen presenteras kortfattat här. Vid den muntliga presentationen hoppas vi förutom att beskriva modellen också Redovisa de första rapporterna från de ämnen som under hösten prövar modellen.

  • 24.
    Ahlstrand, Elisabeth
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Persson, Ulla-Britt
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Lifelong Teacher Learning and Development2000In: European Conference on Educational Research ECER,2000, 2000Conference paper (Other academic)
  • 25.
    Ahlstrand, Elisabeth
    et al.
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning.
    Westlund, Ingrid
    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.
    Mideklint, Leif
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning.
    Fahlén, Lennart
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences.
    Offensiva spelare och coacher i matchen om skolan2007In: Det enkla är det sköna: en vänbok till Kjell Granström / [ed] Einarsson, C, Hammar Chiriac, E, Jedeskog, G, Lindberg, T & Samuelsson, M, Linköping: Skapande vetande , 2007, p. 123-144Chapter 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.

  • 26. Askling, B.
    et al.
    Ahlstrand, Elisabeth
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Colnerud, Gunnel
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    En likvärdig lärarutbildning?1991Report (Other academic)
  • 27. Askling, B.
    et al.
    Ahlstrand, Elisabeth
    Linköping University, Department of Behavioural Sciences.
    Colnerud, Gunnel
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    En likvärdig lärarutbildning? UHÄs utvärdering av grundskollärarreformen. Delrapport 21991Report (Other academic)
  • 28.
    Granström, Kjell
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Ahlstrand, Elisabeth
    Linköping University, Department of Behavioural Sciences.
    Olsson, K.
    Kommunikation i arbetslag och arbetsenheter. Om samspel i kollektivt lärararbete i olika skolkulturer1989Report (Other academic)
  • 29.
    Granström, Kjell
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Ahlstrand, Elisabeth
    Linköping University, Department of Behavioural Sciences.
    Olsson, K.
    Ledarskap i arbetsenheter. Om ledarskap på mellannivå i olika typer av organisationer1988Report (Other academic)
  • 30.
    Granström, Kjell
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Ahlstrand, Elisabeth
    Linköping University, Department of Behavioural Sciences.
    Olsson, K.
    Samarbete i arbetsenheter. Om ansvar och befogenheter för arbetslag i olika typer av skolkulturer1989Report (Other academic)
  • 31.
    Gunneng, Hedda
    et al.
    Linköping University, Faculty of Arts and Sciences.
    Ahlstrand, Elisabeth
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Quality indicators in final theses in higher education - a comparative pilot study2002Report (Other academic)
  • 32.
    Hylander, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Ahlstrand, Elisabeth
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Föreställningar om elevhälsans ledning och organisering2013Report (Other academic)
    Abstract [en]

     

    This report is part of the research project Integration of knowledge and professional learning. Multi-professional collaboration and negotiation of meaning in relation to student health. The aim of the project was to extend knowledge about school based student health teams’ partnership, collaboration and interprofessional learning. This report focuses on professionals’ representations of how student health services are organized and managed. Four models of student health organization and management were delineated.

    These models differ in several aspects of importance for the meaning and "gestalt" of student health services. The professional groups typically preferred one or the other of these organizational models and differed in their interpretation of their advantages and disadvantages. One important difference was if they preferred a local school-based organization or a central organization.

  • 33.
    Persson, Ulla-Britt
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Ahlstrand, Elisabeth
    Linköping University, Department of Behavioural Sciences.
    Eriksson-Gustavsson, Anna-Lena
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