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  • 1.
    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.

  • 2.
    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)
  • 3.
    Dahlgren, Lars-Ove
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    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.
    Perspektiv på läsinlärning och läsundervisning1990Report (Other academic)
  • 4.
    Eriksson-Gustavsson, Anna-Lena
    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
    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.
    Samuelsson, Joakim
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Undervisningsspråket - en del av lärares yrkesspråk2007In: Det enkla är det sköna - en vänbok till Kjell Granström / [ed] Charlotta Einarsson,Granström, Kjell,, Linköping: Skapande vetande, Linköpings universitet , 2007, p. 69-83Chapter 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

  • 5.
    Eriksson-Gustavsson, Anna-Lena
    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.
    Jonsson, Marie
    Linköping University, Department of Educational Science (IUV). Linköping University, Faculty of Arts and Sciences.
    A Case Study Examination in Teacher Training.2005In: Congress of Nordic Educational Research Association, NFPF/NERA,2005, 2005, p. 15-20Conference paper (Refereed)
  • 6.
    Faskunger, Johan
    et al.
    Proactivity AB.
    Szczepanski, Anders
    Linköping University, Department of Culture and Communication, Culture and Aesthetics. Linköping University, Faculty of Educational Sciences.
    Åkerblom, Petter
    Institutionen för stad och land, Sveriges lantbruksuniversitet.
    Teaching with the sky as a ceiling: a review of research about the significance of outdoor teaching for children’s learning in compulsory school2018Report (Other academic)
    Abstract [en]

    The present review is built on results and conclusions from scientific and systematic overviews, where the authors have studied and analysed research, which illustrates how academic performance among comprehensive school students is affected by outdoor teaching, by regular physical activities and/or contact with nature.

    The review demonstrates that the evidence is strong enough to ascertain that outdoor education has a positive effect, directly as well as indirectly, on academic performance and achievements. Very few studies indicate a correlation between outdoor education and negative effects on students’ learning, teachers’ work situation, or the school situation in general.

    It is therefore concluded that there is sufficient evidence for recommending more outdoor education in everyday school activities – as incidents of teaching in combination with being outdoors generate a number of positive effects on students’ learning, health, physique, as well as their personal and social development. In sum, this overview demonstrates the following:

    • outdoor education leads to a number of positive effects for school age children, e.g., improved learning (better cognitive abilities, concentration, working memory, and motivation for studies),
    • sufficient evidence for the possibility to introduce more outdoor-based elements in teaching among children and youth in the whole educational system,
    • sufficient evidence for positive effects of outdoor education on cognition, which makes it worthwhile to strengthen existing as well as new national efforts that could enhance outdoor education, physical activities, and contact with nature in compulsory school, e.g., by involving teacher education institutions in a comprehensive development project at a national level,
    • outdoor education is in line with modern pedagogical models of school development, teaching and learning.

    Support for improved goal achievement and good public health

    Research shows that outdoor education with regular physical activities and contact with nature can have positive and meaningful effects, both directly and indirectly, on learning, academic performance, health and wellbeing, as well as on students’ personal and social development.

    The statistical effects (effect measures) are typically at a rather low to medium level. However, at a social level they could potentially be most relevant from a public health and school perspective, as they contribute to better goal achievement in the compulsory school, preschool and leisure-time centre. The conditions are, that programmes and competence-raising measures are taken to initiate outdoor teaching on a large scale and that they are long-term endeavours. According to research long-lasting and more extensive programmes are more effective, physically, socially as well as cognitively, than shorter ad-hoc educational initiatives.

    Strong evidence for factors that indirectly influence school performance

    Research shows that regular physical activity with mobility and contact with nature during the school day has overall positive effects on learning ability, academic performance and a number of other factors that are important for students’ development and for teaching. Essential scientific arguments exist, that outdoor teaching, compared to classroom teaching using more or less traditional teaching methods, promotes factors that have indirect effects on academic performance, such as, improved concentration, working memory, and personal and social development. According to the research this, in turn, could lead to increased study motivation, better self-confidence, self-control and impulse control, creativity, ability to collaborate, and intentions for a healthier lifestyle (physical exercise and eating habits). A high degree of physical activities, together with contact with nature during the school day and in teaching, correlates with academic performance and with a number of factors that have an indirect, positive impact on school results among students.

    More time in teaching theoretical subjects does not lead to better results

    Research indicates that increased physical activities during the school day or more Physical Education (PE) lessons do not have a negative influence on the results in theoretical subjects. On the contrary, most of the research indicates that more physical activities seem to have positive effects on students’ achievements in theoretical subjects, even if more research is needed in this area. Nor is there any proof that an increase in the amount of teaching hours in theoretical subjects, at the expense of e.g., physical education, has any positive effects on the results in theoretical subjects. Several researchers and systematic overviews indicate that more classroom teaching in theoretical subjects can raise the risk of physical and mental ill health among students.

    More longitudinal research is needed

    In order to increase goal achievement, improve academic results and promote sound everyday habits among children and youth, there is enough strong evidence in the research review for considering a systematic implementation of outdoor education in compulsory school. However, a great deal of the research consists of short-term evaluations, which makes it more difficult to draw conclusions as regards outdoor activities in school and how they can contribute to a purposeful school development that will positively influence academic achievements in the long run. In other words, more longitudinal studies are needed in a Swedish school context.

    The overall layout of the research review

    The present review of research literature is divided into three main sections, according to the effects of outdoor education on academic performance, physical activities, and contact with nature, respectively.

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    Teaching with the Sky as a Ceiling: A review of research about the significance of outdoor teaching for children’s learning in compulsory school
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  • 7.
    Garbe, Christine
    et al.
    University of Cologne, Germany.
    Lafontaine, Dominique
    University of Liège, Belgium.
    Persson, Ulla-Britt
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Shiel, Gerry
    St Patrick’s College, Dublin, Ireland.
    Valtin, Renate
    Humboldt Universltät Berlin, Germany.
    Literacy in Sweden: Country Report Children and Adolescents2016Report (Other academic)
  • 8.
    Persson, Ulla-Britt
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Läsförståelse2018In: Lära barn att läsa: Vägen från fonologisk medvetenhet till god läsförståelse / [ed] Sofia Norén, Stockholm: LegiLexi , 2018, 2, p. 163-191Chapter in book (Other academic)
    Abstract [sv]

    I det här kapitlet lär du dig mer om färdigheter som att koppla textens innehåll till tidigare kunskaper. Vi visar hur man kan välja förståelsestrategier som är lämpliga för textstrukturen och strategier för att tolka texten för attsom läsare få god förståelse för innehållet. Du får även läsa om modeller du kan använda dig av för att bedriva undervisning i läs- och innehållsförståelse samt om forskningen som ligger till grund för modellerna.

  • 9.
    Persson, Ulla-Britt
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Läsförståelse: en förunderlig process2016In: Läsundervisningens grunder / [ed] Tarja Alatalo, Malmö: Gleerups Utbildning AB, 2016, 1, p. 97-119Chapter in book (Other academic)
  • 10.
    Persson, Ulla-Britt
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Läsförståelse: en förunderlig process2019In: Läsundervisningens grunder / [ed] Tarja Alatalo, Malmö: Gleerups Utbildning AB, 2019, 2, p. 119-143Chapter in book (Other academic)
    Abstract [sv]

    Det är kapitlet handlar om läsförståelse, vad vi vet om den, vilka komponenter som ingår, hur skolelever uppfattar läsförståelse och hur läsförståelsesvårigheter kan uppstå.

  • 11.
    Persson, Ulla-Britt
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Läsförståelse: en förunderlig process2023In: Läsundervisningens grunder / [ed] Tarja Alatalo, Malmö: Gleerups Utbildning AB, 2023, 3, Vol. Sidorna 153-186, p. 153-186Chapter in book (Other academic)
    Abstract [en]

    Det här kapitlet handlar om läsförståelse, vad vi vet om den, vilka komponenter som ingår, hur skolelever uppfattar läsförståelse, hur läsförståelsesvårigheter kan uppstå och förebyggas samt något om vad undervisningen i läsförståelse kan innehålla.

  • 12.
    Persson, Ulla-Britt
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Om läsförståelse ur elevers och lärares perspektiv2007In: Forskning om lärares arbete i klassrummet / [ed] Kejll Granström, Stockholm: Myndigheten för skolutveckling , 2007, p. 187-206Chapter in book (Other academic)
  • 13.
    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
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Andersson, Ingrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Experienced teachers' commitment - an interview study.2004In: Congress of Nordic Educational Research Association, NFPF/NERA,2004, 2004, p. 15-20Conference paper (Refereed)
  • 14.
    Persson, Ulla-Britt
    et al.
    Linköping University, Department of Behavioural Sciences.
    Dahlgren, Lars-Ove
    Linköping University, Department of Behavioural Sciences.
    Rönnberg, Jerker
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research.
    Alm, I
    Ausmeel, Heino
    Linköping University, Department of Behavioural Sciences.
    Gillström, Å
    Samuelsson, Stefan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Läsning som inlärningsinstrument- varför fungerar det inte för alla? (Reading as an instrument for learning- why doesn't it work for everybody?)1988Report (Other academic)
  • 15.
    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.
    Karlsson, Marie
    Pettersson, Anna
    Can Case Studies Help Student Teachers to Learn How to Teach Literacy and Numeracy in Primary School?2005In: 13th European Conference on Reading,2003, Newark, DE, USA: International Reading Association , 2005, p. 156-Conference paper (Refereed)
    Abstract [en]

    Teacher students follow two first-grade children each through their first seven months at school in case studies focusing on how they learn basic skills in reading, writing and mathematics. Course assignments are linked to both literature and empirical studies, and the case studies are reported in written form.

1 - 15 of 15
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