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  • 1.
    Boo, Sofia
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Forslund Frykedal, Karin
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Thorsten, Anja
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Att anpassa undervisning: till individ och grupp i klassrummet2017 (uppl. 1)Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Tycker du att din svåraste arbetsuppgift som lärare är att anpassa undervisningen efter varje elevs förutsättningar och behov? Då är du inte ensam!

    Att anpassa undervisning är en grundbok som erbjuder en teoretisk och praktisk vägledning mot en undervisning anpassad till individ och grupp. Författarna sätter dagens rådande teorier om anpassningar i perspektiv och sammanhang genom en historisk återblick. De varvar sedan didaktiska aspekter av undervisningen – som metoder, strategier och dilemman – med färska exempel och erfarenheter från den svenska skolan. Här synliggörs de medvetna val som du som lärare måste göra, både gällande ämnesinnehållets strukturer och arbetsformer.

    Fokus ligger på vikten av ett systematiskt arbete – dels i syfte att låta effektiva anpassningar genomsyra den dagliga verksamheten, dels för att skapa en hållbar arbetssituation.

    Boken vänder sig till lärarstudenter och verksamma lärare i grundskolan.

  • 2.
    Thorsten, Anja
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Berättelseskrivande i skolan: Att studera, beskriva och utveckla ett kunnande2018Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [sv]

    Syftet med avhandlingen är att bidra med kunskap om hur kunnandet att skriva berättelser kan bli undervisningsbart. Detta belyses ur två infallsvinklar, svenskdidaktiskt och metodologiskt. Avhandlingens empiriska underlag består av elevintervjuer, filmade lektioner, elevtexter, fältanteckningar, mötesprotokoll och reflektionsanteckningar som samlades in under genomförandet av en Learning study om berättelseskrivande i årskurs 3 och 4. I en Learning study undersöker en forskargrupp, med forskande lärare, iterativt hur undervisningen kan läggas upp för att eleverna ska utveckla ett avsett kunnande.

    Med hjälp av narratologi, fenomenografi och variationsteori analyserades elevers kunnande, elevers lärande och undervisningen. Resultatet visar att när kunnandet att skriva berättelser ska göras undervisningsbart, behöver eleverna få möjlighet att urskilja (a) vad ett läsarperspektiv innebär samt (b) hur berättelsers struktur kan byggas upp med problem och lösning. Dessa båda aspekter specificeras i några andra aspekter, till exempel det utrymme olika delar i berättelsen får samt övergångarna mellan berättelsens ingående delar. I den här avhandlingen analyseras också hur lärares erfarenhetsbaserade kunskap samverkar med variationsteori i en Learning study, med utgångspunkt i Polanyis begrepp tyst kunskap och teoretiska resonemang om hur erfarenhet påverkar hantering, tolkning och bedömning av yrkesspecifika situationer. Resultatet visar att när lärares erfarenhet och variationsteorin kombineras i en iterativ modell finns förutsättningar för en kunskapsgenererande forskningsprocess. Lärarnas erfarenhetsbaserade kunskap påverkar valet av forskningsområde och gör att fokus riktas mot relevanta delar i analysprocessen. Variationsteorin bidrar med teoretiska redskap i analysen och leder till att lärandeobjektets innebörd och synliggörande är i fokus i hela processen.

    Delarbeten
    1. Perspektiv och problemlösning i berättelseskrivande: Vad elever behöver lära sig och hur det kan synliggöras i undervisningen
    Öppna denna publikation i ny flik eller fönster >>Perspektiv och problemlösning i berättelseskrivande: Vad elever behöver lära sig och hur det kan synliggöras i undervisningen
    2014 (Svenska)Licentiatavhandling, monografi (Övrigt vetenskapligt)
    Alternativ titel[en]
    Perspectives and Problem Solving in Story Writing. : What pupils need to learn and how teaching can make it visible.
    Abstract [en]

    The aim of the study at hand is to generate knowledge about what pupils aged nine to ten years old need to discern in order to develop the ability to write stories with a well-developed, exciting and coherent plot, and how teaching can make it possible for the pupils to develop this ability. The theoretical framework has been Variation Theory. It is a theory of learning that focuses on how discernment of aspects affects the way we perceive our world and how variation can be used to promote learning. A basic assumption is that we learn by seeing differences, not by seeing sameness. Learning Study was used to answer the research questions. It is an interventionist approach, where the focus is on an object of learning, in this case the ability to write stories with a well-developed, exciting and coherent plot. In the research process the aim was to find out which aspects were critical for the pupils to discern in order to develop the ability, and how these could be made visible in the teaching. Together with a group of teachers, lessons were planned, implemented, evaluated and refined in an iterative process. Interview data, pupils’ texts written before and after the lessons and video recordings from the lessons were the basis of the analysis. It was found that in order for these learners to handle the object of learning, they needed to discern eight critical aspects that can be related to two different areas: (a) discerning the perspective of a reader and (b) seeing that a plot consists of several problems and solutions. The aspects were made discernible by using contrast as a pedagogical tool. The result of the study contributes to previous research by identifying and specifying what the pupils need to discern, what it means in a classroom setting and how it can be taught in a powerful way. 

    Ort, förlag, år, upplaga, sidor
    Jönköping: Högskolan för lärande och kommunikation, 2014. s. 174
    Serie
    Research Reports. School of Education and Communication ; 2
    Nyckelord
    Story writing, writing instruction, creative writing, Variation Theory, Learning Study, primary school, berättelseskrivande, skrivundervisning, kreativt skrivande, variationsteorin, learning study, grundskolan
    Nationell ämneskategori
    Didaktik
    Identifikatorer
    urn:nbn:se:liu:diva-149808 (URN)9789163760297 (ISBN)
    Tillgänglig från: 2018-07-25 Skapad: 2018-07-25 Senast uppdaterad: 2018-08-01Bibliografiskt granskad
    2. How teachers’ practice knowledge is used and challenged in a Learning Study using Variation Theory as a tool
    Öppna denna publikation i ny flik eller fönster >>How teachers’ practice knowledge is used and challenged in a Learning Study using Variation Theory as a tool
    2015 (Engelska)Ingår i: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 4, nr 3, s. 274-287Artikel i tidskrift (Refereegranskat) Published
    Abstract [en]

    Purpose– The purpose of this paper is to discuss how teachers’ practice knowledge is used as a tool in a Learning Study and how teachers’ practice knowledge is challenged by using Variation Theory as a tool in the process?Design/methodology/approach– The analysis is based on data from the research process in a Learning Study. The data consists of meeting notes of ten research meetings, field notes of the research meetings and from the enactment of the lessons, video recordings of the lessons and reflective notes after and between the meetings. The analysis is qualitative and the findings are described in themes.Findings– Teachers’ practice knowledge was used and challenged in different ways in the process. This is described in five themes. Teachers’ practice knowledge was visible in the process since it enabled relevant questions to be addressed and subtle signals from students to be taken into account. It also ensured that the activities used were suitable for the students. The theory provided a focus on the object of learning and a language to talk about teaching and learning. It also challenged teachers’ assumptions about teaching and learning and allowed them to be discussed.Originality/value– The paper addresses both teachers’ practice knowledge and Variation Theory in relation to a Learning Study. It focusses on how practice knowledge of teachers can be used and challenged in the same process. The perspective is from the inside, from a teacher researcher’s point of view.

    Ort, förlag, år, upplaga, sidor
    Emerald Group Publishing Limited, 2015
    Nyckelord
    Teaching, Tacit knowledge, Variation Theory, Learning study, Practice knowledge
    Nationell ämneskategori
    Didaktik
    Identifikatorer
    urn:nbn:se:liu:diva-139951 (URN)10.1108/IJLLS-08-2014-0030 (DOI)2-s2.0-84958948456 (Scopus ID)
    Tillgänglig från: 2017-08-22 Skapad: 2017-08-22 Senast uppdaterad: 2018-07-26Bibliografiskt granskad
    3. Generating knowledge in a Learning Study: from the perspective of a teacher researcher
    Öppna denna publikation i ny flik eller fönster >>Generating knowledge in a Learning Study: from the perspective of a teacher researcher
    2017 (Engelska)Ingår i: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 25, nr 1, s. 140-154Artikel i tidskrift (Refereegranskat) Published
    Abstract [en]

    The purpose of this article is to discuss and describe how a clinical research method can be used to generate knowledge about teaching and learning. This will be addressed from a teacher researcher’s perspective, taking a conducted Learning Study as the departure. Learning Study is an interventionist, iterative and collaborative research approach, focusing on the teaching of an object of learning. The actual study was conducted by a teacher researcher leading a teacher research team in a study about story-writing in primary school. The research process and the results are discussed using four areas that are described as dichotomies by Labaree (Labaree, D.F. 2003. “The Peculiar Problems of Preparing Educational Researchers.” Educational Researcher 32 (4): 13–22). Labaree states that teacher researchers need to go from being normative, experimental, personal and particular to being analytical, theoretical, intellectual and universal. By using examples from the Learning Study, I argue that these areas do not have to be seen as dichotomies; instead they can be combined and intertwined. Thus, in a Learning Study, elements from both the teaching practice and the academic practice matter, thus enhancing the possibility that results are useful for practitioners.

    Ort, förlag, år, upplaga, sidor
    Routledge, 2017
    Nyckelord
    Learning Study, teacher research, clinical research, Variation Theory, writing instruction
    Nationell ämneskategori
    Didaktik
    Identifikatorer
    urn:nbn:se:liu:diva-139952 (URN)10.1080/09650792.2016.1141108 (DOI)2-s2.0-85011932347 (Scopus ID)
    Tillgänglig från: 2017-08-22 Skapad: 2017-08-22 Senast uppdaterad: 2019-01-09Bibliografiskt granskad
  • 3.
    Thorsten, Anja
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Generating knowledge in a Learning Study: from the perspective of a teacher researcher2017Ingår i: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 25, nr 1, s. 140-154Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this article is to discuss and describe how a clinical research method can be used to generate knowledge about teaching and learning. This will be addressed from a teacher researcher’s perspective, taking a conducted Learning Study as the departure. Learning Study is an interventionist, iterative and collaborative research approach, focusing on the teaching of an object of learning. The actual study was conducted by a teacher researcher leading a teacher research team in a study about story-writing in primary school. The research process and the results are discussed using four areas that are described as dichotomies by Labaree (Labaree, D.F. 2003. “The Peculiar Problems of Preparing Educational Researchers.” Educational Researcher 32 (4): 13–22). Labaree states that teacher researchers need to go from being normative, experimental, personal and particular to being analytical, theoretical, intellectual and universal. By using examples from the Learning Study, I argue that these areas do not have to be seen as dichotomies; instead they can be combined and intertwined. Thus, in a Learning Study, elements from both the teaching practice and the academic practice matter, thus enhancing the possibility that results are useful for practitioners.

  • 4.
    Thorsten, Anja
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    How teachers’ practice knowledge is used and challenged in a Learning Study using Variation Theory as a tool2015Ingår i: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 4, nr 3, s. 274-287Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose– The purpose of this paper is to discuss how teachers’ practice knowledge is used as a tool in a Learning Study and how teachers’ practice knowledge is challenged by using Variation Theory as a tool in the process?Design/methodology/approach– The analysis is based on data from the research process in a Learning Study. The data consists of meeting notes of ten research meetings, field notes of the research meetings and from the enactment of the lessons, video recordings of the lessons and reflective notes after and between the meetings. The analysis is qualitative and the findings are described in themes.Findings– Teachers’ practice knowledge was used and challenged in different ways in the process. This is described in five themes. Teachers’ practice knowledge was visible in the process since it enabled relevant questions to be addressed and subtle signals from students to be taken into account. It also ensured that the activities used were suitable for the students. The theory provided a focus on the object of learning and a language to talk about teaching and learning. It also challenged teachers’ assumptions about teaching and learning and allowed them to be discussed.Originality/value– The paper addresses both teachers’ practice knowledge and Variation Theory in relation to a Learning Study. It focusses on how practice knowledge of teachers can be used and challenged in the same process. The perspective is from the inside, from a teacher researcher’s point of view.

  • 5.
    Thorsten, Anja
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    How to compose a narrative: Students approaches and pedagogical implications2019Ingår i: Writing & Pedagogy, ISSN 1756-5839, E-ISSN 1756-5847, Vol. 11, nr 1, s. 23-47Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this paper is to contribute knowledge on childrens narrative writing from a pedagogical perspective. Through analyses of nine-to ten-year-old students narrative writing, aspects that are critical to discern in order to write narratives with a well-developed plot are formulated. The theoretical framework is narratology theories and Variation Theory. Narratology provides a conceptual framework for describing narrative writing, while Variation Theory offers a pedagogical perspective. A total of 80 narratives written by students have been analyzed, and five qualitatively different approaches to writing were seen. Narrative writing can be approached as describing events, solving a problem, creating action, making jokes and composing a narrative. A comparison between these approaches revealed five aspects that are critical for children to discern in order to develop the ability to write narratives: the discernment of a reader, the function of a narrative, the narrative structure, coherence, and duration. These aspects can be discerned in a more or less powerful way. The study contributes to the field by offering teachers guidance in what aspects are critical to address when teaching narrative writing in school.

    Publikationen är tillgänglig i fulltext från 2021-06-20 07:55
  • 6.
    Thorsten, Anja
    Läs & skriv, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Högskolan i Jönköping.
    Perspektiv och problemlösning i berättelseskrivande: Vad elever behöver lära sig och hur det kan synliggöras i undervisningen2014Licentiatavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The aim of the study at hand is to generate knowledge about what pupils aged nine to ten years old need to discern in order to develop the ability to write stories with a well-developed, exciting and coherent plot, and how teaching can make it possible for the pupils to develop this ability. The theoretical framework has been Variation Theory. It is a theory of learning that focuses on how discernment of aspects affects the way we perceive our world and how variation can be used to promote learning. A basic assumption is that we learn by seeing differences, not by seeing sameness. Learning Study was used to answer the research questions. It is an interventionist approach, where the focus is on an object of learning, in this case the ability to write stories with a well-developed, exciting and coherent plot. In the research process the aim was to find out which aspects were critical for the pupils to discern in order to develop the ability, and how these could be made visible in the teaching. Together with a group of teachers, lessons were planned, implemented, evaluated and refined in an iterative process. Interview data, pupils’ texts written before and after the lessons and video recordings from the lessons were the basis of the analysis. It was found that in order for these learners to handle the object of learning, they needed to discern eight critical aspects that can be related to two different areas: (a) discerning the perspective of a reader and (b) seeing that a plot consists of several problems and solutions. The aspects were made discernible by using contrast as a pedagogical tool. The result of the study contributes to previous research by identifying and specifying what the pupils need to discern, what it means in a classroom setting and how it can be taught in a powerful way. 

  • 7.
    Thorsten, Anja
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Johansson, Patrik
    Stockholms universitet, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Department of Humanities and Social Sciences Education.
    Att vara lärare och forskare i Learning study2017Ingår i: Undervisningsutvecklande forskning: exemplet Learning study / [ed] Ingrid Carlgren, Malmö: Gleerups Utbildning AB, 2017, s. 31-42Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

     Komptensutveckling för lärare är viktigt och Learning study används ibland för detta syfte, men det är också viktigt att lärare blir delaktiga i undervisningsforskningen. I det här kapitlet diskuteras vad det innebär att vara forskande lärare i Learning study.

  • 8.
    Thorsten, Anja
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Johansson, Patrik
    Department of Humanities and Social Sciences Education, Stockholm University, Stockholm, Sweden.
    Experiences from the teacher-researcher’s perspectiveon learning study: Challenges and opportunities2017Ingår i: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 6, nr 1, s. 45-55Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose

    The purpose of this paper is to analyze and discuss experiences, in terms of challenges and opportunities, of teacher-researchers who engage in research on the learning study approach. The following two questions will be addressed: how can the teaching experience influence, and become an asset, in the research process and what challenges do teachers face when they enter the research practice?

    Design/methodology/approach

    Each question will be explored through some empirically grounded themes. The analysis is based on experiences from participation in a PhD program, where learning study was used as a method and variation theory was the main theoretical framework. One learning study was focusing on creative writing in primary school and the other was focusing on historical primary source analysis in upper secondary school.

    Findings

    The first question is addressed through the following themes: choosing and identifying research problems; planning and conducting research lessons; analyzing research lessons and students’ learning; and process of self-reflection, and the second question through: teaching as an object of research; to use and develop theories; and communication and review in research. The findings indicate that learning study is a practice-based research approach where teaching experience and academic skills are intertwined in many ways. Both approaches bring opportunities as well as challenges.

    Originality/value

    The paper is expected to contribute insights and knowledge about the advantages, as well as hindrances to overcome, for teacher-researchers who use learning study as a research method. The results can also be related to the performing of action research in teachers’ classroom practice.

  • 9.
    Thorsten, Anja
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Tväråna, Malin
    Stockholms Universitet, Stockholm, Sweden.
    Framgångsrik undervisning: fokus på elevers tankesätt, snarare än på matriser2015Ingår i: Venue, Linköpings universitet, ISSN 2001-788XArtikel i tidskrift (Övrigt vetenskapligt)
1 - 9 av 9
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