liu.seSearch for publications in DiVA
Change search
Refine search result
1234567 101 - 150 of 891
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 101.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Evaldsson, Ann-Carita
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies.
    Pedagogic discourse and interaction orders1992In: Discourse and life-span development, London: Sage , 1992, p. 103-131Chapter in book (Other academic)
  • 102.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Hundeide, Karsten
    Relational rationality and children's interview responses2002In: Human Development, ISSN 0018-716X, E-ISSN 1423-0054, Vol. 45, no 3, p. 174-186Article in journal (Refereed)
    Abstract [en]

    Children's interview responses are often read monologically, as mirror reflections of their spontaneous thinking. In contrast, analyses of alignments and collaboration imply a dialogical approach. We argue that in a dialogical analysis, children's interview responses should be read in terms of a relational rationality. Against the backdrop of such a rationality, 'immature' responses can be understood in terms of children's desire to please the interviewer, and by their rational desire to align themselves with their co-participants. In contrast to the scientific rationality of Grice's conversational maxims, relational rationality is instead discussed in terms of social relations. Copyright ⌐ 2002 S. Karger AG, Basel.

  • 103.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Jönsson, Linda
    Linköping University, Department of Language and Culture.
    Linell, Per
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    The courtrooom hearing as a middle ground. Speech accommodation by lawyers and defendants.1987In: Journal of language and social psychology, ISSN 0261-927X, E-ISSN 1552-6526, Vol. 6, p. 99-115Article in journal (Refereed)
  • 104.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Nilholm, Claes
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    On memory and the collaborative construction and deconstruction of custody case arguments.1990In: Human Communication Research, ISSN 0360-3989, E-ISSN 1468-2958, Vol. 17, p. 287-314Article in journal (Refereed)
  • 105.
    Aronsson, Karin
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Nilholm, Claes
    Linköping University, The Tema Institute, Department of Communications Studies. Linköping University, Faculty of Arts and Sciences.
    Storytelling as collaborative reasoning. Co-narratives in incest case accounts.1992In: Explaining one's self to others. Reason-giving in a social context / [ed] Margaret L. McLaughlin, Michael J. Cody, Stephen J. Read, Hillsdale, N.J.: Erlbaum Associates , 1992, p. 245-260Chapter in book (Other academic)
    Abstract [en]

    Researchers in that aspect of social psychology [studying communicated explanations], ordinarily referred to as attribution theory, have, historically, studied the process of explanation strictly as an intrapsychic phenomenon. . . . Similarly, researchers who have devoted themselves to the study of "accounts," a tradition found largely within the confines of sociology, organizational behavior, and communication studies, have, for the most part, examined only the discourse manifestations of explanation, without a concomitant interest in the fundamental processes of event comprehension. This volume is devoted to bridging the gap between the two traditions. The chapters in the first section, "The Nature of Social Explanation," examine general issues of social explanation, in particular, the cognitive processes and knowledge involved in the construction of accounts. In fact, several of the chapters present general models of the cognitive processes underlying account-giving. Many of these chapters also deal with general aspects of the social context that affect the kind of explanation people offer. However, they do not focus on the impact of concrete social contexts or on specific kinds of accounts (despite the use of concrete examples to illustrate their general concerns). In contrast, chapters in the second section of the book deal more concretely with accounts. They examine the role of accounts in specific kinds of settings, such as organizations, or the courts; or they deal with specific kinds of accounts, such as accounts of racism or accounts of relationship breakdowns.

  • 106.
    Aronsson, Karin
    et al.
    Stockholms universitet.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Trust and the Contestation of Blame Narratives: Veiled Stances in an Institutional Assessment Context2013In: Dialogical approaches to trust in communication / [ed] Per Linell, Ivana Markova, Charlotte, NC: Information Age Publishing , 2013, 1, p. -267Chapter in book (Other academic)
    Abstract [en]

    A volume in Advances in Cultural Psychology Series Editor: Jaan Valsiner, Clark University Trust has a constituent role in human societies. It has been treated as a scientific topic in many disciplines. Yet, despite the fact that trust and distrust come to life primarily in human communication and through language, it has seldom been analyzed from a communicative or linguistic perspective. This is the theme of this path-breaking volume. This volume contains 12 chapters, plus introduction and epilogue by the editors. They have been authored by leading specialists on trust in language and communication, coming from many disciplines and from different cultures and countries. Most of the authors share a conceptual basis in dialogical theories. This book is a follow-up volume to two previous volumes on trust within cultural psychology, Trust and Distrust (Marková & Gillespie, 2008) and Trust and Conflict (Marková & Gillespie, 2012). It will be of interest to anyone seriously interested in trust in societies, and in trust and distrust as displayed in communication and language.Show more Show less

  • 107.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Rundström, Bengt
    Cats, dogs, and sweets in the clinical negotiation of reality. On politeness and coherence in pediatric discourse.1989In: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Vol. 18, p. 483-504Article in journal (Refereed)
  • 108.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Rundström, Bengt
    Child discourse and parental control in pediatric consultations.1988In: Text - an interdisciplinary journal for the study of discourse, ISSN 0165-4888, Vol. 8, p. 159-189Article in journal (Refereed)
  • 109.
    Aronsson, Karin
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Sandin, Bengt
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    The sun match boy and plant metaphors. A Swedish image of a 20th-century childhood.1996In: Images of childhood / [ed] C. Philip Hwang, Michael E. Lamb, Irving E. Sigel, Mahwah, N.J.: Lawrence Erlbaum Associates , 1996, p. 185-202Chapter in book (Other academic)
  • 110.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Simonsen, Pål Aarsand
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Blurted talk in computer gaming. Co-participation and the display of involvement2006In: Games to Gaming,2006, 2006Conference paper (Refereed)
    Abstract [en]

      

  • 111.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Simonsen, Pål Aarsand
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Constructing Digital Divides in Intergenerational Interactions. A study of computer- and videogaming in Swedish family lives.2006In: The Virtual-a room without borders / [ed] Hernwall, Patrik, Stockholm: School of Communication, Technology and Design, Södertörn University College , 2006, p. -239Chapter in book (Other academic)
    Abstract [en]

    Beside the  keynote speakers, the conference will emphesise on four different sub-themes and round up with a panel dabate. Theme a and theme b will run parallell during Thursday afternoon and theme c and theme d will run parallell during Friday morning

  • 112.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Simonsen, Pål Aarsand
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Cyberspace and living room appropriations. Family gaming practices in everyday life.2005In: Modernita e vita quotidiana. Tra ordiario estraoridanario,2005, 2005Conference paper (Refereed)
  • 113.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Simonsen, Pål Aarsand
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Gaming an territorial claims. Video- and computergames as resources in the appropriation of family space.2005In: Childhoods, International Conferece,2005, 2005Conference paper (Refereed)
  • 114.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Simonsen, Pål Aarsand
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Literacies within family life2007In: 12th Biennal Conference for Research on Learning and Instruction EARLI,2007, 2007Conference paper (Refereed)
    Abstract [en]

        

  • 115.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Simonsen, Pål Aarsand
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Pratiche di gioco al computer e spazio sociale in famiglie sveedesi.2007In: Tra ordinario e straordinario: modernità e vita quotidiana, Rome: Carocci , 2007Chapter in book (Other academic)
    Abstract [en]

    Computer gaming and social space in Swedish family life

  • 116.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Simonsen, Pål Aarsand
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Spel, familjeliv och virtuella rum.2007In: Virtuella lekar och digitala berättelser - Perspektiv på datorspel, Lund: Studentlitteratur , 2007Chapter in book (Other academic)
  • 117.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Sätterlund-Larsson, Ullabeth
    Politeness strategies and doctor-patient communication. On the social choreography of collaborative thinking1987In: Journal of language and social psychology, ISSN 0261-927X, E-ISSN 1552-6526, Vol. 6Article in journal (Refereed)
  • 118.
    Aronsson, Karin
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Sätterlund-Larsson, Ullabeth
    Säljö, Roger
    Medical diagnosis and the micropolitics of care1995In: Representations of health, illness and handicap / [ed] Ivana Marková and Robert M. Farr, Chur: Harwood Academic , 1995, p. 131-144Chapter in book (Other academic)
  • 119.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    "Ja, för jag är så jävla snygg!" Retsekvenser och informellt lärande i högstadiets grupparbeten.2007In: 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. 301-314Chapter in book (Other academic)
  • 120.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Skolans grupparbete som social arena2004In: Pedagogik som vetenskap: en vänbok till Birgitta Qvarsell / [ed] Agnieszka Bron och Anders Gustavsson, Stockholms universitet: Pedagogiska institutionen , 2004, p. 294-317Chapter in book (Other academic)
    Abstract [sv]

    En vetenskaplig disciplins identitet är sammanvävd med dess historia. En samhällsvetenskaplig disciplins forskningsobjekt är emellertid i hög grad den samtida omvärlden och de frågor som står högt på dagordningen i samhällsdebatten. Men inom samhällsvetenskap sysslar man även med centrala och grundläggande frågor. Förhållningssättet till de grundläggande frågorna har dock stor betydelse för hur forskarna kommer att agera i de dagsaktuella frågorna

  • 121.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Department of Child Studies.
    Thorell, Mia
    Linköping University, Department of Thematic Studies.
    Family politics in children's play directives1999In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 31, p. 25-47Article in journal (Refereed)
  • 122.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Thorell, Mia
    Linköping University, Department of Thematic Studies.
    Voice and collusion in play dialogues. Towards an architecture of intersubjectivity2002In: Talking to adults: the contribution of multiparty discourse to language acquisition / [ed] Shoshana Blum-Kulka, Catherine Snow, Mahwah, N.J.: Lawrence Erlbaum , 2002, p. 277-293Chapter in book (Other academic)
    Abstract [en]

    This volume provides a comprehensive and in-depth analysis of the contribution of multiparty intergenerational talk in a variety of cultures to the development of children's communicative capacities. The book focuses on the complexity of the cultural and interactional contexts in which pragmatic learning occurs and re-examines certain assumptions implicit in research on language socialization to date, such as primacy of dyadic interactions in the early ages and the presupposition of a monolingual social matrix. One of the aims of the book is to demonstrate the degree of cultural diversity in paths of pragmatic development. Individual chapters present empirically grounded analyses of talk with children of all ages, in different participation structures and in a variety of cultures. In pursuing this theme the volume is meant to further enrich cross-cultural perspectives on language socialization by providing in each of its chapters an empirically grounded analysis of the development of one specific dimension of discursive skill. The nine invited chapters comprise new empirical work on the development of specific discourse dimensions. Authors have been asked also to adopt a reflexive stand on their line of research and to incorporate in the chapter a comprehensive and critical perspective on former work on the discursive dimension investigated. The discourse dimensions represented in the volume include narratives, explanations, the language of control in intergenerational and intragenerational talk, the language of humor and affect, and bilingual conversations. The volume offers a rich spectrum of cultural variety in pragmatic development, including studies of American, Greek, Japanese, Mayan, Norwegian, and Swedish children and families.

  • 123.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Thunqvist Cekaite, Asta
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Getting things done in family life. Directive trajectories and moral order2007In: 10th International Pragmatics Conferece,2007, 2007Conference paper (Refereed)
  • 124.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Thunqvist Cekaite, AstaLinköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Skämt, lek och språkövningar. Om deltagande och andraspråkslärande i en förberedelseklass.2006Collection (editor) (Other academic)
  • 125.
    Arzuk Kocadere, Deniz
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Milliyet Cocuk and the Making of Childrens Literary Culture in Turkey in the 1970s2019In: International Research in Children's Literature (IRCL), ISSN 1755-6198, E-ISSN 1755-6201, Vol. 12, no 1, p. 62-75Article in journal (Refereed)
    Abstract [en]

    This article is based on a systematic content analysis of Milliyet Cocuk, a childrens magazine published by a left-leaning publishing house in the politically polarised context of Turkey in the late 1970s. It outlines the socio-political and cultural context, defines Milliyet Cocuks position in the structure of the publishing field and questions how a non-majority group made space for themselves in a nations childrens literature. The archival material used in this article has been collected for the course New Perspectives in Cultural History, taught by Prof. Cengiz Kirli. My research is funded by the Swedish Institute.

  • 126.
    Avramidis, Georgios
    Linköping University, Department of Thematic Studies, Department of Child Studies.
    Elected children's views on school elections and students councils in Greece2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main aim of this paper is to highlight and investigate children’s perspectives on the ordinance of students’ elections and students’ councils in the country of Greece. This study is motivated by the huge lack of research on the topic in Greece and aim to seek student’s views in regards to students’ councils. This qualitative research endeavors to find how students decide to enter the school elections as candidates, what they hope to achieve through their candidacy and how they perceive democratization in education via these elections. Finally, it is asked from them to evaluate the utility of the whole ordinance of students’ communities. Six students, aged from 15 to 18, who are attending the Greek public High School (the name in Greek is Lykeio) were interviewed; three boys and three girls. The researcher chose one boy and one girl from each of the three years of High School. In order to hear children’s voice and allow them space and time to express their perceptions, semi-structured interviews were conducted with open ended questions while at the same time encouraging them to give clarifications on their answers. A thematic analysis was conducted on the transcribed material of the interviews and four primary themes were emerged: I) being candidates as a personal decision, II) aspirations for being candidates, III) Significance of the ordinance on school elections and on students’ councils and IV) democratization of children through school elections. In conclusion, this paper, by closely examining students’ perspectives and beliefs, seeks to shed new light on the neglected issue of students’ elections and councils in the country of Greece.

  • 127.
    Axelsson, Thom
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Begåvningsförhållandena bland tattarna: Välfärd, skola och intelligensmätningar under 1940-talet2003In: Pedagogikhistorisk forskning: ¿ Perspektiv, metoder, förhållningssätt,2003, 2003Conference paper (Other academic)
  • 128.
    Axelsson, Thom
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Hur begåvad får man bli?.2002In: Problembarnets århundrade,2002, 2002Conference paper (Other academic)
  • 129.
    Axelsson, Thom
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Rätt elev i rätt klass: Skola, begåvning och styrning 1910–19502007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    At the centre of this thesis is the early 20th century’s discussion on school, talent and social organisation. The period that is covered is 1910 – 1950. It is schools in the cities Stockholm, Gothenburg and Malmö that have been focused on. The overall purpose has been to analyse the importance that talent and intelligence had in relationship with the changes in the educational system.

    Using this as a starting point, it was discussed how views on society’s talent resources and the abilities of individuals have formed 20th century social life. Emphasis on talent led to primarily two things: to utilise good talent and counteract poor talent. The thesis has mainly aimed at examining the social and institutional contexts in which intelligence testing came to be seen as usable. This means that interest has been directed at the influence that different professionals had via deliberations, professionalizing and scientificating had on the forming of schools.

    Theoretically the study has been inspired by Michel Foucault, which provided an excellent starting point that emphasises the connection between education and power. Through different boundaries and conclusions – “separating practices” – in the education system the individuals become visible in relation to different institutional arrangements and can therefore be construed both as individuals and groups. The thesis uses an historic perspective to study how power and knowledge in a given time formulate what is considered as a problem in society.

  • 130.
    Axelsson, Thom
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Självmord i teorin: En analys av olika forskares tolkning av självmord2000Report (Other academic)
  • 131.
    Axelsson, Thom
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Som man frågar får man svar: Att formulera en fråga2003Report (Other academic)
    Abstract [sv]

    Det övergripande syftet är att diskutera hur man formulerar frågor som ger en bättre koppling till det kvalitativa kunskapsbegrepp, som Bernt Gustavs-son presenterar i boken Vad är kunskap? Fokus kommer att vara på hur frå-gor formuleras. Hur undviker man att enbart få fakta eller reproducerande svar? Vad är det som utmärker en god fråga? Hur ska svaren bedömas?

  • 132.
    Axelsson, Thom
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    The Supernormal pupil: Experiment with Classes for the Gifted in Gothenburg2005In: Childhood Studies in Sweden and in the United States,2005, 2005Conference paper (Other academic)
  • 133.
    Axelsson, Thom
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    The talented condition among the travellers (tattare). Welfare, school and the methods of measurement in Sweden in the 40th2004In: Fifth European Social Science History Conference,2004, 2004Conference paper (Refereed)
  • 134.
    Axelsson, Thom
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Till himlen eller helvetet?2003Book (Other (popular science, discussion, etc.))
  • 135.
    Axelsson, Thom
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Ur den svenska hederns historia2004Book (Other (popular science, discussion, etc.))
  • 136.
    Ayton, Katarina
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Activities and the exploration of meaning by children in a grade one classroom1998Report (Other academic)
    Abstract [en]

    This study is an exploration of how the children and the teacher through their everyday activities together create and recreate meaning in the classroom situation. The study specifically looks at interaction and communication. How the children and teachers talk about classroom rules and behaviour, whether, and how the children challenge the teacher's orchestration strategies, as well as the teacher's response to such challenges. The aim is to illuminate this from the perspective of the children.

    The main body of collected data consists of field notes collected during two separate two-week observation periods. Some notes are very detailed as the verbal interactions were often short enough to be recorded verbatim. There is taped material used from class meetings (klassrAd), a formal session held in school classes to provide de'Ilocracy in school.

    In the study we see the organisation and orchestration of school activities by the teacher constantly being challenged by activities initiated by the children. In this the children go in and out of activities and the intensity of their involvement seems to change rapidly from moment to moment. Looking at behaviour and the negotiation of rules in the classroom we see that the teacher and the children use rules in different ways.

    The two main challenges seem to be the challenge to order and the challenge to an activity. In regard to instructions, noise and body placement it is possible to see the children's challenges as a threat to the order of the classroom. Other challenges, i.e., the avoidance of set tasks, the misunderstandings and the creation of games seem'mainly-to challenge the planned activity.

    In the concluding comments the discussion moves from the one classroom, with the specific teacher and children involved, to a general level where we see the ideas lfehlrtd school interacting with classroom organisation and children's negotiation of meaning.

  • 137.
    Bankeström, Karin
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Hulterstam, Inger
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Behandling av barn med uttalssvårigheter: en jämförelse mellan två logopediska terapimetoder1996Report (Other academic)
    Abstract [sv]

    I uppsatsen jämförs två terapimetoder för barn med dysfonologi, nämligen traditionell fonemterapi och Metafonterapi. Undersökningen utgår från 15 videoinspelningar av terapisessioner à 30 minuter.

    Materialet har analyserats ur tre olika aspekter: Samtliga 15 inspelningar har granskats med avseende på den övergripande strukturen och delaktiviteternas innehåll. Vid denna granskning framkom att endast 10 inspelningar kunde klassificeras som renodlad Metafonterapi respektive traditionell fonemterapi.

    En excerpt ur varje transkription detaljstuderades därefter med avseendepå de talkorrigerande momenten, det vill säga hur terapeuten agerar närbarnet säger fel.

    Vi förväntade oss en skillnad i övergripande struktur (makrostruktur) mellan de båda metoderna och resultaten bekräftar i stort sett var hypotes om att Metafonterapi har en mera enhetlig struktur än den traditionella.

    Antagandet om att Metafonsessioner ar interaktionssmässigt mer symmetriska an traditionella terapisessioner har också kunnat bekräftas även om undantag förekommer. I båda terapiformema dominerar dock logopeden. Skillnaden ligger snarast i att logopedens initiativ är starkare och mer begränsande i traditionell terapi än i Metafonterapi.

    Vi fann också att de bada terapiformerna skiljde sig åt vad gäller logopedens sätt att tackla barnens misslyckanden.

    Undersökningen har visat intressanta skillnader mellan metodema. Framför allt tror vi det är viktigt att logopeder blir mera medvetna om sin behandlingsmetodik för att bättre kunna beskriva och utvärdera den terapi de bedriver.

  • 138.
    Becevic, Zulmir
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Utsatthetens röster2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation is about young people living in out-of-home care and their life stories. It is about their experiences of growing up under difficult and chaotic life conditions, characterized by mental health problems, broken relationships, and experiences of social exclusion in general. The dissertation examines how young people in societal care use their experiences to create meaning and coherence with regard to their present life situation. The findings are drawn from fieldwork undertaken at four institutions, where 20 semi-structured individual life story interviews were conducted with 13 participants, including six girls and seven boys aged 13-21. Their stories are analysed in relation to identity, relations and emotions, and the future, and the analyses are theoretically informed by an interactionist and experience-oriented approach, which gives ontological precedency to the interpretative, meaning-making, feeling and telling individual and their experience of social reality. By focusing on the plurality of voices, interactions and emotions of the subjects themselves, the analysis not only illuminates their life conditions, but also deepens understanding about young people in societal care and their life experiences. The analysis focuses on the interpretation of interactions as the building blocks of the stories, which in different ways play a key part in the narrators' self-understanding in relation to a wider social context. The study illustrates how experiences connected to various problems and deviations from norms are made into dominant experiences through which the narrators understand themselves and their lives. The overall function of these narratives is to create order, which contrasts the social disorder that the narrators experience as surrounding their lives on an existential level, and which they need to explain and motivate. The findings indicate that life in an institution tends to reinforce the view of oneself and one's life as problematic and deviant. The findings thus point to a built-in contradiction of a problem-managing organization whose overall aim is to compensate for and "solve" problems, but which instead strengthens the young people's orientation towards experiences that have a problematic character. Other findings are that stories about relations get their main characteristics from negative emotional experiences, which points to the importance of establishing trustful relationships when planning various help interventions. Finally, the young people's narratives about their· future plans and expectations are generally about adjustment to traditional norms. Life after leaving societal care is about fitting in ta what the young people define as conventional views on normalcy and order·.

  • 139.
    Bendelin, N
    et al.
    CS / IBL LiU.
    Dahl, J
    CS / IBL LiU.
    Andersson, Gerhard
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Zetterqvist Nelson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Carlbring, Per
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Upplevelser av internetbaserad depressionsbehandling med kognitiv beteendeterapi. En kvalitativ studie2006In: Svenska Läkaresällskapets Rikstämma,2006, Katrieneholm: Hygiena , 2006, p. 86-86Conference paper (Refereed)
    Abstract [sv]

      

  • 140.
    Bendroth Karlsson, Marie
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Att följa sin egen röst eller frökens?: vårbilden - lärarprojekt eller elevprojekt?1995In: Korsvägar: en antologi om möten mellan unga och institutioner förr och nu / [ed] Kerstin Bergqvist, Kenneth Petersson, Maria Sundkvist, Stockholm: Symposion Brutus Östlings bokförlag, 1995, p. 117-140Chapter in book (Other academic)
  • 141.
    Bendroth Karlsson, Marie
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bildprojekt i förskola och skola: Estetisk verksamhet och pedagogiska dilemman1996Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis explores art education at the preschool and primary school levels. My primary concern has been to analyze art practices in different pedagogical settings; the major questions are:

    - How are art activities performed; what kind of mental tools do teachers offer and what kind of guidance do they provide?

    - How do teachers talk about art and art making in their art activities?

    - Is there a "poetic" or aesthetic dimension in preschool and primary school art activities?

    The analyses are based on micro-analyses of videotapes of all art activities at five preschools, five primary schools (second grade) and five. art-galleries; all settings were videotaped during one entire week. A basic premise is that classroom discourse provides children with tools for thought (Vygotsky, 1962). Thus the primary focus has not been, on the art products, but rather on the teaching and learning processes revealed in teacher-pupil and pupil-pupil dialogues. Most of the data consists of nonverbal and verbal discourse. All the art activities have been classified into "art projects" and "other projects" in terms of two criteria: (i) pupirs participation, and (ii) artistic tools (mental and/or technical tools) offered.

    The analyses show that art activities are often made subordinate to goals other than artistic learning, such as diagnosis, decoration/entertainment, concept-training etc. Thus in institutional settings, aesthetic goals are often pressed into verbal intellectual or other academic forms. The empirical chapters present a series of pedagogic dilemmas showing how ambitious teachers try to accomplish two or more things at the same time, integrating art activities 'With something more "useful" In this process, the art activity often loses its aesthetic dimension. It is suggested that pedagogic dilemmas are caused by our implicit theoriesabout child development and aesthetics.

  • 142.
    Bengtsson, Magdalena
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Det hotade barnet: Tre generationers spädbarns- och barnadödlighet i 1800-talets Linköping1996Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study deals with the decline in infant and child mortality in Sweden during the 19th century. Around 1800 about a quarter of all children died before the age of one and 100 years later the proportion had been reduced to one tenth. The purpose of this study has been to investigate infant and child mortality in three birth cohorts, consisting of all children born in Linköping in the following periods: 1797-1810, 1840-49 and 1870-75. Mortality has been analysed with regard to age, sex, legitimacy and class. The main focus is upon certain family-specific factors, such as the survival of siblings, parental deprivation and spread of disease within the family.

    The results show that mortality in ages 0-4 markedly decreased from the first to the second cohort, while the situation had deteriorated in the third cohort, mainly due to an increase in epidemic diseases such as smallpox, scarlet fever and diphtheria. The improvement from cohort 1 to 2 was caused by reduced mortality in respiratory infections and sudden death. Mortality figures for those over five years of age were relatively stable throughout the cohorts. The mortality decline was earlier and more rapid in the upper middle class and was already evident in the first cohort. In the lower middle class and the working class mortality decreased from the first to the second cohort. Illegitimate infants experienced the highest mortality in all cohorts, although these children were better off if they had access to a social network, i.e. resided with grandparents or other relatives. Maternal care was important, a fact illustrated by increased mortality among infants who lost their mothers at an early age. Infants with surviving siblings showed much lower mortality than those with deceased siblings. This correlation was visible regardless of class or legitimacy.

  • 143.
    Bergnehr, Disa
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Wells, Michael B.
    Uppsala universitet, Sweden.
    Families and family policies in Sweden2014In: Handbook of Family Policies Across the Globe / [ed] Mihaela Robila, New York: Springer, 2014, p. 91-107Chapter in book (Other academic)
    Abstract [en]

    Sweden is known as a social welfare state, whereby the people who reside in Sweden are entitled to certain public benefits at little or no cost to the individual. Over the past century, Sweden has reshaped its culture, growing from one of the poorest nations in Europe to a flourishing country that others emulate, especially with respect to their family policies. Sweden has developed several foundational family policies that have helped to encourage equality, while establishing a sense of individuality. Sweden has created similar rights for cohabiters/married couples, as well as for same-sex/opposite-sex couples. Parents receive a generous parental leave package, flexible employment choices, and there is a low gender wage gap, while children receive high-quality childcare, free health care, free dental care, free mental health services, and a substantial child welfare program. Swedish family policies encourage both parents to work and to help each other with household and childcare tasks. Despite the public benefits that Sweden provides for mothers, fathers, and children, there is still a need for further improvements regarding policies on domestic violence, poverty, and child welfare. Assessments of Sweden’s family policies are discussed.

  • 144.
    Bergnehr, Disa
    et al.
    School of Health and Welfare, Jönköping University, Jönköping, Sweden.
    Čekaitė, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Adult-initiated touch and its functions at a Swedish preschool: controlling, affectionate, assisting and educative haptic conduct2018In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 28, no 1, article id 16Article in journal (Refereed)
    Abstract [en]

    The present study examines adult–child touch and its functions in a Swedish preschool (for 1 to 5-year-old children). The data are naturalistic observations and video-recorded data of everyday preschool activities. The study describes the frequently occurring functions of educators’ haptic conduct (control, affectionate, affectionate-control, assisting and educative touch), discussing them in relation to the children's age, gender and type of the preschool activity. It reveals the complexity of touch, demonstrating that physical contact is used for a variety of purposes in the educators’ daily work. The educators employed touch without force, and the children did not respond with explicit and forceful resistance (such as pushing back or otherwise protesting). Adult-initiated haptic behaviour served a continuum of social purposes – from social–relational work, such as establishing and building affectively positive, caring, social relations, to practical and educative organisational efforts to manage the complex and busy preschool life. The distribution of adult–child touch categories brings attention to the bodily aspects of the early childhood educational setting and highlights some of the ways in which the requirements of the Swedish curriculum for Preschool and its focus on educare are actualised in the educators’ embodied conduct.

  • 145.
    Bergnéhr, Disa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    25 års medlevarskap – perspektiv på behandling2000In: Miljöterapi – Igår, Idag och Imorgon / [ed] Hagqvist, Anders & Widinghoff, Björn, Lund: Studentlitteratur , 2000, 1, p. 151-172Chapter in book (Other academic)
    Abstract [sv]

    Drygt femtio år har förlupit sedan "Miljöterapi" först dök upp som en trend inom den psykiatriska vården. Nästan trettio år har gått sedan det blev ett hedersbegrepp inom missbrukar- och ungdomsvården. Finns då något kvar att säga? Begreppet används också idag.

    Vad står det för? Och hur ser det psykosociala arbete ut i praktisk utövning, som kallas "Miljöterapi"? Är miljöterapi en metod, en behandlingsideologi, ett förhållningssätt eller en organisationsform? Eller rentav alltihop samtidigt? Varifrån hämtar miljöterapin sina förklaringsmodeller och metodteorier? Boken är avsedd som diskussionsunderlag vid vidareutbildning för behandlingspersonal, men också som grundlitteratur för högskolor och folkhögskolor.

    Samtidigt vill bokens författare bidra till att få mer fart på den kunskapsutvecklande debatten om god och effektiv behandling. De bjuder in läsaren till ett fortsatt samtal utifrån miljöterapins historia, tillämpning idag och tänkbara utvecklingsmöjligheter

  • 146.
    Bergnéhr, Disa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Advancing home-school relations through parent support?2015In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831Article in journal (Refereed)
    Abstract [en]

    The present study explores a local initiative to develop parent support services through the school system. In focus are the discourse on home–school relations and parent support and the interplay between discourse and practical occurrences. Official documents, interviews and notes from municipal meetings and informal conversations were obtained from a local authority during 2009–2013. The results show that the education system is discursively positioned as an important player for the administration and organisation of parent support. All the same, opposing arguments are given precedence in decisions concerning what home–school relations should entail. The study explicates that parent support, when connected to compulsory education, is preferably conceptualised as part of and contingent on the forms and characteristics of home–school relations. Furthermore, it makes evident that the term school is recurrently used as a synonym of teachers. This has implications for both home– school relations and parent support.

  • 147.
    Bergnéhr, Disa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Att handleda en doktorand - en relationell balansgång som fordrar flexibilitet och struktur2013In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 3, no 3, p. 173-185Article in journal (Refereed)
    Abstract [sv]

    Handledning är av central betydelse för en doktorands arbete och genomströmning. I föreliggande studie granskas kriterier för att handledningen ska uppnå hög kvalitet. Frågorna som står i fokus är: Vad karaktäriserar bra handledning, och hur kan handledningens kvalitet värderas och stärkas? Diskussionen baserar på tidigare forskning, styrdokument och intervjuer med några erfarna handledare. Resultaten tyder på att strukturellt och formaliserat stöd i forskningsmiljön såväl som vid handledningsträffarna gynnar handledningens kvalitet och doktorandens möjligheter att vid disputation nå examensmålen. Handledaren behöver vara flexibel och reflexiv i sitt förhållningssätt, eftersom doktoranders behov och förutsättningar skiljer sig och också förändras under utbildningens gång. Samtidigt behöver handledaren förhålla sig till olika krav, vilka kan skapa dilemman och leda till en svår balansgång i handledningen. Viktigt är att handledaren tar ansvar för att handledningen och relationen fungerar väl för samtliga inblandade parter, och uppmuntrar till samtal om problem och svårigheter när de uppstår. Samtidens krav på effektivitet och genomströmning fordrar arbetsplatsens och kollegiets stöd i handledningen, med ett kollektivt ansvar för doktorandens utbildning och utveckling.

  • 148.
    Bergnéhr, Disa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Att (sam)verka för barns hälsa och lärande i mötet mellan socialtjänst och skola: en forskningsöversikt2014Report (Other academic)
    Abstract [en]

    The present report focuses on interorganizational co-operation between the social services and schools. It contains a literature review of the Swedish research and national guidelines from 2000 onwards, as well as a brief theoretical discussion on different forms of co-operation. The thematic categorization of previous research resulted in such recurrently raised topics as the following: Assignment of responsibilities and tasks; Information, consultation, and meetings; Interprofessional teams; Service user perspectives and the importance of relations; Knowledge about co-operation and research-based practice. The review concludes that the responsibilities assigned to different actors are diffuse. At times, schools are given too great a responsibility for individual child evaluations and care, and their main task of providing education is disregarded by, for instance, the social services. Schools, on the other hand, ask for more support from child psychiatry clinics and the social services. Blaming others for failing services and/or assigning others responsibilities they do not have a mandate, funding or the competences for may be the result of limited resources and/or lack of knowledge about and respect for other partners in the co-operation. Sharing information is frequently brought up as an important aspect of collaborative work, as are consulting one another with regard to evaluations and interventions. Constructive interprofessional meetings require trust, commitment, competence, clearly defined goals, and relational continuity. This also applies to interprofessional teamwork. The opinions and experiences of service users need more acknowledgment, in practice and in the research. The benefits of co-operation for children and families are uncertain, and must be further explored. Co-operative activities should be initiated only if they will undoubtedly result in better services for the individual child. There is a lack of studies focusing on co-operation from the perspective of the social services. Furthermore, the discussions in the guidelines as well as in the research would have benefited from more elaborated theoretical reasoning on how different forms of co-operation influence work to promote children’s health and learning. Finally, the present report calls for a critical discussion on how the concept of co-operation is applied.

  • 149.
    Bergnéhr, Disa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Barnet, hemmet och skolan i ett socioekonomiskt utsatt bostadsområde2012In: Familjeliv och lärande / [ed] Liselott Aarsand och Pål Aarsand, LUnd: Studentlitteratur, 2012, 1, p. 87-103Chapter in book (Other academic)
  • 150.
    Bergnéhr, Disa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    En bra förälder2010In: Locus, ISSN 1100-3197, Vol. 22, no 4, p. 30-49Article in journal (Other academic)
    Abstract [sv]

    Unga föräldrar idag påverkas inte bara av barncentrerade föräldraskapsideal, utan också av ideal om att måna om sina egna behov. En god förälder tar inte bara ansvar för sitt barn - han eller hon behöver också ansvara för sig själv och sitt eget välbefinnande.

1234567 101 - 150 of 891
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf