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  • 201.
    Andersson, Eva
    et al.
    Institutionen för pedagogik och didaktik Göteborgs universitet.
    Laginder, Ann-Marie
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences and Learning.
    Landström, Inger
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences and Learning.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences and Learning.
    Learning at Distance within Popular Adult Education - Where is the Context?2007In: Adult Education - Liberty, Fraternity, Equality? Nordic Views on Lifelong Learning / [ed] Risto Rinne, Anja Heikkinen & Petri Salo, Turku: Finnish Educational Research Association , 2007, p. 359-377Chapter in book (Other academic)
    Abstract [en]

    Liberté, Egalité, Fraternité were the symbolic words and shouts of millions and millions hopes in the mouths of millions and millions people all around the world in the 18th and 19th century. Liberté, Egalité, Fraternité are still the symbols of democracy during the 20th and 21st century. These wishful words have not lost their meaning during the centuries, although they historically represent the birth of the modern world and reflect the thoughts of enlightenment already in the 18th century. They were realized in the French revolution and the tricolor flag. The Nordic countries have taken seriously the whispers of the enlightenment. They have transferred the words into the field of education. In the name of enlightenment Nordic countries were among the first to develop a wide adult education system in order to cultivate their adult population. They believed, that it is education which gives the people the liberty, equality and fraternity. The very core of the idea of the Nordic welfare state is educational equality as the spearhead to the social equality of the whole nation. In this book we reflect together the state of the art of adult education research in the Nordic countries in the beginning of the third millenium. What is left of the historical tradition of enlightenment and the hopes of the people? Has there been a change in the politics of Nordic adult education research towards the neo-liberalism? What are the challenges of today and how they may be answered? What has the Nordic adult education research to offer to the wider audience of the globalising world? Some answers to these questions are suggested in this book. The answers are presented by the most eminent as well as by junior researchers within the field in Nordic adult education research. Have a seat and read.

  • 202.
    Andersson, Eva
    et al.
    Göteborgs Universitet.
    Laginder, Ann-Marie
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Salo, Petri
    Åbo akademi.
    Stenöien, Jorun M
    NTNU ViLL.
    Tösse, Sigvart
    NTNU ViLL.
    Adult Education and Lifelong Learning Research in the Nordic Countries: A mapping of recent articles in international journals2008In: Paper at NERA/NFPF´s 36th Congress, Copenhagen March 6-8, 2008, 2008, p. 1-29Conference paper (Other academic)
  • 203.
    Andersson, Eva
    et al.
    Institutionen för pedagogik och didaktik Göteborgs universitet.
    Landström, Inger
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Laginder, Ann-Marie
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Learning and Everyday Life - Crossing Boundaries. The significance of popular adult education at distance2007In: ESREA European research conference,2007, Sevilla: Diálogos.red , 2007, p. 201-Conference paper (Refereed)
  • 204.
    Andersson, Eva
    et al.
    Institutionen för pedagogik och didaktik Göteborgs universitet.
    Landström, Inger
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Laginder, Ann-Marie
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Lärande och vardag. Om gränsöverskridande i folkbildning på distans2006In: Lärande, IKT och samhällsomvandling. Två rapporter om folkbildning på distans / [ed] Inger Landström, Ann-Marie Laginder, Eva Andersson, Stockholm: Folkbildningsrådet , 2006, p. -156Chapter in book (Other academic)
    Abstract [sv]

    Att studera på distans blir allt vanligare, även inom studieförbund och folkhögskolor. Men vad innebär egentligen detta för deltagarna? Frågan belyses i denna rapport, som bygger på intervjuer med ett tjugotal deltagare i distansorganiserad och IKT-baserad folkbildning.

    I rapportens första del, Lärande och vardag. Om gränsöverskridande i folkbildning på distans , diskuteras gränserna mellan deltagarnas studier och deras vardagsverksamheter – och vad ett eventuellt överskridande av dessa gränser får för konsekvenser. I den andra delen, Datorkunskaper på köpet. Om folkbildning på distans, IKT och samhälle , fokuseras på distansstudiernas roll, när det gäller deltagarnas motivation, tillgång till och förmåga att använda digital teknik. Lärande, IKT och samhällsomvandling ingår i forskningsprojektet Distans, IKT, folkbildning och vardag. Rapporten är utgiven av Folkbildningsrådet, som fi - nansierat projektet i samarbete med KK-stiftelsens forskningsprogram LearnIT. Inom projektet har tidigare utgivits rapporten

    Deltagarröster om folkbildning på distans . Eva Andersson är universitetslektor i pedagogik vid Institutionen för pedagogik och didaktik, Göteborgs universitet. Hon är där knuten till Enheten för lärande i vuxenliv. Eva Andersson har arbetat med folkbildningsforskning sedan mitten på 1990-talet, senast i projektet

    Distanspedagogik bland folkbildare (2001–2004).

    Ann-Marie Laginder är fi losofi e doktor i teknik och social förändring. Hon är universitetslektor vid Institutionen för beteendevetenskap, Linköpings universitet och föreståndare för Mimer – nationellt program för folkbildningsforskning. Hon har tidigare forskat bland annat om studiecirklars betydelse för deltagare och lokalsamhälle.

    Inger Landström är fi losofi e doktor i pedagogik och forskarassistent vid Institutionen för beteendevetenskap, Linköpings universitet. Hennes senare forskning gäller hur informations- och kommunikationstekniken (IKT) används och påverkar folkbildningsorganisationernas verksamhet och identitet.

  • 205.
    Andersson, Eva
    et al.
    Göteborgs universitet.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Principer bakom lokala konstruktioner av vuxenutbildning: Fallet Trollhättan.1997In: NFPFs jubileumskongress i Göteborg, 6 - 9 mars 1997,1997, 1997Conference paper (Other academic)
    Abstract [sv]

    En fallstudie, som handlar om hur vuxenutbildning skapas

  • 206.
    Andersson, Eva
    et al.
    Institutitionen för pedagogik och didaktik Göteborgs universitet.
    Sundgren, Gunnar
    Institutionen för pedagogik Lärarhögskolan i Stockholm.
    Laginder, Ann-Marie
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Larsson, Staffan
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Cirkelsamhället. Studiecirklars betydelser för individ och lokalsamhälle: delbetänkande / av Utredningen för statlig utvärdering av folkbildningen1996Book (Other academic)
  • 207.
    Andersson, Gerhard
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Gustafsson, Tore
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lundén, Charlotte
    Landstinget Dalarna.
    Henriksson, Oskar
    Psykologifabriken AB.
    Fattahi, Kidjan
    Psykologpartners , Linköping.
    Zetterqvist Westin, Vendela
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Carlbring, Per
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Hesser, Hugo
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Internet-based Acceptance and Commitment Therapy for tinnitus patients2011Conference paper (Other academic)
  • 208.
    Andersson, Ingrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Analyses of newly qualified teachers' perspectives on learning in social practice2005In: The 1st International Congress of the International Society for Cultural and Activity Research, ISCAR, Acting in changing worlds: learning, communication and minds in intercultural activities,2005, 2005Conference paper (Other academic)
  • 209.
    Andersson, Ingrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Lärares reflektioner över arbete och lärande2006In: Lärares arbete - Pedagogikforskare reflekterar utifrån olika perspektiv: en antologi från en konferens anordnad av Myndigheten för skolutveckling / [ed] Ann-Kristin Boström och Birgitta Lidholt, Stockholm: Myndigheten för skolutveckling , 2006, p. 69-78Chapter in book (Other academic)
    Abstract [sv]

    Lärares pedagogiska uppdrag är komplicerat i sig, men det innehåller också relationer mellan lärare, elever och andra aktörer inom utbildningsområdet. Beroende på vilken bakgrund och vilket intresse den betraktande har, går allt att se från en mängd olika perspektiv. Denna antologi om lärares arbete och roll är resultatet av en konferens anordnad av Myndigheten för skolutveckling. De medverkande forskarnas samlade erfarenheter sträcker sig över en stor del av utbildningssystemet och alla har skrivit sina texter utifrån sitt specialområde. Hur hanterar dagens lärare den uppsjö av förväntningar, begränsningar och orimligheter som omger deras yrkesgärningar? Vilka förändringar har skett beroende av omstrukturering och kvalitetskontroll? Antologin riktar sig till lärare, lärarstudenter, forskare och andra intressenter inom och utanför utbildningssystemet

  • 210.
    Andersson, Ingrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Newly qualified teachers' reflections on workplace socialization2005In: NERAs 33nd Congress A Nordic Dimension in Education and Research - Myth or Reality,2005, 2005Conference paper (Other academic)
  • 211.
    Andersson, Ingrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Social, academic and managerial dimensions of commitment: A Swedish perspective2002In: American Educational Research Association EARA,2002, 2002Conference paper (Other academic)
  • 212.
    Andersson, Ingrid
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Andersson, Sven
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    A Sociocultural Analysis of Innovative Learning: Somali Refugees' Construction of Societal Knowledge2002In: American Educational Research Association AERA,2002, 2002Conference paper (Other academic)
  • 213.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Andersson, Sven
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Aesthetic representations among Himba people in Namibia2007Conference paper (Other academic)
    Abstract [en]

      

  • 214.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Andersson, Sven
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Aesthetic representations among Himba people in Namibia2009In: International Art in Early Childhood Research Journal, ISSN 1837-0020, Vol. 1, no 1, p. 1-14Article in journal (Refereed)
    Abstract [en]

    The research in the present study focuses on preliterate people’s ways of modelling and drawing. Our aim is to understand how the participants solve the problem of making three-dimensional sculptures and two-dimensional drawings of themselves or animals in their surroundings. Also, we compare the meanings of the participants’ first-ever drawings, based on one of two ways of starting the activity. The first group was asked to draw a human figure or an animal without first creating a sculpture. The second group was asked to create sculptures before drawing the same motives. We found that both children and adults drew tadpoles. However, single view representations were more common in the group who had only made drawings, while in the sculpture/drawing-group half of the drawings showed more than one view in their representations of human figures. There were examples of culture-specific features with significant recognizable social meanings in both sculptures and drawings. The findings are discussed in terms of socio-cultural theories on the development of imagination and creative combinations in settings where new tools and tasks are at hand

  • 215.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Andersson, sven
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Conditions for Boundary Crossing: Social Practices of Newly Qualified Swedish Teachers2007Conference paper (Other academic)
    Abstract [en]

      

  • 216.
    Andersson, Ingrid
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Andersson, Sven
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    Micropolitical Perspectives on Newly Qualified Teachers' Reflections2004In: The Positioning of Education in Contemporary Knowledge Society, NERA,2004, 2004Conference paper (Other academic)
  • 217.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Andersson, Sven
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Uttrycksformer i skapande verksamhet hos himbafolket i Namibia2009In: Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild, Stockholm: Carlsson , 2009, 1, p. 185-207Chapter in book (Other academic)
    Abstract [sv]

    Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för bokens skribenter är att de är eller har varit doktorander för professor Karin Aronsson vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang. Boken vänder sig till studenter, lärare, forskare samt praktiker med intresse för samtal, kulturella utryck och andra vardagliga fenomen som t.ex. tolkade samtal, flerspråkighet, visuell kultur, kamratrelationer, läsning, bildanvändning, grupparbete, etc. Kapitlen i boken kan med fördel användas såväl inom utbildning, arbetsliv som på fritiden för att fördjupa förståelsen av igenkännbara vardagliga fenomen och öka kunskapen om dessa fenomens komplexitet och mångfacetterade betydelser.

  • 218.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Andersson, Sven B
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Conditions for Boundary Crossing: Social Practices of Newly Qualified Swedish Teachers2008In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 52, no 6, p. 643-660Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to gain knowledge about conditions for boundary crossing between academic and vocational practices and to identify dimensions of social practice within workplaces. The data consist of 28 questionnaires and 14 in-depth interviews with newly qualified secondary school teachers in their first year of teaching. We use the lens of sociocultural theory to analyse qualitatively what we can learn from newcomers talk about their experiences and whether theories provided during their teacher education helped them to meet challenges in their new workplaces. Theoretically, notions of participation in social practices in terms of social space are in focus. In the findings, such space is identified as social adjustment, social distance, social inclusion and social expansion. Drawing on these concepts, we suggest that professional development depends strongly on the way new teachers boundary crossing is supported by collaboration and to what extent they belong to professional dialogues in settings with inclusive and expansive relationships.

  • 219.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Kagwesage, Anne Marie
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Rusanganwa, Joseph
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Language Diversity and Learning in Higher Education in Rwanda2008Conference paper (Other academic)
  • 220.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kagwesage, Anne Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Rusanganwa, Joseph
    Arts Media and Social Sciences, English, Butare, Rwanda.
    Negotiating meaning in multilingual group work: A case study of higher education in Rwanda2013In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 16, no 4, p. 436-450Article in journal (Refereed)
    Abstract [en]

    In this paper, we investigate how students handle the linguistic diversity they are exposed to during group-work sessions at a university in Rwanda. The data consist of five audio-recorded group-work sessions initiated by a lecturer in a management course. The data were analysed drawing on theories relating to code-switching and learning in multilingual settings. Our findings show that active use of multiple languages, although time consuming, has great potential to facilitate learning, thus emphasizing the complementarities rather than exclusion of languages used in Rwanda.

  • 221.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Rusanganwa, Joseph
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Language and space in a multilingual undergraduate physics classroom in Rwanda2011In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 14, no 6, p. 751-764Article in journal (Refereed)
    Abstract [en]

    This case study examines how a lecturer and a group of students adjust to a request for English-only medium of instruction in tertiary education. The study draws on sociocultural theories considering context and language use as tools for meaning making. Goffman's theories of stage setting and footing are used to analyse how the lecturer positions himself in relation to language use. The findings show that in the observed session the lecturer used code-switching as a tool to extend students’ academic literacy. Further, we found that he in most cases assigned different classroom spaces to different languages. Hence, English as the targeted language of instruction was used when the lecturer was standing at the board, the official teaching space, whereas French, a previously accepted language, was used in a semi-official space closer to the students. Kinyarwanda, the lecturer's and students’ first language, is not permitted as a medium of instruction, but was used when the lecturer was close to the students. We label this a personal space, where the lecturer changed code in order to improve interaction and students’ understanding. Such code-switching has cultural and historical traditions and is viewed in this study as a strategy to avoid misunderstandings and allow more equitable learning opportunities.

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  • 222.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Rusanganwa, Joseph
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Kagwesage, Anne Marie
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Learning within a multilingual context: The case of Higher Education in Rwanda2008Conference paper (Other academic)
    Abstract [en]

    In this paper, we investigate strategies employed by students, lecturers and academic administrators to facilitate learning within a university in Rwanda. On a political level, the potential of linguistic diversity is a tool for nation building and, in times of globalization, access to information, communication, technology and business with international communities. However, on a societal and individual level, using foreign media of instruction may hamper the implementation of targeted goals.

    The focus of this study is on how students handle the linguistic diversity they are exposed to. The research tools used to gather data are questionnaires, interviews and audio-recorded group work. The data were analysed drawing upon theories related to learning in multilingual settings. Findings show that language diversity has a great potential of facilitating learning, thus emphasizing the complementarities rather than the exclusion of languages used in Rwanda. However, what the participants described as “lack of background knowledge” might be a sign of an underlying language problem, where students memorise lecturers’ notes and reproduce them during any kind of evaluation, without questioning and reflecting on the material in order to convert information into knowledge.

  • 223.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Ruterana, Pierre Canisius
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    Child narration in a first and a second language2009In: NERA 2009 Literacy as Worldmaking: NERA’s 37th Congress, Trondheim, 5-7 March 2009, 2009, p. 164-Conference paper (Refereed)
    Abstract [en]

    The present study investigates three stories produced when a group of grade 6 children in a rural school in Rwanda are requested to tell a story of their own choice. The children speak Kinyarwanda, the first language of the majority of the people in Rwanda, but their medium of instruction at school is French. The findings show that all stories but one were told in Kinyarwanda. Here we want to explore similarities and differences between the story in French and two selected stories in Kinyarwanda. One of the Kinyarwandan stories is selected because it is of similar length as the one in French and the other story is selected because it is well elaborated. All stories are analysed in terms of content, narrative structure and language complexity. Our analysis is in progress but so far we have seen that all children have told stories with a clear high point (Labov, 1992). Moreover, all stories deal with gender issues of some kind. We have also seen that language choice seems to have an impact on where the story is situated.

  • 224.
    Andersson, Jan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Net effect of memory collaboration: How is collaboration affected by factors such as friendship, gender and age?2001In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 42, no 4, p. 367-375Article in journal (Refereed)
    Abstract [en]

    The purpose of the study was to investigate explicit spatial and verbal collaborative memory performance. Factors such as friendship, age and gender were chosen for ecological and theoretical reasons. In Experiment I friendship and age were studied. The task was to retrieve the location of 25 pictures, which were presented in a 5 x 5-matrix grid. All participants retrieved once individually and once dyadically. Dyads were compared to the predicted base line, i.e., the pooled score from two participants working on their own (the same participants as in the dyad). Based on cognitive development aspects and collaboration data, it was predicted that the young collaborating dyads would not be able to reduce the net negative effects of collaboration to the same extent as older dyads. The findings revealed that, (1) dyadic collaboration affected spatial memory performance negatively, i.e., net negative effects of collaboration; (2) older (15-years-old), as opposed to young (7-years-old) dyads, reduced the net negative effects of collaboration and; (3) friend dyads, regardless of age, were able to reduce the net negative effect. In experiment 2, gender differences were studied in two explicit memory tasks. The purpose was to investigate if earlier findings of collaboration can be generalised to another ecological aspect of group composition, i.e., gender. Gender differences were studied at individual and group level. The results suggest that gender related memory differences exist on an individual and dyadic level in terms of absolute scores. Women remember explicit memory tasks to a greater degree than men. No main effect was found for gender in collaboration. i.e., both genders suffered compared to predicted potential.

  • 225.
    Andersson, Jan
    Linköping University, Department of Education and Psychology. Linköping University, Faculty of Educational Sciences. Univ.,.
    Two is one too many: dyadic memory collaboration effects on encoding and retrieval of episodes1996Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of the present thesis was to investigate how individual memory potential in different tasks is affected by collaboration in social settings. Collaborative group dimensions were also studied: friendship, age, and gender. The principal comparison was between an actual collaborative dyad and the sum of the two individuals' memory potential, i.e., the predicted potential. It was shown, in five studies, that two individuals can not cue each other effectively enough to reach their predicted potential, i.e., negative net effects of collaboration were demonstrated. The widespread feeling of a group superiority is therefore wrong. This effect held true for explicit and episodic memory tasks, but not for semantic and implicit tasks, across materials. Furthermore, collaboration at encoding and retrieval reduced the effectiveness of the cue and the reduced cue effectiveness hypothesis gained support in further tests. Friends, as opposed to non-friends, were shown to possess an ability to reduce the negative net effects of  collaboration. In addition, if the participants (old as opposed to young children) could take their partner's perspective, a reduction of the negative net effects occurred, i.e., the reciprocal understanding hypothesis was supported. It is suggested that young children's lack of perspective-taking ability reduces their possibility to cue each other as effectively as older children. Finally, negative net effects occurred for collaborative dyads regardless of gender constellation. Generally, the data pattern suggests that cognitive theory can explain how individual memory performance is influenced by collaboration. There is (a) a selectivity in the size of the negative net effect with respect to type of memory task and type of dyadic relationship, and (b ), there is a generality of the effect across task materials and gender. Thus, (a) and (b) replicate, extend, and further deepen our understanding of this counter-intuitive phenomenon.

  • 226.
    Andersson, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Barns teckningar som utgångspunkt i det naturvetenskapliga samtalet2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Children's conceptions are an important part of their conceptualisation in science, something that is emphasized in constructivism, in this thesis a social constructivist view of learning constitutes the theoretical framework. The overall purpose is to contribute to the knowledge development within science education. This was done by investigating 4-13-year-old children’s conceptions of phenomena in natural science within four areas: heat, mixing, the human body and what is living/non-living. The following two research questions are addressed: What conceptions do children express in drawings and in conversations about natural science phenomena? What methodological possibilities and challenges are there in using drawings as a starting point and as a meaning-making tool for capturing children's conceptions? A multimodal method including drawings, conversations and children's activities was used in the data collection, which is in line with a social semiotic perspective.

    The thesis consists of four studies. The results of the first two studies show that children's conceptions about mixing were somewhat more developed than shown in previous studies, while their conceptions about heat were in line with what was previously reported.

    The third study shows that the children know more organs in the human body and, unlike in previous research, show an ability to draw connections between the organs. In the fourth study, a majority of the children talk about death as the opposite to life and some draw that what does not live should have lived before, such as dinosaurs. Children who are aware of microscopic objects classify them as living. Additionally, the explanations show inconsistency in their reasoning about plants as living or no-living things.

    Methodologically the results in the studies show that the children's drawings in combination with their explanations are valuable tools for capturing their conceptions. The drawings also serve as a tool for presenting and sharing different reasoning. Furthermore, children's drawing techniques are discussed in connection with problems that they faced alongside the scientific task. In the study of the human body, these problems deal with the difficulty of transferring the three-dimensional inside of the human body to two dimensions. Another difficulty was that the body's organs, skeleton, muscles and tissues are on top of each other. Here the children used X-ray drawing to show what is hidden. Children of different ages often solved these technical problems in a very creative way in combination with their oral/written comments. In addition to the significance of the drawings, the difference between contextualized and decontextualized tasks during data-collection is discussed. Further, different dimensions of science, such as structural and processual knowledge, are discussed. The four areas studied are also on different abstraction levels which affect the children's conceptions and representations in their drawings. In conclusion, learning in science involves different dimensions of both structural and processual knowledge. The multimodal method helped the children focus, structure and express their thoughts.

    List of papers
    1. Young children's analogical reasoning in science domains
    Open this publication in new window or tab >>Young children's analogical reasoning in science domains
    2012 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 96, no 4, p. 725-756Article in journal (Refereed) Published
    Abstract [en]

    This exploratory study in a classroom setting investigates first graders (age 78 years, N = 25) ability to perform analogical reasoning and create their own analogies for two irreversible natural phenomena: mixing and heat transfer. We found that the children who contributed actively to a full-class discussion were consistently successful at making analogical comparisons between known objects provided by a researcher and that some of the children could come up with their own analogies for the abstract natural phenomena with which they interacted. The use of full-class and small-group settings, shared laboratory experiences of the phenomena and childrens drawings as different kinds of scaffolding was found to be helpful for the childrens analogical reasoning. As an implication for science education, self-generated analogies are put forward as a potential learning tool within a constructivist approach to education.

    National Category
    Didactics
    Identifiers
    urn:nbn:se:liu:diva-79916 (URN)10.1002/sce.21009 (DOI)000305122800008 ()
    Available from: 2012-08-15 Created: 2012-08-15 Last updated: 2019-05-13
    2. Primary school childrens´s ideas of mixing and heat as expressed in a classroom setting
    Open this publication in new window or tab >>Primary school childrens´s ideas of mixing and heat as expressed in a classroom setting
    2014 (English)In: Journal of Baltic Science Education, ISSN 1648-3898, E-ISSN 2538-7138, Vol. 13, no 5, p. 726-739Article in journal (Refereed) Published
    Abstract [en]

    This study investigates primary school children’s (7-8 year-old, N = 25) ideas of mixing of marbles and of heat, expressed in small-group predict-observe-explain exercises, and drawings representing the children’s own analogies in a classroom setting. The children were typically found to predict that marbles of two different colours would mix when rocked back and forth on a board. This idea of mixing is slightly more advanced than previously reported in the literature. The children’s ideas of heat included reference to warm objects, their own bodies when exercising, and the process of one warm solid object heating another object in direct contact. In addition, through scaffolding, some of the children expressed a substance view of heat. Finally, the potential and challenges in probing children’s ideas through a combination of data collection techniques in a classroom setting are reflected upon

    Keywords
    heat, mixing, children’s ideas, primary school, classroom setting
    National Category
    Didactics
    Identifiers
    urn:nbn:se:liu:diva-112423 (URN)000347033100011 ()
    Available from: 2014-11-26 Created: 2014-11-26 Last updated: 2019-05-13Bibliographically approved
    3. What’s in the body? Children’s annotated drawings
    Open this publication in new window or tab >>What’s in the body? Children’s annotated drawings
    2020 (English)In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, no 2, p. 176-190Article in journal (Refereed) Published
    Abstract [en]

    This paper presents a study of children’s ideas of the body’s internal structure. Children between four and 13 years (N = 170) individually produced drawings. During each drawing session the children explained their drawings to a facilitator and added written labels either by them- selves or, if they were too young to write, with the facilitator’s help. The results provide an updated comprehensive picture of children in differ- ent age groups and their views on the internal structure of the body. The type and numbers of organs drawn are similar to those documented in previous studies. However, in comparison to recent studies, the children drew more organs, the brain was indicated almost as often as the heart, and the Valentine heart was frequently used as a symbol. In contrast with previous research, children drew connections between organs. This result calls for caution regarding conclusions made from decontextua- lized questions. The importance of providing children with the opportu- nity to clarify their drawings is emphasised since it otherwise becomes a question of the researcher’s interpretation. The connections they draw, and explanations they give to their drawings, have interesting implica- tions for understanding children’s ideas, and hence both for teaching and learning and for science education research.

    Place, publisher, year, edition, pages
    Routledge, 2020
    Keywords
    Biology education; early years; children’s drawings; human body; internal organs
    National Category
    Other Natural Sciences Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-156731 (URN)10.1080/00219266.2019.1569082 (DOI)000522128300004 ()
    Available from: 2019-05-13 Created: 2019-05-13 Last updated: 2020-04-10
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    Barns teckningar som utgångspunkt i det naturvetenskapliga samtalet
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  • 227.
    Andersson, Johanna
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Löfgren, Ragnhild
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Educational Sciences.
    What’s in the body? Children’s annotated drawings2020In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, no 2, p. 176-190Article in journal (Refereed)
    Abstract [en]

    This paper presents a study of children’s ideas of the body’s internal structure. Children between four and 13 years (N = 170) individually produced drawings. During each drawing session the children explained their drawings to a facilitator and added written labels either by them- selves or, if they were too young to write, with the facilitator’s help. The results provide an updated comprehensive picture of children in differ- ent age groups and their views on the internal structure of the body. The type and numbers of organs drawn are similar to those documented in previous studies. However, in comparison to recent studies, the children drew more organs, the brain was indicated almost as often as the heart, and the Valentine heart was frequently used as a symbol. In contrast with previous research, children drew connections between organs. This result calls for caution regarding conclusions made from decontextua- lized questions. The importance of providing children with the opportu- nity to clarify their drawings is emphasised since it otherwise becomes a question of the researcher’s interpretation. The connections they draw, and explanations they give to their drawings, have interesting implica- tions for understanding children’s ideas, and hence both for teaching and learning and for science education research.

    Download full text (pdf)
    fulltext
  • 228.
    Andersson, Johanna
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Tibell, Lena
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Educational Sciences.
    Exploring childrens' views of what's inside the body2012Conference paper (Refereed)
    Abstract [en]

    The importance of living a healthy life in an everyday context is promoted in schools and preschools. The discussion often focuses on what food is healthy, and that one should eat enough but not too much. The connection between food and beverages and their role in the body is seldom discussed. Students’ ideas about how the human body functions have been investigated in several studies but few have focused on young children. In this study, we investigate young children’s conceptions related to this topic and how their ideas develop. Seventy-nine pre- and primary school children, aged 4-11, participated in individual focus interviews wherein the children were asked to draw and explain their understanding. Our results confirm several findings observed by other workers. However, in contrast with earlier studies, 10 of seventeen 4-5 year-old children indicated the stomach, and more than half of those children described how food can be utilized in the body to extract energy. Furthermore, the brain was among the most commonly mentioned organs cross all age groups. Interestingly, the level of expertise varied and did not covariate with age. For example, five of eight of the 4 year-old children draw 5-8 organs, while a single 10 year-old child could only mention three. Similarly, two of thirteen 7-year old children provided an almost completely correct description of the digestive tract and its function, while most of the older children expressed a much less developed understanding. The results reflect the wide range of different conceptual ideas that teachers confront in a day-to-day classroom context.

  • 229.
    Andersson, Johanna
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Tibell, Lena A.E.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Educational Sciences.
    Children's reasoning and representations about living and non-living things2013Conference paper (Refereed)
    Abstract [en]

    Understanding of the concept ‘life’ and what characterise ‘living things’ is important as a foundation for learning in biology. In a more general view, this understanding can make children develop awareness, respect and responsibility for life as members of a society and in decision making for sustainable development. The present pilot study aim to investigate 5-6 year old pre-school children’s reasoning and representations about living and nonliving things. In cognitive developmental research, the concept of life is well investigated but, questions still remain regarding how children reason around and represent these concepts. Previous research has found that children have difficulties in including plants as living things. Moreover, it is found that young children include e.g. the sun, clouds and rocks as living things. The methods that have been used are often quantitative and use picture-cards with different objects for the children to categorize. In the present pilot study a modified methodology was applied. Children’s drawings of what they consider as living and non-living were collected and picture-cards were used as point of departure for reasoning. In interviews the children were encouraged to explain and express their ideas. The drawings and the cards mainly worked as a meaning making tool for the children. Results from the study will be presented and discussed. 

  • 230.
    Andersson, Lina
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Lärares skilda uppfattningar av motivation och styrdokument i matematikundervisningen: En intervjustudie på gymnasiesärskolans nationella program.2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Syftet med studien är att undersöka några gymnasiesärskolelärares syn på motivation och förankring i styrdokumenten i ämnet matematik. Min utgångspunkt är det sociokulturella perspektivet, där delaktighet ligger till grund för motivationen. Delaktighet i det sociala sammanhanget samt i elevernas egen kunskapsutveckling.

    Jag har valt en kvalitativ ansats och en fenomenografisk analys, mitt fokus är att hitta skillnader i lärarnas uppfattningar kring motivation och styrdokument. Med stöd av denna ansats har jag valt åtta semistrukturerade intervjuer, som metod.

    Resultatet visar att det finns variationer på hur lärarna ser på motivation och utvecklingstörning. Utfallsrummet är inre förutsättningar för motivation med underkategorierna inuti individen och i samspel med andra och yttre förutsättningar för motivation. De strategier som lärarna sa sig använda för att motivera eleverna i matematikundervisningen handlar om undervisningsmetoder, återkoppling och relationer. Styrdokumenten används dold användning, som verktyg för läraren och som verktyg för eleverna.

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    Examensarbete
  • 231.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Att bli och vara folkhögskollärare2014In: Årsbok om folkbildning: Forskning & utveckling 2013 / [ed] Stellan Boozon, Krister Hansson, Maj-Britt Imnander, Tove Bergquist, Stockholm: Föreningen för folkbildningsforskning , 2014, p. 73-89Chapter in book (Other academic)
    Abstract [sv]

    Artikeln sammanfattar resultat från två olika studier om att bli vuxenlärare och om att vara folkhögskollärare.

  • 232. Order onlineBuy this publication >>
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Att studera och bli bedömd: Empiriska och teoretiska perspektiv på gymnasie- och vuxenstuderandes sätt att erfara studier och bedömningar2000Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation is focussing on students’ experiences of assessments, which means that the assessments are related to studying. The assessments particularly investigated are the main types of assessments used in the application and selection for higher education in Sweden – the grading in schools on secondary level, and the Swedish Scholastic Aptitude Test (SweSAT).

    The literature review is an analysis of previous knowledge, resulting in a model of orientations to studying.

    The empirical investigation consists of interviews with 100 students in upper secondary school, municipal adult education and folk high schools. The interviews are analysed with a phenomenographic approach, and the analysis results in categories describing ways of experiencing what it means to study, ways of experiencing the grades, and the SweSAT. In addition to this, the analysis gives a description of relations between components within categories, relations between categories, and relations between phenomena.

    The main patterns in the students’ experiences of the assessments are the following: The different categories, describing the experiences of the assessments per se, are focussing on assessment of performance, assessment of personal qualities (including developed knowledge), or uncertainty in relation to the assessment. There are four main aspects of the students’ experiences of the value of assessments, i.e., the relation to future plans, the relation to the student’s personal context, the possibility to influence your result, and the relation to other assessments used in the selection.

    The final result of the empirical investigation is a reconstructed model of five orientations to studying, where the empirical results are integrated with previous knowledge. The five categories are the knowledge orientation, the duty orientation, the participation orientation, the qualification orientation, and the resistance orientation. These orientations are also described as adaptive and/or non-adaptive in relation to the demands of the education.

    A further analysis in relation to three social science perspectives shows how assessments can contribute to the colonization of the educational lifeworld, how assessments can be seen as instruments of discipline, and how assessments can be seen as disembedding mechanisms.

     

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  • 233.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Att utbilda nästa generation i yrket: En kunskapsöversikt om och för yrkeslärare2019 (ed. 1)Book (Other academic)
    Abstract [sv]

    Yrkeslärare representerar både läraryrket och sitt grundyrke. Det är inom grundyrket som dessa lärare har sitt ämneskunnande, som de undervisar i, om och för. Kunskapsöversiktens fokus är främst att belysa yrkeslärares dubbla roller.

    Yrkeslärare har en komplex roll eftersom de behöver balansera dubbla identiteter – som lärare och som branscharbetare. De ska representera både skolan och det tidigare yrkets kulturer. Vilken identitet som dominerar påverkar hur undervisningen realiseras. Forskningen, tillsammans med rektorers, lärares och elevers erfarenheter, ger nödvändig kunskap för att utveckla yrkesutbildningen så att den kan möta morgondagens arbetsmarknad som allt mer kommer att lämna den industriella eran och kliva in i den digitala. Denna kunskapsöversikt ger, genom nationell och internationell forskning, underlag för att på vetenskaplig grund diskutera yrkeslärares arbete och deras dubbla identiteter.

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    Att utbilda nästa generation i yrket: En kunskapsöversikt om och för yrkeslärare
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  • 234.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Att vara folkhögskollärare2013Conference paper (Other academic)
    Abstract [sv]

    I detta paper presenteras en studie av folkhögskollärares arbete, med fokus på lärarnas tidsanvändning och deras inställning till arbetets förutsättningar, kompetensbehov, idégrund och huvudmän samt professionell utveckling. Studien visar att de heltidsarbetande lärare som deltog i tidsanvändningsundersökningen i snitt arbetade drygt 49 timmar under en vecka. Ungefär en fjärdedel av arbetstiden var förlagd till kvällstid och helger, och nästan var fjärde lärare arbetar på kvälls- eller helgtid varje dag i veckan måndag–söndag. Lärarna uppskattar den professionella friheten i arbetet, men samtidigt är arbetsbördan en belastning. Det mest tydligt uttryckta behovet av kompetensutveckling gäller att kunna upptäcka och stödja deltagare i behov av särskilt stöd, men även kunskap om folkhögskola och folkbildning beskrivs som viktigt, speciellt för lärare som saknar lärarutbildning för skolformen. Lärarnas engagemang för deltagarna kommer även till uttryck i hur man relaterar sig till idégrunden, där lärarnas fokus främst ligger på deltagarnas utveckling. Folkhögskollärare kan inte betraktas som en profession, men vissa tecken på professionell utveckling har identifierats.

  • 235.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Basic eligibility: Threshold or fork in the road to higher education?2013In: Journal of Adult and Continuing Education, ISSN 1477-9714, E-ISSN 1479-7194, Vol. 19, no 2, p. 24-44Article in journal (Other academic)
    Abstract [en]

    Sweden has a two-step selection process for admission to higher education. Eligibility is assessed to ensure that the candidates have the ability to take the course/programme. Selections are made based in part on other measures. The focus here is eligibility, particularly the 25:4 scheme, a measure introduced to widen access to higher education in the 1970s but since abandoned. An age of 25 and 4 years of work experience were the main criteria of basic eligibility under this scheme. This exploratory study identifies the characteristics of 25:4 applicants and compares them to applicants with other types of eligibility and comparable groups in the population. What were the characteristics of 25:4 applicants? In what ways did they differ from other applicants and from the population in general? Results illustrate the scheme's influence, which was stronger on application patterns and weaker on the admission patterns of traditional and nontraditional applicants/students.

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    fulltext
  • 236.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bedömning av vuxnas kunskap och kompetens2015In: KOM. Kommunikation mellan vuxenutbildare, Vol. 43, no 2, p. 34-34Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna artikel är en krönika kring bedömning och validering av vuxnas lärande.

  • 237.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bedömning och betygssättning av yrkeskunskaper2014In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2014, 1, p. 195-216Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel ger en översikt över centrala begrepp och företeelser inom området bedömning och betygsättning, med fokus på det som är centralt inom yrkesutbildning på gymnasienivå.

  • 238.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bedömning och betygssättning av yrkeskunskaper2019In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2019, 2, p. 217-242Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel handlar om bedömning som en del av arbetet som yrkeslärare. Det tar upp centrala begrepp kopplade till bedömning, aktuella formella riktlinjer kring bedömning och främst betygssättning, samt frågor kring återkoppling, validering och etik.

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  • 239.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Caretakers' experiences of RPL2006In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 58, no 2, p. 115-133Article in journal (Refereed)
    Abstract [en]

    En fenomenografisk studie av hur en grupp fastighetsskötare uppfattar fenomenet validering, och vad en valideringsprocess ger dem i termer av lärande och annat utfall. Recognition of prior learning (RPL) involves an idea of -making learning visible--of valuing knowledge irrespective of how, when and where it is learnt. This is a phenomenographic analysis of how a group of caretakers from a Swedish property management company experience participation in an RPL initiative focusing on their vocational competence. The results show how RPL is experienced in various ways by the caretakers-as an opportunity for personal development, as a matter of assessment and control, or as -only scratching the surface-. The process is also experienced in different ways in terms of learning-with a focus on prior learning or new learning, or even no learning. Other benefits of RPL are described in terms of exchange value or personal development. The results are integrated in a model where the relationship between the individual and the RPL process is a developmental, a credit-exchange or a critical relation.

  • 240.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Caretakers' experiences of validation2005In: NERA Congress,2005, 2005Conference paper (Other academic)
    Abstract [en]

    Validation (recognition of prior learning) means an idea of -making learning visible- - of valuing knowledge irrespective of how, when and where it is learnt. This is a phenomenographic analysis of how a group of caretakers from a Swedish property managing company experience participation in a validation initiative focusing on their vocational competence. The results show how validation is experienced as an opportunity for personal development, a matter of assessment and control, or -only scratching the surface-. The process is also experienced in different ways in terms of learning - with a focus on prior learning or new learning, or even no learning. Other benefits of validation are described in terms of exchange value or personal development. The results are integrated in a model where the relation between the individual and the validation process is a developmental, a credit-exchange or a critical relation.

  • 241.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Different faces and functions of RPL: an assessment perspective2006In: Re-theorising the Recognition of Prior Learning / [ed] Per Andersson and Judy Harris, Leicester: NIACE , 2006, p. 31-50Chapter in book (Other academic)
    Abstract [en]

    The recognition of prior learning is an educational response to the need to widen participation in education and training for economic advancement and social inclusion. The social meanings of RPL have different configurations depending on historical, cultural, economic and political forces in different places. One constant is the reliance on the widely pervasive educational philosophies of experiential learning: constructivism and progressivism. This book challenges the orthodoxy of experiential learning and the particular readings of knowledge, pedagogy, learning, identity and power which it privileges. It does this by introducing different theoretical resources to RPL and drawing on experiences of RPL in the UK, South Africa, Australia, Sweden, Canada and the USA. The book provides a range of re-conceptualisations of the relational terrain between adult experience and learning on the one hand, and specialist or academic knowledge on the other.

  • 242.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Disciplinerande bedömningar2000In: Mimers forskarkonferens,2000, 2000Conference paper (Other academic)
  • 243.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Editorial: A developing journal2016In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 6, no 2, p. 3-4Article in journal (Other academic)
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    Editorial: A developing journal
  • 244.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    El reconeixement de l'aprenentatge anterior com una tècnica de govern2010In: Foucault i l'aprenentatge permanent: Governant el subjecte / [ed] Andreas Fejes, Katherine Nicoll, Xàtiva (València): Edicions del Crec i Denes Editorial , 2010, 1, p. 195-209Chapter in book (Other academic)
    Abstract [ca]

    Durant els últims vint anys ha hagut un interès creixent en el treball de Michel Foucault en sociologia i en particular el relacionat amb l'educació. Aquest és el primer llibre que utilitza el seu treball per a considerar l'educació permanent por sí mateix, explora la importància de les polítiques i les pràctiques de l'educació permanent (...) aquest llibre ofereix visions en qüestions com:

    ¿Quines són els efectes de les polítiques de l'educació permanent dins dels sistemes socio-polítics de govern?

    ¿Què fa l'educació permanent per la nostra comprensió de nosaltres mateixos com a ciutadans?

    ¿Com actua l'educació permanent en la regulació i la reordenació d'allò que les persones fan?

    Suggereix que la interpretació de l'educació permanent com a contribució a l'economia del coneixement, la globalització o el nou ordre del treball pot necessitar ser revisada si hem d'entendre el seu impacte de manera més completa.

  • 245.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    El reconocimiento del aprendizaje anterior como una técnica de gobierno2010In: Foucault y el aprendizaje permanente: Gobernando el sujeto / [ed] Andreas Fejes, Katherine Nicoll, València: Ediciones del CREC , 2010, 1, p. 197-211Chapter in book (Other academic)
    Abstract [es]

    Los Gedge viven en un pueblecito idílico, y en una mansión no me­nos maravillosa. Lo que no saben es que dos ladrones de guante muy blanco codician sus diamantes. La señora Gedge, por su parte, ambi­ciona para su marido la embajada de los Estados Unidos en Francia, y para conseguirla está dispuesta a utilizar incluso el chantaje. Y su pre­sunta víctima es el influyente senador Opal, padre de Jane, una ena­moradiza jovencita... Y con estos ingredientes y algunos más típicos del irresistible humor de Wodehouse como por ejemplo uno de los muy ingleses ladrones de guante blanco, disfrazado de impecable aris­tócrata francés, el lector ya tiene la diversión asegurada. «Sin ningún género de dudas es una de las novelas más desopilantes de su autor» (Daily Telegraph).

  • 246.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Endword: Research into practice?2014In: Handbook of the recognition of prior learning: research into practice / [ed] Judy Harris, Christine Wihak & Joy Van Kleef, Leicester: NIACE - National Institute of Adult Continuing Education, 2014, 1, p. 407-412Chapter in book (Other academic)
    Abstract [en]

    This endword discusses the relation between research and practice in RPL.

  • 247.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Examinationens betydelse för studierna. Vad tidigare forskning kan lära oss om hur studerande förhåller sig till sin utbildning1998In: I Teori och Praktik, Linköping: Linköpings universitet, Centrum för universitetspedagogik , 1998Chapter in book (Other academic)
  • 248.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Experience as the basis of eligibility for higher education2014In: The Power of VPL: Validation of Prior Learning as a multi-targeted approach for access to learning opportunities for all / [ed] R. Duvekot, B. Halba, K. Aagaard, S. Gabrscek & J. Murray, Vught, the Netherlands: Inholland University AS & European Centre Valuation Prior Learning , 2014, p. 39-55Chapter in book (Other academic)
    Abstract [en]

    This chapter presents results from a study of non-traditional applicants experiences of applying for higher education, namely applicants employing the Swedish 25:4 scheme, which granted eligibility for applicants who were at least 25 years old and had 4 years of work experience. 

  • 249.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Folkbildningen och det flexibla lärandet2002In: Forskning om folkbildning : medlemsblad för Föreningen för folkbildningsforskning, ISSN 1103-1670, no 1 / 2002, p. 15-18Article in journal (Other academic)
    Abstract [sv]

    Recension av boken folkbildning.net (första upplagan).

  • 250.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Folkhögskola för behörighet? Högskoleprov för urval?1995In: Mimers forskarkonferens,1995, 1995Conference paper (Other academic)
2345678 201 - 250 of 4026
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