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  • 251.
    Szczepanski, Anders
    et al.
    Linköping University, Department of Culture and Communication, Arts, Crafts and Design. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Perspektiv på plats: 15 professorers uppfattningar av platsens betydelse för lärande och undervisning utomhus2015In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, no 1-2, p. 127-149Article in journal (Refereed)
    Abstract [sv]

    Studien är fenomenografisk och beskriver 15 sakkunniga professorers uppfattningar av platsens betydelse för lärande och undervisning i ett utomhuspedagogiskt sammanhang. Fem kvalitativt åtskilda kategorier uttrycker utfallsrummet, nämligen möjligheter att: upptäcka och utveckla platsrelaterade meningserbjudanden, utveckla en kroppslig, sinnlig relation till olika företeelser/fenomen, utveckla en personlig landskapsrelation, utveckla förtrogenhetskunskap samt utveckla en bredare förståelse för samhälle och miljö. I ett skolrelaterat sammanhang återfinns uppfattningar med fokus på meningserbjudanden och relationen till olika fenomen. Här uppfattas även platsen som betydelsefull för förståelse av samhälle, miljö och hållbar utveckling, liksom för att utveckla förtrogenhetskunskap. Det icke skolrelaterade sammanhanget de befann sig i på fritiden under barn och ungdomsåren, uppfattas som grunden till utvecklingen av en personlig landskapsrelation. Studien pekar på betydelsen av direkta autentiska platsrelaterade möten i utomhusmiljön.

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  • 252.
    Thång, Per-Olof
    et al.
    Göteborgs universitet.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Håkan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Mäkitalo, Åsa
    Göteborgs universitet.
    Olsson, Lars-Erik
    Göteborgs universitet.
    Paldanius, Sam
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Wass, Karin
    Göteborgs universitet.
    Erfarenheter av utbildning för arbetslösa i kommunal vuxenutbildning1997In: Nordiska vuxenutbildningskonferensen Forskning i Norden,1997, 1997Conference paper (Other academic)
  • 253.
    Tikkanen, Tarja
    et al.
    University College Stord/Haugesund.
    Nissinen, Kari
    University of Jyväskylä.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Silvennoinen, Heikki
    University of Turku.
    Basic skills and participation in lifelong learning among low-educated adults: A comparison between Denmark, Finland, Norway, Sweden2015Conference paper (Other academic)
    Abstract [en]

    This paper explores an important socio-economic issue: participation in lifelong learning among low-educated adults vis-à-vis their basic skills. Due to the lack of reliable data, relatively little is known of what role basic skills play in their participation in learning and working. OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) opens historically unique opportunities for research in this area. On one hand, the PIAAC findings show that the Nordic countries (Denmark, Finland, Norway, and Sweden) stand out in two significant respects: the proportion of adults with low education is small and their rate of participation in lifelong learning is high. However, these rates vary across the Nordic countries. On the other hand, the PIAAC shows that there are significant differences in basic skills in numeracy and literacy proficiency across the Nordic counties, and between low-and higher educated adults. Three research questions will be explored: (i) To what extent are the levels of basic skills in numeracy and literacy similar and/or different between the four Nordic countries among low-educated adults? (ii) To what extent are the skills differences associated with gender, age and employment status, if any, within these countries? (iii) To what extent, if any, are the levels of basic skills related to participation in lifelong learning in the four Nordic countries? The paper is part of the research project Skills development for realizing the workforce competence reserve (2014-2017) (SkillsREAL) financed by the Norwegian Research Council. The data used in the project and the analysis presented here are from the PIAAC. The analysis is limited to low-educated adults aged 40 years and older, in Denmark, Finland, Norway and Sweden. Overall, only 28% had participated in job-related training and 46% in any type of learning. Preliminary analyses show that on average the basic skills of the low-educated were on level 2 (meanLit=251, meanNum=248) out of 5, with statistically significant differences in both skills types across the countries, and in participation in lifelong learning by levels of literacy and numeracy. Implications of the findings on the labour-market status of the low-educated will be discussed in the Nordic context.

  • 254.
    Tikkanen, Tarja
    et al.
    Stord/Haugesund University College, Norway.
    Nissinen, Kari
    University of Jyväskylä, Finland.
    Silvennoinen, Heikki
    University of Turku, Finland.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Skills and participation in lifelong learning among adults with tertiary education: A comparison between Denmark, Finland, Norway, Sweden2015Conference paper (Other academic)
    Abstract [en]

    This paper is a cross-Nordic comparative exploration of participation in lifelong learning among high-educated adults vis-à-vis their basic skills. Previous research has established that participation in lifelong learning is positively related to educational background (“Matthew effect”). However, we know little about what role do basic skills play in this advantage. This is largely due to lack of reliable data on basic skills. OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) opens historically unique opportunities for research in this area. Based on this data, we examined skills in numeracy and literacy in and between the four Nordic countries among adults with tertiary education, associations of the skills differences with age and gender, and the relationship between the skills and participation in lifelong learning. The study is part of the research project Skills development for realizing the workforce competence reserve (2014-2017) (SkillsREAL). The analysis was limited to adults in Denmark, Finland, Norway and Sweden with tertiary education (ISCED 5-6), aged 40 years and older, and employed (N=4391). As expected, skills levels in literacy and numeracy were relatively high, on level 3 out of 5 (meanLit=296, meanNum=303), as were the participation rates (average 74%) in lifelong learning. Regardless of the apparent similarity of the performance of high-educated persons in Nordic countries in international comparison, significant cross-country differences were found in literacy and numeracy across them. Skills were associated with age and gender in all countries and men significantly outperform women in both skills. Unlike numeracy, literacy skills were an important factor effecting participation (except in Norway). Age was an important factor in participation in all countries, but Sweden, while gender was only significant in Norway. The findings are discussed against the implications of the “Nordic model” to the system of adult education and lifelong learning.

  • 255.
    Tsagalidis, Helena
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bedömning av yrkeskunnande2018In: Yrkesutbildning: Mellan skola och arbetsliv / [ed] Maria Gustavsson, Susanne Köpsén, Lund: Studentlitteratur AB, 2018, 1, p. 173-194Chapter in book (Other academic)
    Abstract [sv]

    Det finns en mängd olika sammanhang där yrkeskunnande bedöms i utbildning och arbetsliv, med bedömningspraktiker som på olika sätt påverkar dagens yrkesutbildning såväl som rekrytering till och kompetensutveckling inom arbetslivet. Syftet med detta kapitel är att belysa olika former för kunskapsbedömning och diskutera vilka konsekvenser dessa får för yrkesutbildningen, yrkeslärarens arbete och deltagarnas lärande. De bedömningspraktiker vi tar upp är hämtade från yrkesutbildning, yrkestävlingar, branschbedömningar samt validering, och vi diskuterar hur dessa kan relateras till skola och arbetsliv.

  • 256.
    Tsagalidis, Helena
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bedömning och validering av vuxnas kunskap och kompetens2020In: Om vuxenutbildning och vuxnas studier: en grundbok / [ed] Andreas Fejes, Karolina Muhrman, Sofia Nyström, Lund: Studentlitteratur AB, 2020, 1, , p. 380p. 253-275Chapter in book (Other academic)
    Abstract [sv]

    I alla former av utbildning görs bedömningar av vad de studerande lär sig. Formella utbildningar leder fram till att läraren sätter ett betyg som summerar resultatet, och i andra utbildningar kan olika former av omdömen ges. Under en utbildning görs också bedömningar för att förbättra uppläggningen och utfallet av lärprocessen. Dessutom kan bedömning i form av validering göras av kunskaper som utvecklats i andra sammanhang än utbildning. I detta kapitel kommer vi först att presentera ett antal centrala begrepp inom bedömningsområdet, och därefter beskriver vi användningen av bedömning och diskuterar konsekvenser av kunskapsbedömningar inom olika sammanhang för vuxnas lärande.

3456 251 - 256 of 256
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