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  • 51.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Consultation Barriers Between Teachers and External Consultants: A Grounded Theory of Change Resistance in School Consultation2014In: Journal of educational and psychological consultation, ISSN 1047-4412, E-ISSN 1532-768X, Vol. 24, no 3, p. 183-210Article in journal (Refereed)
    Abstract [en]

    The aim of this study, conducted in Sweden, was to investigate the cultural barriers between school personnel (teachers and principals) and nonschool personnel (a resource team), who were external to the school system, regarding consultation about challenging or difficult-to-teach students. Focus groups with teachers, principals, and the resource team as well as interviews with students and parents were conducted. The qualitative analysis resulted in a grounded theory of change resistance in the context of school consultation. Differences in professional assumptions led to conflicting professional main concerns. An intergroup conflict was inevitable in many cases and the professional cultural barriers that remained produced and reinforced professional ethnocentricity. This contributed to a lack of integration between external consultants and school personnel. Lack of integration contributed to the legitimacy loss and the maintenance of professional ethnocentricity. The basic social process of change resistance was centered in the interaction between professional ethnocentricity and lack of integration.

  • 52.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Det sociala livet i skolan: socialpsykologi för lärare2013 (ed. 2)Book (Other academic)
    Abstract [sv]

    Det sociala livet i skolan är en introduktion till socialpsykologi där kunskapsområdet relateras till skolans värld genom skildringar av vardagssituationer och resultat från forskning. Kapitlen handlar bland annat om grupper, grupputveckling, normer, lärarens roll som ledare och fostrare, social identitet, konflikter och mobbning.

    Att vara lärare innebär att möta, hantera, organisera, påverka och påverkas av grupper. Grupprocesser och social påverkan både i och utanför klassrummet har betydelse för det sociala klimatet och för hur elever och lärare uppträder. Läraren ska också arbeta aktivt med värden och normer. För att kunna påverka grupper på ett professionellt sätt är kunskaper i socialpsykologi en väsentlig grund.

    Boken erbjuder ett socialpsykologiskt kunskapsunderlag för reflektion, diskussion och handling när det gäller förhållanden i skolan, social påverkan och värdepedagogik eller "värdegrundsarbete". Den vänder sig i första hand till lärarstudenter och studenter i pedagogik och pedagogiskt arbete, men även till studenter i psykologi som intresserar sig för sociala processer i skolan. Boken är avsedd för kurser på högskolenivå.

    I denna nya upplaga har i synnerhet kapitlet om mobbning upp daterats och reviderats och presenterar nu fler perspektiv på mobbning. Även kapitlet om läraren som auktoritet har i betydande grad bearbetats genom att bland annat behandla forskning om lärar-elevrelationer. Boken har också uppdaterats när det gäller forskningsreferenser, och nya begrepp har tillkommit.

  • 53.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Det sociala livet i skolan: Socialpsykologi för lärare2006 (ed. 1)Book (Other academic)
    Abstract [sv]

    Både elever och lärare är intensivt involverade i sociala interaktioner och gruppsammanhang. Den här boken ger lärare underlag och redskap för att hantera grupper och belyser lärares värdepedagogiska praktik, dvs. arbetet med värden och normer och den påverkan de har på eleverna i detta avseende. Läs mer Boken behandlar områden som, Att förstå och hantera grupper, Läraren som auktoritet, Grupptryck, När beslutsfattanden i grupp går fel, Identitet och grupptillhörighet, Konflikter, Mobbning. Alla mycket centrala i lärarutbildning och- praktik.

  • 54.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Det sociale liv i skolen: socialpsykologi for lærare2008Book (Other academic)
    Abstract [da]

    ”Det sociale liv i skolen” henvender sig primært til lærer- og pædagogstuderende og giver en indføring i socialpsykologien generelt og relaterer teoretisk og forskningsmæssig viden om gruppeprocesser med konkrete eksempler fra skolens hverdag, bl.a. om mobning, gruppepres, konflikter og dannelse af social identitet hos børn og unge.Bogen rummer kapitler om bl.a. mobning, sociale mekanisker i og mellem grupper, gruppepres, konflikter og dannelse af socialt identitet samt lærerens rolle som leder og opdrager.Jeg finder derfor bogen meget interessant for sundhedsplejersker, der arbejder med skolebørn, særligt fordi den påminder os om vigtigheden af vi som voksne forstår værdien af den sociale indflydelse, gruppetilhørsforhold og gruppeprocessers betydning for skolebarnets trivsel.

  • 55.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Det sociale liv i skolen: Socialpsykologi for lærere2014 (ed. 2)Book (Other academic)
  • 56.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Discussant in the Symposium entitled "The possible long-term effects of the KiVa and the OBPP anti-bullying programs" (Salmivalli, C., Breivik, K., & Olweus, D.)2015Conference paper (Refereed)
  • 57.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Distressed bullies, social positioning, and odd victims: Young people's explanations of bullying2015In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 29, no 1, p. 15-25Article in journal (Refereed)
    Abstract [en]

    The aim of the present study was to investigate to what degree teenagers agree with bullying explanation statements that could be categorised as the odd victim explanation, bully's social positioning explanation, or the distressed bully explanation. A second aim was to investigate how these types of bullying explanations might be associated with gender and self-reported prior bullying roles. Three hundred and fifty teenagers, attending three upper secondary schools in a medium-sized Swedish town, completed a questionnaire. Although the teenagers were prone to agree with all three types of bullying explanations, they were more inclined to think that bullying occurs because the bully wants power or status. Girls were more inclined than boys to think that bullying takes place because the bullies have their own problems. The more the teenagers thought that bullying occurs because the victims are odd, different or deviant, the more they have been involved in bullying situations as bullies or reinforcers. The more the teenagers thought that bullying occurs because the bully has psychosocial problems, the more they have been involved as defenders and the less as bullies or reinforcers in bullying situations.

  • 58.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Dunkla vrår i skolans värdepedagogiska praktik2004In: Skolans moraliska och demokratiska praktik.: Värdepedagogiska texter I / [ed] Gunnel Colnerud, Linköping: Linköpings universitet , 2004, p. 27-48Chapter in book (Other academic)
  • 59.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Elevers röster om regler på skolan2006In: Grundskoletidningen, ISSN 1652-7844, no 5, p. 10-20Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

      

  • 60.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Ett resursteams samverkan med skola, elever och föräldrar: förtjänster, hinder och utmaningar2009Report (Other academic)
    Abstract [sv]

    Under året 2006 slöt Omsorgsnämnden och Barn- och ungdomsnämnden i Linköpings kommun ett samverkansavtal som innebar ett inrättande av ett resursteam bestående av specialpedagoger och socialarbetare i syfte att utveckla och effektivisera kommunens insatser beträffande utformandet av olika former av stöd till barn, unga och deras föräldrar. Resursteamets främsta mål är att öka andelen elever som fullföljer sina studier inom den ordinarie skolan. Syftet med denna studie är att undersöka och beskriva resursteamets, lärares, rektorers, elevers och föräldrars föreställningar om vad som gynnar och missgynnar en framgångsrik samverkan och mot bakgrund av det generera en teoretisk modell om mångprofessionell samverkan mellan skolpersonal och resurspersoner i arbetet med elever som utmanar skolan. Sammanlagt 30 personer deltog i utvärderingen. Fyra elever i åldern 15-16 år samt sju föräldrar intervjuades. Åtta lärare och sju rektorer deltog i fokusgrupper. De fyra medarbetarna i resursteamet utgjorde en egen fokusgrupp. Bearbetning och analys av data genomfördes med hjälp av metoder och strategier från grundad teori.

    Medan elever, föräldrar och resursteamet har positiva representationer om utfallet så framträder dock en mer splittrad bild hos lärare och rektorer. Följande sociala representationer bland deltagarna om vad som missgynnar en framgångsrik samverkan har identifierats: missgynnande ramfaktorer, låg förankring, låg tillgänglighet, bristande kommunikation, professionskulturella hinder, negativt socialt samspel, ouppnådda förväntningar och brist på intersektoriellt nätverksarbete. Följande sociala representationer bland deltagarna om vad som gynnar en framgångsrik samverkan har identifierats: positivt socialt samspel, öppen kommunikation, hög tillgänglighet, konstruktiv konflikthantering, att arbeta mot gemensamma mål och framgång genom kompetens.

    Analysen resulterade i en grundad teori i form av en modell över synkronisering av resurser. Synkronisering hänvisar till processer som inkluderar och koordinerar olika resurser (dvs. individer, kunskaper, kompetenser och hjälp- och stödinsatser) så att de integreras och samverkar tillsammans för att utveckla elever positivt. Osynkronisering refererar till processer som motverkar integrering, samordning och koordinering av resurser i rörelse mot elevens positiva utveckling. Medan osynkronisering utgörs av statiska mål, ansvarsförskjutning, professionskulturell motverkan och aversiva relationer associerar modellen synkronisering med egenskaperna dynamiska mål, ansvarsdelning, professionskulturell samverkan och positiva relationer. Resultatet och modellen diskuteras bl.a. i relation till professionsfrågor, social identitetsteori, lärares betydelsefulla roll i processen, konsultation, forskning om lärar-elevrelationer samt det viktiga relationsarbetet med föräldrar.

  • 61.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Forskning om effektiva skolor2011In: Med ansiktet vänt mot Europa: perspektiv på skolutveckling / [ed] Robert Thornberg & Katina Thelin, Stockholm: Lärarförbundet , 2011, p. 38-66Chapter in book (Other (popular science, discussion, etc.))
  • 62.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Förskolebarns konfliktstrategier: Situerad konflikthantering2002In: GRASP group and social psychology: The Group as a Paradox, 2002 / [ed] Svante Hovmark, Stockholm: Stockholms universitet, Psykologiska institutionen , 2002Conference paper (Refereed)
  • 63.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Grounded theory2017In: The BERA/SAGE handbook of educational research / [ed] Dominic Wyse, Neil Selwyn, Emma Smith, Larry E. Suter, London: Sage Publications, 2017, p. 355-375Chapter in book (Refereed)
  • 64.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Grounded theory2012In: Research methods & methodologies in education / [ed] James Arthur, Michael Waring, Robert Coe, Larry V. Hedges, London: Sage Publications , 2012, p. 85-93Chapter in book (Refereed)
    Abstract [en]

    Using a variety of methodological approaches and research techniques in education, this book sets out to provide students with the theoretical understandings, practical knowledge and skills which they need to carry out independent research. The editors bring together an array of international contributors, all of whom identify key research methodologies, data collection tools and analysis methods, and focus on the direct comparisons between them. Written in an accessible and jargon-free style, each chapter sets out the strengths and weaknesses of a key research method by: -identifying specific research designs; -presenting a series of relevant data collection tools; -highlighting the various analytical methods which can be used. The chapters cover the full range of methods and methodologies, including internet research, mixed methods research and the various modes of ethnographic research. 

    Online materials include tips on how to use the book, and links to useful websites, societies and research organizations. This is a key book for M-level students and other post-graduates within Education and Educational Research Methods courses.James Arthur is Head of School and Professor of Education and Civic Engagement at the University of Birmingham, UK. Michael J. Waring is a Senior Lecturer in the School of Sport, Exercise and Human Sciences at Loughborough University, UK. Robert Coe is Professor in the School of Education and Director of the Centre for Evaluation and Monitoring (CEM), Durham University, UK. Larry V. Hedges (PhD) is Board of Trustees Professor of Statistics and Social Policy, at the Institute for Policy Research, Northwestern University, US.

  • 65.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Grupprocesser och social påverkan: Socialpsykologi med fokus på skolan2004Report (Other academic)
    Abstract [sv]

    Att vara lärare innebär att i stor utsträckning möta, hantera, organisera, påverka och påverkas av individer sammansatta i grupper. Grupprocesser och social påverkan är en naturlig del av det sociala livet, så även i skolan. Denna rapport handlar om socialpsykologi och vänder sig i första hand till lärarstudenter och studenter i pedagogik och pedagogiskt arbete. Rapporten har två syften. Det första syftet är att ge en översikt eller introduktion till socialpsykologin med ett särskilt fokus på grupprocesser och social influens eller social påverkan. Intentionen är att presentera ett antal användbara socialpsykologiska begrepp som kan ge läsaren möjlighet att vidga eller bredda sin repertoar av möjliga sätt att se och förstå sociala situationer och fenomen i det vardagliga skollivet, både i och utanför klassrummet - en sådan socialpsykologisk perspektivisering av praktiken bidrar med analytiska redskap som kan hjälpa pedagoger att förstå, diskutera och hantera grupper i den pedagogiska verksamheten. Det andra syftet är att belysa lärares värdepedagogiska praktik, dvs frågor som rör normer och värden, mobbning, fostran, värdepåverkan och elevinflytande i skolan, utifrån ett socialpsykologiskt perspektiv. Rapporten behandlar bl a gruppbegreppet, olika slags grupper, grupprocesser, värden, attityder och normer i relation till det sociala livet i skolan, grupputveckling, gruppsocialisation, mobbning, värdepedagogik, läraren som ledare och fostrare, grupptryck, groupthink, social jämförelse mellan grupper som bl a påverkar individers identitet och som kan resultera i negativa stereotypa föreställningar om andra, konkurrens och konflikter mellan grupper.

  • 66.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Hushing as a moral dilemma in the classroom2006In: Journal of Moral Education, ISSN 0305-7240, E-ISSN 1465-3877, Vol. 35, no 1, p. 89-104Article in journal (Refereed)
    Abstract [en]

    Life in the classroom is governed by a variety of rules. One typical classroom rule is the rule of silence or low noise. Teachers often deal with students' noise-making and conversations by hushing them. This article reports an investigation of how hushing can create moral dilemmas for students at their desks in the classroom. This study is part of a larger ethnographic research project on values education in the daily life of school, conducted in two primary schools in Sweden. The findings show that students think that by hushing, teachers are now and then acting in the wrong way and, in consequence, the students are forced to go against the teacher to act in accordance with their own moral standards, or to give up, in order to avoid the risk of getting a reprimand. The analyses revealed three categories of moral dilemmas or conflicts with rules: indiscriminate hushing as (a) a conflict between morality and social conventions; (b) a pure moral conflict; and (c) a conflict between morality and authority.

  • 67.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    "I know it sounds a bit cruel, but she actually has herself to blame": A field study of school bullying2014Conference paper (Refereed)
  • 68.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Important values in values education2005In: the 33rd Congress of Nordic Educational Research Association,2005, 2005Conference paper (Other academic)
  • 69.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Inconsistencies in everyday patterns of school rules2007In: Nordic Educational Research Association NERA/NFPF, 2007, 2007Conference paper (Other academic)
  • 70.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Inconsistencies in everyday patterns of school rules2007In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 2, no 3, p. 401-416Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to investigate and explain inconsistencies within the social constructions of school rules as they take shape in everyday interactions between teachers and students, and to explore how students interpret these inconsistencies. An ethnographic study is conducted in two primary schools in Sweden. According to the findings, implicit rules, i.e., unarticulated supplements or exceptions, can, at least in part, explain inconsistencies in teachers’ efforts to uphold explicit school rules to the explicit rules. Nevertheless, rule inconsistency and unarticulated implicit rules appear to create rule diffusion, which, in turn, creates a prediction loss among students. They cannot always predict what will be appropriate behaviour in particular situations, and how teachers will react to their behaviour. Furthermore, this appears to result in a negotiation loss for students. They cannot openly discuss and negotiate on rules if they are unaware of such rules.

  • 71.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Informed grounded theory2012In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 56, no 3, p. 243-259Article in journal (Refereed)
    Abstract [en]

    There is a widespread idea that in grounded theory (GT) research, the researcher has to delay the literature review until the end of the analysis to avoid contamination - a dictum that might turn educational researchers away from GT. Nevertheless, in this article the author (a) problematizes the dictum of delaying a literature review in classic grounded theory, (b) presents arguments for using extant literature in the substantive field within a constructivist grounded theory, and (c) suggests data sensitizing principles in using literature, which are: theoretical agnosticism, theoretical pluralism, theoretical sampling of literature, staying grounded, theoretical playfulness, memoing extant knowledge associations, and constant reflexivity.

  • 72.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Informed grounded theory in ethnography: Data sensitizing principles in using literature in fieldwork and analysis2010Conference paper (Refereed)
  • 73.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Intentional and unintentional values in the classroom play2003In: the European Conference on Educational Research ECER,2003, 2003Conference paper (Other academic)
  • 74.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    'It's not fair!' - Voicing pupils' criticisms of school rules2008In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 22, no 6, p. 418-428Article in journal (Refereed)
    Abstract [en]

    Socialisation theories have traditionally focused on how children are socialised in a rather unidirectional manner, according to a transmission model. However, more recent research and theories show that children are not just passive recipients, but active agents in their socialisation process. At the same time, children are subordinated to adult control. In school, they are regimented and involuntarily subjected to mass routines, discipline and control. The aim of this study was to explore and give a voice to pupils' critical thinking about school rules and their teachers' behaviour in relation to these rules. Ethnographic fieldwork and group interviews with students were conducted in two Swedish primary schools. The findings show that pupils criticise some school rules, distrust teachers' explanations of particular school rules, perceive some school rules and teachers' interventions as unfair and inconsistent, perceive no power over the construction of school rules, and express false acceptance and hidden criticism. The findings are discussed in terms of hidden curriculum, power, mentality resistance, democracy, participation and democratic citizenship education. © 2007 The Author(s).

  • 75.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Justifying and self-efficacy in bullying acts2011Conference paper (Refereed)
  • 76.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lärarens fostrande roll i den värdepedagogiska praktiken2004In: Etiska lärare - moraliska barn: Forskning kring värdefrågor i skolans praktik. Värdepedagogiska texter II / [ed] Gunnel Colnerud & Solveig Hägglund, Linköping: Linköping University Electronic Press , 2004, p. 76-106Chapter in book (Other academic)
    Abstract [sv]

    I kapitlet förs en diskussion kring pedagogens eller lärarens fostrande roll. Olika synsätt på moral presenteras kort – icke-rationellt synsätt på moral samt i vid mening mer rationella synsätt – och relateras till olika sätt att fostra eller bedriva värdepedagogik. Auktoritär, eftergiven, oinvolverad och auktoritativ fostransstil hämtade från forskning om föräldrars sätt att fostra presenteras och diskuteras i relation till pedagogens fostrande roll. Lärares synsätt på fostran i skolan enligt en australiensisk studie och lärares barndomsförståelser enligt en svensk studie behandlas. Kortfattat presenteras även resultat från ett par amerikanska studier om läraren som fostrare. Vidare redogörs och diskuteras två grundläggande fostransstrategier: induktion och maktutövning. Kapitlet avslutas med en summering genom att presentera två tänkbara idealtyper för värdepedagogik i förskolan och skolan: auktoritär värdepedagogik och auktoritativ värdepedagogik. Skissartat tecknas avslutningsvis även ytterligare tre idealtyper: eftergiven värdepedagogik, anti-värdepedagogik och kritisk värdepedagogik.

  • 77.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Lärarna bara ljuger för att vi inte ska få vara inne2006In: Pedagogiska magasinet : Lärarförbundets tidskrift för pedagogisk forskning och debatt, ISSN 1401-3320, no 4, p. 22-26Article in journal (Other (popular science, discussion, etc.))
  • 78.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Mobbning och funktionsnedsättning2016In: Specialpedagogik: i, om, för och med praktiken / [ed] Anna-Lena Eriksson-Gustavsson, Karin Forslund Frykedal, Marcus Samuelsson, Stockholm: Liber, 2016, 1, p. 103-115Chapter in book (Other academic)
  • 79.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Multi-professional prereferral and school-based health-care teams: A research review2008Report (Other academic)
    Abstract [en]

    The aim of this report is to review research on multi-professional prereferral intervention teams (PITs) as well as multi-professional school-based health care teams. In some instances, teams similar to these two types of teams are also included. A multi-professional or multidisciplinary team is an organized group of personnel, each trained in different professional disciplines and possessing unique skills and perspectives, who share a common purpose of cooperative problem solving. PITs include many professions such as counsellor, social worker, special education teacher, school principal, psychologist, and general education teacher. PITs employ multidisciplinary problem solving and collaborative consultation with teachers, to develop interventions that address the needs of pupils in regular education through remedial and preventive strategies, and are thus an alternative to referral to special education as a means for teachers to get assistance with “difficult to teach” pupils. Research indicates that implementation of multi-professional teams in schools in order to cope with at risk pupils or pupils with academic or behavioural difficulties and assist teachers in these matters has positive effects by decreasing this kind of pupil difficulties and reducing pupil exclusions from general education (i.e., referrals to special education). However, there is only a relative small body of research on team effectiveness and some inconsistencies among findings. Nevertheless, some studies indicate that the quality of team process is related to team effectiveness. University-based, trained and implemented team processes have significantly better outcomes than field-based team processes, i.e., existing team processes not influenced by researchers. According to observations and field studies, PITs typically spend little time on defining the problem. Systematic classroom observation and diagnostic testing is rarely used to help define the problem. There is also a focus on within-child explanations. Moreover, many teams tend to jump prematurely to a discussion of interventions without first gathering and discussing classroom observation and diagnostic data. There is also a tendency for recommendations to focus too much on factors outside of the classroom. According to research findings, there exists inequality of influence in relation to decisionmakings. There is a major variation between the contributions of the other professionals present in which a few have a major role whereas others almost say nothing during the meetings. The suggested strength of “multiple perspective” of multi-professional teams is not always obtained, but often undermined by the social processes and forces. Lack of treatment or intervention integrity is another problem detected in research. Team effectiveness is counteracted if teachers cope with team-recommended interventions insufficiently.

  • 80.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Researcher reflection: Grounded theory2013Book (Other academic)
    Abstract [en]

    This book provides a one-stop resource for all those approaching qualitative research and those revisiting core concepts and issues. It presents a comprehensive overview of this rapidly developing field of inquiry, cleverly combined with practical, hands-on advice on how to conduct a successful qualitative study. The authors break through difficult terminology to guide readers through the choices they will face during research design, implementation, and beyond. Each chapter is then brought to life by an array of relevant, real-life examples from expert researchers around the globe. A dedicated companion website offers a whole host of additional teaching and learning resources, including additional chapters on publishing qualitative research, sample lesson plans and activities, further case studies, and much more. From the foundations of the subject through to its application in practice, this book is an indispensable companion for qualitative researchers worldwide

  • 81.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Rules in everyday life: Teacher strategies undermine rule participation2009In: The International Journal of Children's Rights, ISSN 0927-5568, E-ISSN 1571-8182, Vol. 17, no 3, p. 393-413Article in journal (Refereed)
    Abstract [en]

    Th e aim of this study is to examine the strategies which teachers use in their everyday interactions with pupils to work with and uphold school and classroom rules and to what extent their rule-work strategies give pupils opportunities to have a say and participate in rule-making. The study is based on fi eldwork in two Swedish primary schools. According to the findings, the teachers use four main rule-work strategies: (a) assertion, (b) explanation, (c) negotiation, and (d) preparation. The findings show that it is usually the adults in school who make decisions about school rules and that pupils are seldom given any opportunities to create, modify or abolish formal rules through open negotiations. Furthermore, when school democracy meetings take place, they tend to be illusory, reducing negotiation to a matter of figuring out the “right” answer and confirming to proposals from authorities.

  • 82.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    School bullying as a collective action: Stigma processes and identity struggling2015In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 29, no 4, p. 310-320Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate the collective action of bullying and its stigma processes and influences on identities. In accordance with interactionism, identity is a social process, constructed and reconstructed in everyday social interactions. Ethnographic fieldwork was conducted in four school classes, investigating six bullying cases. Grounded theory methods were used to explore and analyse data. Co-constructing differentness was found to be a core process in bullying. Bullying often appeared to function like a self-serving and socially inclusive ritual in which the bullies co-constructed the ‘normal us’. Loss of belonging, self-deprecation and identity struggling followed closely upon the sense of becoming socially discredited. Victims were trapped in the collective action. The findings highlight the significance of addressing peer cultures and the social psychology of everyday school life in anti-bullying policies and practices.

  • 83.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    School children's reasoning about school rules2006In: The 34th Congress of Nordic Educational Research Association, 2006, 2006Conference paper (Other academic)
  • 84.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    School children's reasoning about school rules2008In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 23, no 1, p. 37-52Article in journal (Refereed)
    Abstract [en]

    School rules are usually associated with classroom management and school discipline. However, rules also define ways of thinking about oneself and the world. Rules are guidelines for actions and for the evaluation of actions in terms of good and bad, or right and wrong, and therefore a part of moral or values education in school. This study is a part of a larger ethnographic study on values education in the everyday life of school. Here the focus is on school rules and students' reasoning about these rules. Five categories of school rules have been constructed during the analysis: (a) relational rules; (b) structuring rules; (c) protecting rules; (d) personal rules; and (e) etiquette rules. The findings show that the students' reasoning about rules varies across the rule categories. The perception of reasonable meaning behind a rule seems to be - not surprisingly - significant to students' acceptance of the rule. According to the students, relational rules are the most important in school. Students also value protecting and structuring rules as important because of the meaning giving to them. Etiquette rules are valued as the least important or even unnecessary by the students.

  • 85.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    School democratic meetings Pupil control discourse in disguise2010In: TEACHING AND TEACHER EDUCATION, ISSN 0742-051X, Vol. 26, no 4, p. 924-932Article in journal (Refereed)
    Abstract [en]

    The aim of this qualitative case study is to investigate how learning in "democratic participation" is constituted by the social interaction and conversation pattern in school democratic meetings in a Swedish primary school. According to the findings, a pupil control discourse and the Initiation-Response-Evaluation pattern dominates the conversations. The teacher initiates by asking a question, the pupils respond by answering the question, and then the teacher evaluates that response. The findings show no discursive shift from traditional classroom talk to democratic deliberative talk. Instead there is an emphasis on the "right answers" and subordinating authorities rather than deliberative dialogue and democratic participation, which influences pupils to adopt a naive or a cynical attitude to democracy.

  • 86.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    School rules and their moral constructions of the good pupil2008In: The European Conference on Educational Research ECER, 2008, 2008Conference paper (Refereed)
    Abstract [en]

    Regulating pupil's behaviour is an essential part of everyday school life. In traditional as well as progressivist views, rules in school are usually seen as an unproblematic mean to organise and regulate pupils and their behaviour in school as well as teaching them to be good citizens or helping them to acquire moral and social skills. Nevertheless, because rules both serve to protect or safeguard values and function as instruments used in the pursuance of these values, they could be investigated, and thus problematised in terms of a hidden curriculum. The aim of this study is to investigate the hidden curriculum of school rules delimited to the moral construction of "the good pupil" embedded in the system of school rules in two primary schools. A broad interactionist position, based on different traditions such as symbolic interactionism, phenomenological movement and social constructionism, is used as a theoretical framework. Identity, social life, and morality are thus inescapably social, collective and cultural processes, constructed and reconstructed in everyday social interactions. The study is based on ethnographic fieldwork in two schools. In total, 141 pupils (6-, 8-, and 11-years old) and 13 teachers participated in this study. Participant observations and audio-recordings as well as interviews with the teachers and group interviews with pupils were conducted. The qualitative analysis of the fieldwork data was accomplished by procedures influenced by grounded theory. According to the findings, the rule system mediates a moral construction of the good pupil to the children, and this actually includes two constructions: the benevolent fellow buddy (a construction of a pupil who complies with the relational rules such as being nice and friendly to others, not bullying, fighting, teasing, and so on) and the well-behaved pupil (a construction of a pupil who obeys the whole rule system). Furthermore, a picture of a final learning outcome of this hidden or implicit citizenship education of school rules emerges: the good citizen who (a) does good to others and does not harm others, (b) functions well in the society and lives by its laws and norms, and (c) takes responsibility and does her or his very best. Critical thinking and the possibility of questioning, critically discussing, and abolishing explicit rules are not parts of this picture. In such a case, moral socialisation does not appeal to pupils' reasoning, feelings, and participation, but to authority and power, and it reduces morality to the valuing of obedience and respect for authority. From a social constructionist viewpoint, this hidden curriculum means that the pupils acquire discourses, which will control them and their opportunities to define themselves. By supervision and disciplining of pupils in school, normality will be rewarded and deviance will be punished which are defined in the discourses. Furthermore, according to the pupils' voice, it is the teachers who create and make decisions about school rules, not pupils. The hidden curriculum of school rules teaches pupils to be non-questioning and non-participating. They have no say and they think they are dependent on teachers' school rules to be able to work together and to function in school. The analysis shows a third moral construction mediated from the school rules: the pupil lacking in moral autonomy, who cannot manage without explicit rules, which are made by teachers and other school staff. The social control function of school rules educates for docility and obedience, subservience to hierarchical authority, and an awareness of one's place in a stratified social system.

  • 87.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Schoolchildren’s constructions of bullying causes2009In: The 37th Congress of Nordic Educational Research Association, 2009Conference paper (Refereed)
  • 88.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Schoolchildren's social representations on bullying causes2010In: Psychology in the schools (Print), ISSN 0033-3085, E-ISSN 1520-6807, Vol. 47, no 4, p. 311-327Article in journal (Refereed)
    Abstract [en]

    The aim of the present study is to investigate schoolchildren's social representations on the causes of bullying. Individual qualitative interviews were conducted with 56 schoolchildren recruited from five elementary schools in Sweden. Mixed methods (grounded theory as well as descriptive statistic methods) were used to analyze data. According to the findings, the most prevalent social representation on bullying causes among the children is to view bullying as a reaction to deviance. The second most frequently used explanation type is to view bullying as social positioning. Other social representations on bullying causes are to explain bullying as the work of a disturbed bully, a revengeful action, an amusing game, social contamination, and a thoughtless happening. Social representations of bullying causes appear to be linked to the more general process of social categorization and seem in many bullying cases to promote moral disengagement among the children

  • 89.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Shes Weird! - The Social Construction of Bullying in School: A Review of Qualitative Research2011In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 25, no 4, p. 258-267Article, review/survey (Refereed)
    Abstract [en]

    Qualitative research provides opportunities to study bullying and peer harassment as social processes, interactions and meaning-making in the everyday context of particular settings. It offers the possibility of developing a deep understanding of the culture and group processes of bullying and the participants perspectives on peer harassment as well. It gives participants opportunities to discuss their own understanding and experiences of bullying in their own words. This article reviews qualitative studies on bullying or peer harassment in school (including some studies in which qualitative and quantitative methods - so-called mixed methods - have been used).

  • 90.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Skolregler och etiska reflektioner i skolan2007In: Religion & livsfrågor / utges av Föreningen Lärare i religionskunskap, no 4, p. 14-16Article in journal (Other (popular science, discussion, etc.))
  • 91.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Socialt klimat och gruppkontrakt i stora studentgrupper2009In: Ett år med Bologna – vad har hänt vid LiU?: En rapport från CUL-dagen 11 december 2008 / [ed] E. Edvardsson Stiwne, 2009, p. 71-83Chapter in book (Other (popular science, discussion, etc.))
  • 92.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Stigma processes and identity struggling in bullying2013Conference paper (Refereed)
  • 93.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Studentdriven undervisning och reflexiv efterhandledning2007Report (Other academic)
    Abstract [en]

    Kurser och pedagogiska arbetsformer i kurser återspeglar synsätt på och värderingar kring kunskap, lärande och undervisning (Toohey, 2002). Inom den pedagogiska psykologin uppmärksammas just kopplingen mellan undervisningsformer och lärteorier. Inom utbildningsfilosofin diskuteras filosofiska perspektiv på och antaganden kring kunskap, lärande, undervisning och vad skolan egentligen bör ägna sig åt i relation till olika ideal som rör samhälle, människa och etik. Ett av de särdrag som Colnerud och Granström (2002) menar att de flesta professionsforskare tillskriver en professionell yrkesutövare är systematisk teori som innebär att yrket utövas med utgångspunkt från en gemensam vetenskaplig kunskapsbas. ”Den professionella utövaren har tillägnat sig ett yrkesspråk som inbegriper begrepp men framförallt vetenskapliga teorier och antaganden om professionens innehåll och yrkesutövandet” (s. 16). Med hjälp av en sådan kunskapsbas kan yrkesutövarna individuellt eller tillsammans reflektera över och kommunicera sin praktik samt lösa problem och vidta åtgärder. Seel (1999) menar att en professionell pedagogisk och didaktisk praktik förutsätter en vetenskaplig teori om undervisning och en reflekterande praktik. Mot bakgrund av undervisningens centrala roll i lärares yrkesutövning är det därför angeläget att lärarstudenter under sin lärarutbildning tillägnar sig och kan språkliggöra vetenskapliga perspektiv på kunskap, lärande och undervisning.

  • 94.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    The accounts students use to explain bullying and their relationships to students' gender and bullying experiences2010Conference paper (Refereed)
  • 95.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    The lack of professional knowledge in values education2008In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 24, no 7, p. 1791-1798Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to investigate teachers' perceptions of their practice of values education, and to explore their degree of professionalism in this matter. Qualitative interviews with 13 teachers have been conducted and analysed by a comparative analysis. According to their view, values education is (a) most often reactive and unplanned, (b) embedded in everyday school life with a focus on students' everyday behaviour in school, and (c) partly or mostly unconsciously performed. Furthermore, professional knowledge appears to be missing in the domain of values education among these teachers. © 2008 Elsevier Ltd. All rights reserved.

  • 96.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    The moral construction of the good pupil embedded in school rules2009In: Education, Citizenship and Social Justice, ISSN 1746-1979, Vol. 4, no 3, p. 245-261Article in journal (Refereed)
    Abstract [en]

    The aim of this field study was to investigate the hidden curriculum of school rules delimited to the moral construction of ‘the good pupil’ embedded in the system of school rules in two primary schools. According to the findings, the rule system mediates a moral construction of the good pupil to the children, and this actually includes two constructions: the benevolent fellow buddy and the well-behaved pupil. Furthermore, a picture of a final learning outcome of this hidden or implicit citizenship education of school rules emerges: the good citizen who (1) does good to others and does not harm others, (2) functions well in the society and lives by its laws and norms, and (3) takes responsibility and does her or his very best. Critical thinking and the possibility of questioning, critically discussing and abolishing explicit rules are not parts of this picture.

  • 97.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    The moral vacuum in Swedish teachers' language of values education2014Conference paper (Refereed)
  • 98.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    The Situated Nature of Preschool Children's Conflict Strategies2006In: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820, Vol. 26, no 1, p. 109-126Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to examine whether the peer conflict strategies of preschool children are situated and therefore vary across different conflict situations. Hypothetical conflict interviews were administered through a series of puppet shows. Participants were 178 preschool children. Results indicate that preschool children's conflict management skills are situated in peer conflict, because their strategies are to a greater or lesser degree influenced by the opponent's strategies. When the opponent's conflict strategy is non-aggressive, aggressive conflict strategies are atypical and low in frequency. When the opponent behaves with physical aggression in the conflict situation, most of the subjects respond to this aggressive conflict strategy with physical aggression. The findings confirm neither a static individual view nor a situated determinism, but a situated action view in which both individuals' cognitions and distributed cognitions interact.

  • 99.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    The social dynamics of school bullying2012Conference paper (Other academic)
  • 100.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    The social dynamics of school bullying: The necessary dialogue between the blind men around the elephant and the possible meeting point at the social-ecological square2015In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 3, no 2, p. 161-203Article in journal (Refereed)
    Abstract [en]

    Bullying has over the years been examined and explained in individual as well as in contextual terms, and from a wide range of different theories and methods. A growing number of bullying researchers approach bullying as a socially complex phenomenon and from social psychological and sociological perspectives. There is today a tension between theoretical perspectives on bullying, but also a need for investigating the social and contextual aspects of bullying further. In this article, I will argue for the necessity of dialogue between different theoretical perspectives and the inclusive potential of the social-ecological framework to create a meeting point of theories in order to develop a more comprehensive understanding of school bullying.

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