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  • 1.
    Alm, Fredrik
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Skolämnen och alternativen: Schemat som indikator på vad som händer i skolor utan timplan2003Report (Other academic)
    Abstract [sv]

     I Sverige genomförs för närvarande en försöksverksamhet där ca 900 grundskolor är fullständigt befriade från den nationella timplanen, som reglerar tid per ämne eller ämnesgrupp. Skolorna inom försöksverksamheten omfattas dock av samtliga övriga bestämmelser vad gäller mål och riktlinjer för grundskolan. Hur väljer då skolor lokalt att använda sin tid när timplanens reglering tas bort? Den frågan besvaras i den här studien utifrån analyser av skolors scheman. Det övergripande syftet med studien är att skapa en kartbild av skolterrängen med avseende på hur skolor som arbetar utan timplan organiserar elevernas lärande. Det empiriska material som samlats in består av 326 scheman från 33 grundskolor i fyra kommuner. De scheman som samlats in kom¬mer från grundskolans samtliga skolår, och avser en specifik vecka under läsåret 2001/2002. Det insamlade materialet har bearbetats med hjälp av dokumentanalys, i syfte att finna övergripande mönster/likheter och skillnader avseende manifesterat innehåll. Resultatet visar att en mängd olika schemabeteckningar används för att visa vad som ska ske i skolan. Såväl ämnen som andra beteckningar, vilka har benämnts Alternativa beteckningar, brukas. Exempel på alternativa beteckningar är Egen planering, Utvärdering, Stuga eller Social kompetens. De ämnen som förekommer mest frekvent på schemat är idrott och hälsa, slöjd, musik och hem- och konsumentkunskap. De ämnen som därefter är vanligast förekommande är matematik, svenska, engelska och bild. 317 av 326 scheman innehåller såväl ämnen som alternativa beteckningar. När alternativa beteckningar används istället för ämnen indikerar elevernas scheman att tid används till att: (a) fokusera ett visst arbetssätt, (b) elever och lärare träffas i mentorsgrupper, (c) eleverna planerar och utvärderar, (d) eleverna utöver ämnen som idrott och hälsa, bild och musik ägnar sig åt friskvård eller kulturella inslag, (e) arbeta med fostran och socialisation. Resultaten tyder på att skolorna, i viss utsträckning, på olika sätt nyttjar det friutrymme som skapas när timplanen slopas.  

  • 2.
    Aspengren, Evald
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    "Så tänker jag om tro och liv i andra länder": Barns tankar om andra kulturer i ett didaktiskt perspektiv. En studie av 200 uppsatser, skrivna av grundskoleelever på temat tro och liv i andra länder.2002Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    The subject of this study is how elementary school pupils look upon foreign cultures. Two hundred children have written essays about what they think about thoughts and belief in other countries.

    The analysis shows that democracy, justice and equality are very important conceptions within children's general view of life. The children are deeply sympathetic to the plight of poor people in the world, especially when they suffer from war and natural catastrophes. When the children try to explain what happens in the world, religion has no great importance.

    The children's great degree of empathy gives the impression that it is desirable and imperative to find a suitable didactic way to teach them about the situation in the world so they can understand it.

  • 3.
    Bergeling, Ann-Sofie
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    ”DU OCH JAG, FRÖKEN!”: pedagogiska möten mellan barn och vuxna på fyra daghem2001Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The aim of this study is to describe the day care center as an educational envirorunent, focusing the interaction between caregiver and child. The theoretical frame of reference is Bronfenbrenner's ecological mode! of human development. The day care center is considered as a "microsystem" where the children develop by interacting with the adults in terms of what the children and adults do together, how they do it and the role they take. It is a qualitative study. The author has spent two weeks in each of the four day care centers. The data have been collected by interviews, videorecordings and observations and are presented as "pictures". The thesis states that thi:? interaction between caregiver and child can be looked upon as "meetings". However, the adult and the child do not always meet. They may meet in a physical sense but that does not guarantee that they also meet in a psychological sense. Those caregivers who tend to "meet" the children are contingent, openminded and active. They respect the children, see them and confirm them with a permissible attitude. The possibilities to meet are finally regarded in relation to the physical setting, established norms, the personality of those who interact and the caregiver's "pedagogical attitude".

  • 4.
    Bjerneby Häll, Maria
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Varför undervisning i matematik?: argument för matematik i grundskolan - i läroplaner, läroplansdebatt och hos blivande lärare2002Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The aim of this study is to investigate, describe and analyse the justification and the goals of mathematics education in compulsory school in Sweden. The focus here is on student teachers and their conceptions of why mathematics should be taught in school.

    A qualitative approach has been used and data (short texts) have been collected from five cohorts of student teachers during their first and second year of education respectively. The data were interpreted on a conceptual level, in the descriptions of arguments for mathematics. A study of curriculum texts and debates has served the purpose as background and context related to the arguments presented by the student teachers.

    The outcome of the analysis of the student teachers' texts resulted in ten basic arguments for school mathematics. The main arguments are of either functional or formal character.

  • 5.
    Colnerud, Gunnel
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Olsson, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Department of Behavioural Sciences and Learning, Developmental Psychology.
    Szklarski, Andrzej
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Skolans moraliska och demokratiska praktik: Värdepedagogiska texter I2004Report (Other academic)
  • 6.
    Colnerud, Gunnel
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Hägglund, Solveig
    Etiska lärare - moraliska barn: Forskning kring värdefrågor i skolans praktik. Värdepedagogiska texter II2004Report (Other academic)
    Abstract [en]

    Föreliggande antologi är ett resultat av en nationell doktorandkurs, ”Perspektiv på värdefrågor i pedagogiska praktiker och styrdokument”, som gavs under 2003 i samarbete mellan Linköpings, Karlstads och Göteborgs universitet. Initiativet togs av forskare inom det nationella forskarnätverket Värdenätet som finansierades av Skolverket under åren 1999-2003. Avsikten med kursen var att samla existerande forskning och teoritraditioner som kan inrymmas i ett värdepedagogisk forskningsfält. Ett ytterligare syfte var att inbjuda och inspirera doktorander till en diskussion om värdepedagogiska perspektiv i sina pågående avhandlingsprojekt.

    Bidragen i denna antologi bygger på några av de examinationstexter som producerades inom kursen. De utgörs av doktorandernas individuella och olika sätt att behandla uppgiften, vilken var att formulera frågor och reflektera utifrån begrepp och företeelser med relevans för värdefrågor.

    De i antologin ingående bidragen ger exempel på ett antal forskningsproblem, perspektiv och teoretiska ansatser och illustrerar delar av den pågående utvecklingen av ett värdepedagogiskt forsknings- och kunskapsfält.

    Pedagogisk forskning kring normativa fenomen kan vara antingen teoretisk eller empirisk eller en kombination av båda. Det gemensamma för texterna i denna bok är att de rör värdefrågor som på olika sätt har relevans i pedagogiska praktiker. Exempel på forskningsområden eller forskningsobjekt är lärares värdepedagogiska uppdrag, lärares yrkesetik, elevers rättigheter i skolan, elevinflytande samt elevperspektiv på ansvar och arbete.

  • 7.
    Fahlén, Lennart
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    "IT - valla för god skolutveckling?": En studie av fyra kommuner som inte medverkade i KK-stiftelsens stora kommun- och länsbaserade skolutvecklingsprojekt2002Report (Other academic)
  • 8.
    Fahlén, Lennart
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Skolutveckling och styrningsfilosofi: om olika förändringsperspektiv i fyra kommuners IT-satsningar2002Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This study has focused development and management strategies at different levels within the school system in four Swedish municipalities. The overall aim of the study was to gain knowledge about how development is staged in municipalities where changes emerge without incentives, such as financial support from the state. The questions cancern how school development is conceived of at different levels in the school system, what role ICT plays in school development, and what strategies of management that prevail as regards the connection between ICT and school development.

    School development in the four municipalities has been analysed by using 1) Englund's three conceptions of school development over time; 2) Berg, Nytell & Söderberg's four types of management in Swedish schools that have been brought to the före <luring the 1990's; and 3) . House's three perspectives on school development.

    The study demonstrates that conceptions of school development vary in the four municipalities among administrators and school leaders, from interpreting development in a technological/scientific, rational perspective, to interpreting it in a political/cultural and democratic perspective.

    The philosophy behind management also varies between municipalities, and different pattems bave emerged, i.e., management may be directed by goals, rules, results, or"'frame factors.

    However, the teachers in all four municipalities demonstrate, with few exceptions, a common view about school change, irrespective of what philosophy of management is represented at administration and school leader leve!. In House's terms, the teachers seem to have a political/cultural perspective. One explanation rnight be that teachers are independent in their choice of instructional contents and methods.

  • 9.
    Hartman, Per
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Educational Sciences.
    Att bilda med bild: en studie av de praktisk-estetiska studiecirklarnas utveckling2003Report (Other academic)
  • 10.
    Jak Peterson, Tatiana
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Utbildningens betydelse för lärande: förskollärarstuderandes tankar om sitt eget lärande2000Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The aim of the study was to describe and analyse leaming processes in a group of preschool students. My questions was; what do preschool students think about preschool teachers' attitude regarding meals? Do their attitudes and descriptions change during the time of education and if so, which are the contributory causes to this change?

    The investigation has a qualitative approach where ten students were interviewed on two different occasions with two years in between. The starting point for the interviews were nine cri tical incidents.

    In the analysis I found several different attitudes, which were brought together to six general attitudes witch I narned; "the Regulator", "the Considerator", "the Planner", "the Cooperator", "the Adaptor" and "the Persuader". The Considerator, the Planner, the Cooperator and the Adaptor all want to, in their own way, tum the meals into positive and joyful moments for all participants. These attitudes describe an active preschool teacher who plans and organises the meals based on the childs needs and abilities. The Regulator's and the Persuader's attitudes were based upon the will to reform the childs behaviour, which was seen upon as negative or less acceptable. The result shows that the attitudes somewhat differ between the two years, for exarnple does the Persuader deminishes while the Planner grows in nurnber.

    My analysis shows that there are several contributory causes to the students' change of attitude. These are; work experience, theoretical experience, literature studies, broadened understanding, possibilities to discussion, as well as the collaboration between theory and practice.

    When discussing the result, theories about competence and knowledge, especially the competence and knowledge of the preschool teacher, are considered. The learning process and effects from education, again especially focused on the education of preschool teachers, are also discussed.

    One conclusion is thai:" the learning process can either be facilitated or aggravated by the organisation of the education. Alternation between theoretical and practical elements <luring the whole educational period is positive for the learning process, as well as creating several opportunities for reflection, and to create working methods which stimulate the visualisation of the students' own learning process.

  • 11.
    Jedeskog, Gunilla
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    "Maila mig sen!": lärarintentioner och förändrade gränser för elevers arbete2002Book (Other academic)
  • 12.
    Järemo, Maud
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Påfrestande situationer och bemästrandets konst: en fenomenologisk studie av sjuksköterskor i äldrevården2000Report (Other academic)
    Abstract [en]

    The aim of this study is to describe situations that nurses experience as strenuous in their work with elders in institutional environment. The study focuses on the content and structure of the situations, meanings the nurses put in the situations and how they manage to handle the situations.

    The approach was to have a phenomenological perspective and a theoretical frame of reference in the CPT model  (CognitivePhenomenological-Transactional view) from Lazarus and Manet as well as inAntonovsky's discussion about the importance of general resistance resources against stressful events.

    The study is based on observations and interviews with five nurses working in three different institutions and in five different wards.

    The thesis states that factors in the work organisation such as lack of a common caring philosophy, ignorance of the nurses' role and function, communication problems with other organisations, imbalance between demands and resources are experienced as strenuous. Situations with pain and pain relieving, constant shouting from patients and  severe confusion were pointed out as particularly stressful in the interaction with patients.

    The nurses use a number of strategies in order to handle these strains, such as seeking social support, planned problemsolving, positive reappraisal and sometimes distancing. From an immediate perspective these strategi.es were efficient and the nurses were satisfied with their work.

  • 13.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Om fackligt lärande: En etnografisk studie av en fackföreningsstyrelses arbete2003Licentiate thesis, comprehensive summary (Other academic)
    Abstract [sv]

    The prerequisites for local trade unions have changed in later years. Con-temporary changes in working-life raise new and important questions for the local boards to deal with. Changes of labour legislation anddecentralisation within the Swedish trade union movement have led to new tasks and greater responsibilities for the local trade unions. The role of learning in the local trade union-s attempts to deal with contemporary challenges is the focus of this thesis. The presented case-study aims at understanding the conditions and circumstances that shape the kind of learning that takes place in the board of a local branch of a Swedish trade union. The importance of the everyday context for learning is a fundamental approach to the study. Theories stressing the situated character of learning have been used for understand-ing the activities of the shop stewards participating in the social practice of local trade union work. The shop-stewards- attempts to deal with the challenges have been inter-preted as problem-solving. A pattern of three qualitatively different ways of solving problems has been identified. The shop stewards manage well prob-lems concerning the traditional trade union work, i. e. interpreting the legal framework in laws, agreements and instructions. There is no need for change. The second kind of problem-solving is about new problems within an area familiar to the shop-stewards. The shop-stewards also manage to solve this kind of problems. The shop-stewards do not manage the third kind, the new and complex questions where the legal framework is missing, e.g. outsourcing, competence development and bad working conditions as an effect of lean production. This third kind of problems can be seen as questions for destiny to the trade union and its members. Learning in local trade unions is not just a local matter. In order to understand the local trade union board-s difficulties to deal with the con-temporary challenges one must consider the aspects of power and relations to the counterpart, the employer. Decentralisation of trade union-work has changed the prerequisites for the local trade unions. New technique, ways of organising work and globalisation of production and ownership are examples of new and important questions for trade unions to deal with. These changed prerequisites concern the Swedish trade union movement as a whole.

  • 14.
    Lindkvist, Margareta
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS).
    Individualisering: Att kliva ur och vara i gemenskap2003Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Traditionally the nation of individualization is being used to signify a pedagogical method, where teachers differentiate tasks and work load among students, based on their interests and abilities. Such conceptions, turning individualization into a matter of instruction adapted to individual students, however, provide a very narrow and restricting perspective. In this thesis I therefore approach the issue of individualization from quite a different angle. In my view, arriving at a more basic conception of individualization implies that you have to pose the general questions of what is an individual and what kind of change processes increased individualization would refer to. At the background of this ambition, the thesis contains two sections taking on the charader of conceptual investigation, and one section where the results of the theoretical work is confronted with empirical material based on classroom observations.

    In the first section I take a point of departure in the works of Norbert Elias and Lorentz Lyttkens, providing an extensive historical account of how people, from the Middle Ages to the Industrial Society, have become increasingly individualized in various respects. I conclude my analysis in this section by proposing a definition of what is an individualized person, pointing at the capacity of individuals to conceive of themselves as autonomous subjects with the ability to consciously reflect on their interaction with their environment. Individualization in such a context refers to people transcending their immediate circumstances, extending their horizon of understanding and action repertoire, etc. In a sense they thus both step out of and remain in their community. In the second section I return to the school context by connecting the above conclusions to the itleas of John Dewey and Lev Vygotskij. As a result a model recognising differendeacher-student relations that might contribute to individualization, is suggested. Finally this model is applied to four case studies of classroom practices. As it appears, the conceptual framework developed is helpful in identifying different kinds of structures and processes that further the students experiences of themselves as individualized persons.

  • 15.
    Lundberg, Martin
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Om överläggande samtal och hållbar utveckling: en studie av deliberativ demokrati2003Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Den vetenskapliga diskussionen om demokratins innebörd har i vår tid ofta rört begreppet "deliberativ demokrati". Detta är en demokratiuppfattning som understryker åsiktsbildning på gräsrotsnivån. Idén är ett människor samtalar under tvångsfria former och utvecklar en åsikt genom samtalet. På denna grund tänkes sedan de samtalande tillsammans påverka samhället på något sätt. I Martin Lundbergs studie granskas denna teori kritiskt genom att närgående studera ett empiriskt fall - en serie samtal som handlar om hållbar utveckling. För alla som har ett intresse i dessa frågor ger Lundbergs studie ett mycket intressant inlägg i diskussionen om deliberativ demokrati.

  • 16.
    Matwejeff, Susanna
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Svenskfödda adopterades sökprocess2005Report (Other academic)
  • 17.
    Pedersen, Jens
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Vägar till värderingar och värden: skolans sociala fostran i läroplanstexter och pedagogisk praktik2004Licentiate thesis, monograph (Other academic)
  • 18.
    Riesbeck, Eva
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning.
    Interaktion och problemlösning: att kommunicera om och med matematik2000Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The present study shows how students, eleven years old, solve problems in mathematics when they work together in groups. The main question raised is about the difficulties students experience in finding the relationship between mathematics and everyday discourse and vice versa.

    Two empirical studies about students' problemsolving in mathematics divided into three different articles are presented in this study. One is about how students discuss, while they are trying to solve what the area of the triangle is. The other study is about how different solutions in problemsolving have various meanings.

    The main finding ofthis work concems communication. Depending on the social contexts, different kinds oflanguages are developed in. When children are in their everyday contexts, they use one kind oflanguage, that is they use everyday concepts. In school, children have to leam the language ofmathematics. Leaming mathematics is about getting students to use the language of mathematics to mediate events and phenomens in the world around. One can describe learning as assimilating communicative and technical tools. Which are used as mediating tools in social practices.

    Another main finding of this study is to show how a teacher can get students attentive to how to change between different types of discourse and how to use special conc~pts for a special context. The most important aspect is that a teacher has pedagogical conversations with students on how to move between different communicative contexts. Often, students have difficulties in understanding in which communicative context they are involved.

  • 19.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lärarstudenters erfarenheter av matematikundervisning: vad händer med elever när de inte förstår?2005Report (Other academic)
    Abstract [sv]

    Denna rapport handlar om vilka erfarenheter lärarstudenter med  inriktning mot  de tidigare åren  i grundskolan har  av matematikundervisning när  de  startar sina  matematiklärarstudier. Resultaten visar  att det finns många som  upplevt matematikundervisningen i skolan som  något obe­  hagligt, tråkigt och enahanda. Att som  student i den  inledande matema­ tikkursen på lärarutbildningen skriva om  sina  känslor och sina  brister  i matematik kräver mod. Jag vill därför inledningsvis tacka alla de studen­ ter  som  på ett  så  utlämnande sätt  bidragit till denna rapport Min  för­  hoppning är  att  den  undervisning vi gjorde  tillsammans har gett  er en  förståelse för varför ni upplevde matematikundervisningen som ni gjor­ de så att ni idag känner er säkrare inför matematiken.

    Att  skriva en  rapport är  på  många sätt  ett  ensamt arbete. Det finns dock behov  av att någon läser och kommenterar manuset så att bristande stringens och språkliga felaktigheter kan åtgärdas. Professor Kjell Gran­ ström har på ett konstruktivt sätt med  sina personliga kommentarer stöt­  tat  mig  i detta  arbete. Tack  Kjell, utan dina  förklarande anmärkningar hade processen varit tråkigare och produkten hade sett annorlunda ut.

  • 20.
    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.

  • 21.
    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.

  • 22.
    Tjellander, Bengt
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Hur jag blev lärares lärare: Den förändrade lärarrollen - den forskande pedagogiska processhjälparen och vetandeskapandet : En didaktikfilosofisk betraktelse2004Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Detta är en ”reseskildring”. Berättelsen handlar om min utveckling till pedagogisk process-hjälpare och lärarutbildare. Textarten är Husserlskt egologisk och pragmatisk. Min didaktik och roll som lärare har sitt rotsystem bl.a. i några skolforskningsprojekt. Det började med en forskarroll som deltagande observatör, en god grund för att bli en reflekterande praktiker; en observerande deltagare. I andra projekt var min roll aktionsforskarens, en god jordmån för läraren som handledare. Jag funderar över empati och makt, om vår skola som vår största friskvårdsinrättning. Jag förvånas över att lärares examensarbeten inte oftare bottnar i just den reflekterande praktikerns perspektiv, att den subjektivt levda lärarerfarenheten ännu inte kommer till uttryck i berättande texter. Det känns viktigt att studenternas röster blir synliga. Mina lärarstudenter saknar sådana texter, säjer dom. Därför skrev jag.

  • 23.
    Wallgren, Lillemor
    Linköping University, Department of Computer and Information Science. Linköping University, Faculty of Arts and Sciences.
    Skilda världar: företagsdoktoranders upplevelser av forskarutbildning2003Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Development of appropriate educational structures for industrial graduate students is becoming increasingly important, as industry's demand for graduate-educated employees increases. In the past few years, a special investment has been made in industrial graduate schools, with the aim ofbringing graduate education and industry together, and increasing industry's access to doctoral graduates. In this study, we followed a group of doctoral students in the Graduate School for Applied IT and Software Engineering, in order to document their experiences and identify problems and factors relevant to their progress in graduate education and in industry.

    In an extensive interview study, twenty-three graduate students present their situation and experience of graduate education, conducted partly through placement in a company. In a stepwise analysis of the material, diff erent environmental factors are identi:fied, that can be related to a structured interpretation of their experience, dependent on the nature of their industrial environment. The result is related to earlier research on traditional graduate education and supervision. Questions elucidated in the material and analysis include the graduate students' experience oftheir situation, how they handle the responsibility for their education, which people they experience as most signi:ficant, what in±luence their company has exercised over their subject choice and publication and how the acadernic environment interacts with the company environment. The study provides a comprehensive survey of a so-far fairly unknown educational situation characterized by great variation in study conditions, and presents a model for analysis of the graduate educational prodess for industrial doctoral students.

  • 24.
    Westlund, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Gränslöst arbete - inom vissa gränser: lärares och rektorers uppfattning om arbete utan timplan i grundskolan2003Report (Other academic)
  • 25.
    Westlund, Ingrid
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Läxberättelser: läxor som tid och uppgift2004Report (Other academic)
  • 26.
    Zetterholm-Ankarstrand, Ingegerd
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Föräldramakt på riktigt eller på låtsas?: lokala styrelser med föräldramajoritet i grundskolan2002Licentiate thesis, monograph (Other academic)
    Abstract [en]

    In this project, local school boards with a majority of parents are studied. Such boards are set up at a number of sdmols in Sweden as a trail. The purpose of the study is to investigate the constitution of such boards, their work and the content of items dealt with.

    Members (parents, teachers and principals) as well as a political representative from eight municipal boards have been interviewed. An important aspect scrutinised in interviews is the relationship between professionals, politicians and parents. In this presentation some results, with respect to achievements, problems and expectations from eight different schools are provided.

    Special interest is paid to the principals and how their work is affected by collaboration with the local board.

    The project analyses how the local board suits into the organization of the municipality into the organi7.ation of the school. The confidence and distrust in the local boards is besides analysed.

  • 27.
    Öfverström, Christel
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Upplevelse, inlevelse och reflektion: En teoretisk analys och en empirisk undersökning av hur lärare tänker när de använder drama som metod2006Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This thesis consists of two parts and focus on how teachers think when they use drama as a method. It is a didactic study in which the questions what, why and how will be elucidated. The first part is theoretical and contains theoretical perspectives of education in general and theoretical perspective focused in drama as a learning method. The theoretical study comes from Aristotle and his mimesis, which is related to how children learn about the world and how they acquire their first knowledge. Other for the subject important theorists that I have been inspired of is Dewey and his learning by doing and Marton & Booth with their phenomenographic point of view. Drama as a method is based on Bolton and his view of drama as a method, both from the past and till today. The second part consists of an empirical survey through interviews. The interviews were tape-recorded and the transcribed text were analysed. From a didactic point of view the teachers were asked about how they think when they use drama as a method. The aim of the interviews was to give drama as a method an essence. The result from the survey of how the teachers describe drama as a method can be shown from the following aspects:

    - learning about yourself

    - from knowledge about yourself practise cooperation

    - develop skills to communicate

    - practise the student to use all senses in acquire knowledge

    - using their fantasy to develop their creativity

    - widen the students intellectual from a holistic point of view

    In the discussion the two parts of the thesis are related to each other.

1 - 27 of 27
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