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Jonsson, Anna-Carin
Alternativa namn
Publikasjoner (10 av 24) Visa alla publikasjoner
Jonsson, A.-C. & Beach, D. (2013). A problem of democracy: Stereotypical notions of intelligence and identity in college preparatory academic porgrammes in the Swedish upper secondary school. Nordic Studies in Education, 32(1), 50-62
Åpne denne publikasjonen i ny fane eller vindu >>A problem of democracy: Stereotypical notions of intelligence and identity in college preparatory academic porgrammes in the Swedish upper secondary school
2013 (engelsk)Inngår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 32, nr 1, s. 50-62Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In the present article, based on a qualitative analysis, we focus stereotypes held by students on college preparatory academic programmes. Two stereotypes are in focus: those that these students attribute to themselves, and those that they attribute to students in vocational programmes. 224 students in grade 3 were involved. The stereotype of the academic student that emerged characterised emphatic language skills that provided an opportunity to develop one’s intellect and participate actively in society. The stereotype of the vocational student was the antithesis of this. Vocational students were said to lack language ability and interests and to have an undeveloped or under-developed intellect due to not engaging in the same kind of language acts as academic students. The students also associated their skills with effort, interest and hard work as opposed to being innate.

sted, utgiver, år, opplag, sider
Universitetsforlaget AS, 2013
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-1707 (URN)2320/13114 (Lokal ID)2320/13114 (Arkivnummer)2320/13114 (OAI)
Tilgjengelig fra: 2015-11-13 Laget: 2015-11-13 Sist oppdatert: 2017-12-01bibliografisk kontrollert
Jonsson, A.-C. & Beach, D. (2013). Institutional discrimination of class: The Swedish upper secondary school reform of 2011. In: : . Paper presented at Paper presented at the International conference NFPF/NERA 7-9 March, Island/Reykjavik.
Åpne denne publikasjonen i ny fane eller vindu >>Institutional discrimination of class: The Swedish upper secondary school reform of 2011
2013 (engelsk)Konferansepaper, Publicerat paper (Fagfellevurdert)
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-7136 (URN)2320/13198 (Lokal ID)2320/13198 (Arkivnummer)2320/13198 (OAI)
Konferanse
Paper presented at the International conference NFPF/NERA 7-9 March, Island/Reykjavik
Tilgjengelig fra: 2015-12-22 Laget: 2015-12-22 Sist oppdatert: 2017-09-28bibliografisk kontrollert
Jonsson, A.-C. & Orlenius, K. (2013). Plagiarism in higher education: A question of moral development or sociocultural influence of discipline. Open Journal of Education, 1(8), 194-204
Åpne denne publikasjonen i ny fane eller vindu >>Plagiarism in higher education: A question of moral development or sociocultural influence of discipline
2013 (engelsk)Inngår i: Open Journal of Education, ISSN 2328-4994, Vol. 1, nr 8, s. 194-204Artikkel i tidsskrift (Fagfellevurdert)
Abstract [en]

This study investigates firstly the relations between students‟ moral standards and acceptance of plagiarism, cheating, collaboration and equity of treatment, and secondly, the effects of educational experience and discipline on these factors. The participants were 357 university students, 183 enrolled in the teacher education and 136 informatics students and 35 students of cognitive science/consciousness. The instrument included 29 items and was found valid by factor analyzes. The relations were investigated with Pearson‟s correlation and variance analyses (ANOVA) in SPSS. The results showed a close to zero relation between students‟ personal, conventional moral standards and their acceptance of plagiarism. Instead students‟ moral standards had significant relations toward cheating and equity of treatment. Dependent on educational discipline, teacher education versus informatics, norms and ethical value systems influence not only to what degree students find plagiarism unacceptable, but also in what degree they accept cheating and collaboration.

sted, utgiver, år, opplag, sider
Sciknow, 2013
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-1749 (URN)10.12966/oje.12.02.2013 (DOI)2320/13197 (Lokal ID)2320/13197 (Arkivnummer)2320/13197 (OAI)
Tilgjengelig fra: 2015-11-13 Laget: 2015-11-13
Jonsson, A.-C. (2013). SVT Play om jag får be!. Universitetsläraren (12-13), 32
Åpne denne publikasjonen i ny fane eller vindu >>SVT Play om jag får be!
2013 (svensk)Inngår i: Universitetsläraren, ISSN 0282-4973, nr 12-13, s. 32-Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm)) Published
Abstract [sv]

Det vita lysrörsljuset skapar mörka skuggor i min kollegas ansikte när hen läser sin föreläsning, direkt från manus, vilket befinner sig under kamerabilden. När denna universitetslärare försöker titta upp för att möta en inbillad studentpublik (fortfarande med dessa fladdrande skuggor i ansiktet som får mig att associera till en gammal Hitchcockfilm) tappar hen tråden i manus, kommer av sig, stirrar desperat ned i texten, för att till slut hitta var hen var och ta om från början. Är denna webbaserade inspelade föreläsning av större kvalitet än när min kollega får träffa sina studenter personligen? Är detta skuggspel en mer effektiv pedagogisk metod som ökar studenternas lärande jämfört med när lärare och student träffas "live"?

sted, utgiver, år, opplag, sider
Sveriges universitetslärarförbund, 2013
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-1750 (URN)2320/13199 (Lokal ID)2320/13199 (Arkivnummer)2320/13199 (OAI)
Tilgjengelig fra: 2015-11-13 Laget: 2015-11-13 Sist oppdatert: 2018-02-17bibliografisk kontrollert
Beach, D. & Jonsson, A.-C. (2012). Predicting the use of praise among pre-service teachers: The influence of implicit theories of intelligence, social comparison and stereotype acceptance. Education Inquiry, 3(2), 259-281
Åpne denne publikasjonen i ny fane eller vindu >>Predicting the use of praise among pre-service teachers: The influence of implicit theories of intelligence, social comparison and stereotype acceptance
2012 (engelsk)Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, nr 2, s. 259-281Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This investigation concerns feedback praise (person and process praise) and how it relates to implicit theories of intelligence (entity and incremental theories) among pre-service teachers. In the first study 176 pre-service teachers participated, while in the second study 151 of such teachers participated. Two new measures, one of feedback praise and the other of social comparison, were found to be reliable and valid. In the first study, process praise was predicted by the variable incremental theories of intelligence and person praise was predicted by the acceptance of stereotypes. However, these results suffered in the reliability analyses and, even if the models are significant, they should be rejected. The results of the second study are more reliable, with regression analyses showing that person praise can be predicted from the two predictor variables of entity theories of intelligence, and social comparison. Some positive effects of teacher education were found in the second part; for example, the preference for person praise was significantly lower in the last semester than in the first.

sted, utgiver, år, opplag, sider
Umeå University, 2012
Emneord
teacher education, praise, implicit theories, intelligence
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-1413 (URN)2320/11726 (Lokal ID)2320/11726 (Arkivnummer)2320/11726 (OAI)
Tilgjengelig fra: 2015-11-13 Laget: 2015-11-13 Sist oppdatert: 2017-11-23bibliografisk kontrollert
Persson, N. & Jonsson, A. (2012). Rethinking Available Production Technologies: the case of a thermally insulating footwear concept. Nordic Textile Journal, 1, 38-49
Åpne denne publikasjonen i ny fane eller vindu >>Rethinking Available Production Technologies: the case of a thermally insulating footwear concept
2012 (engelsk)Inngår i: Nordic Textile Journal, ISSN 1404-2487, Vol. 1, s. 38-49Artikkel i tidsskrift (Fagfellevurdert)
Abstract [en]

overwhelming studies are on the general public and its behaviour. Here we discuss a way for the company to lower consumption by avoiding inventory investments. Added value in terms of sustainability can be gained by using standard manufacturing technologies frequently found in the textile industry to produce new products beyond present paradigms. Specifically we develop knitting techniques on a circular knitting machine to enable production of a thermally insulating textile composite for a multicomponent footwear system. Four cornerstones defined the project; sustainability, availability, comfort and flexibility. The first two relate here to the production, while the last two are coupled to the wearer’s experience of the product. Two key questions initiated this project. The first question elaborated on the possibility to produce an untraditional material for a new type of product on a circular knitting machine, which is generally used for high speed production of full-width fabrics. The second question explored the possibility to apply the three-layer principle - generally used in sportswear - on footwear. We show that we can answer both these questions positively. Using an elaborated functional design tool the footwear system was theoretically divided into functional layers; inner, middle and outer, combined with an inner and outer sole. These detachable layers together create a flexible footwear system. A ready-made product, the middle layer with thermal insulating properties, was practically developed, taking use of a heat and water soaking protocol for inducing relaxation in the material and by this air encapsulation.

sted, utgiver, år, opplag, sider
The Textile Research Centre: Swedish School of Textiles, 2012
Emneord
footwear, knitting, three-layer principle, comfort, thermal insulation
HSV kategori
Forskningsprogram
Textil och mode (generell)
Identifikatorer
urn:nbn:se:hb:diva-1575 (URN)2320/12347 (Lokal ID)2320/12347 (Arkivnummer)2320/12347 (OAI)
Tilgjengelig fra: 2015-11-13 Laget: 2015-11-13 Sist oppdatert: 2017-12-01
Jonsson, A.-C. & Beach, D. (2010). Reproduction of social class in teacher education: The influence of scientific theories on future teachers’ implicit beliefs.. The Journal for Critical Education Policy Studies, 8(2)
Åpne denne publikasjonen i ny fane eller vindu >>Reproduction of social class in teacher education: The influence of scientific theories on future teachers’ implicit beliefs.
2010 (engelsk)Inngår i: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 8, nr 2Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this article was to investigate the influence of a hegemonic class concept in teacher education, more specifically, the changes in the construction of implicit theories of intelligence within future teachers when they were exposed to the scientific g-factor theory of intelligence. A 2 x 2 ANOVA (first versus last semester at the teacher education) x (experimental versus control condition) was used on 102 student teachers who had been exposed to a short vignette of the gfactor theory. Implicit theories of intelligence as fixed and innate were significantly stronger when exposed to this theory. This result was confirmed in a second study with 177 student teachers. Two 2 x 2 (fixed versus incremental) x (experimental versus control condition) ANOVAs in both mathematics and social science were conducted. When exposed to g-factor theory (experimental condition) the fixed theories increased and the incremental theories decreased in relation to both mathematics and social science.

sted, utgiver, år, opplag, sider
Institute for Education Policy Studies, 2010
HSV kategori
Identifikatorer
urn:nbn:se:hb:diva-3031 (URN)2320/7486 (Lokal ID)2320/7486 (Arkivnummer)2320/7486 (OAI)
Tilgjengelig fra: 2015-11-13 Laget: 2015-11-13 Sist oppdatert: 2017-12-01bibliografisk kontrollert
Beach, D., Jonsson, A.-C., Erlandson, P. & Korp, H. (2009). Do we really need more maths trained teachers in primary and elementary schools? Some problematic aspects. In: : . Paper presented at Paper presented at the EERA (ECER) conference in Vienna, Austria.
Åpne denne publikasjonen i ny fane eller vindu >>Do we really need more maths trained teachers in primary and elementary schools? Some problematic aspects
2009 (engelsk)Konferansepaper, Publicerat paper (Fagfellevurdert)
HSV kategori
Identifikatorer
urn:nbn:se:hb:diva-6235 (URN)2320/5641 (Lokal ID)2320/5641 (Arkivnummer)2320/5641 (OAI)
Konferanse
Paper presented at the EERA (ECER) conference in Vienna, Austria
Tilgjengelig fra: 2015-12-22 Laget: 2015-12-22 Sist oppdatert: 2017-05-04bibliografisk kontrollert
Korp, H., Erlandson, P., Beach, D. & Jonsson, A.-C. (2009). What counts as being smart around here? Students' identity making and valued discourses in vocational upper secondary education. In: : . Paper presented at Paper presented at the OEC Conference in Oxford.
Åpne denne publikasjonen i ny fane eller vindu >>What counts as being smart around here? Students' identity making and valued discourses in vocational upper secondary education
2009 (engelsk)Konferansepaper, Publicerat paper (Fagfellevurdert)
HSV kategori
Identifikatorer
urn:nbn:se:hb:diva-6237 (URN)2320/5657 (Lokal ID)2320/5657 (Arkivnummer)2320/5657 (OAI)
Konferanse
Paper presented at the OEC Conference in Oxford
Tilgjengelig fra: 2015-12-22 Laget: 2015-12-22 Sist oppdatert: 2017-09-05bibliografisk kontrollert
Jonsson, A.-C., Korp, H. & Beach, D. (2008). Personal epistemological beliefs, influences and change within teacher students. In: : . Paper presented at ECER - konferens i Göteborg 11-13 september 2008.
Åpne denne publikasjonen i ny fane eller vindu >>Personal epistemological beliefs, influences and change within teacher students
2008 (engelsk)Konferansepaper, Publicerat paper (Fagfellevurdert)
Emneord
epistemologiska föreställningar, förändring, lärarstudenter, Pedagogiskt arbete
HSV kategori
Identifikatorer
urn:nbn:se:hb:diva-6091 (URN)2320/4550 (Lokal ID)2320/4550 (Arkivnummer)2320/4550 (OAI)
Konferanse
ECER - konferens i Göteborg 11-13 september 2008
Tilgjengelig fra: 2015-12-22 Laget: 2015-12-22 Sist oppdatert: 2017-09-27bibliografisk kontrollert