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  • 1.
    Ahlström, Peter
    et al.
    University of Borås, School of Engineering.
    Aim, Karel
    Dohrn, Ralf
    Elliott, J Richard
    Jackson, George
    Jaubert, Jean Noël
    Rebello de A. Macedo, Maria Eugénia
    Pokki, Juha-Pekka
    Reczey, Kati
    Victorov, Alexey
    Fele Zilnik, Ljudmila
    Economou, Ioannis
    A Survey of the Role of Thermodynamics and Transport Properties in ChE University Education in Europe and the USA2010In: Chemical Engineering Education, ISSN 0009-2479, Vol. 44, no 1, p. 35-43Article in journal (Refereed)
    Abstract [en]

    Thermodynamics and Transport Properties (TTP) is a central subject in the majority of chemical engineering curricula worldwide and it is thus of interest to know how it is taught today in various countries if chemical engineering education is to be improved. A survey of graduate thermodynamics education in the USA was performed a few years ago by Visco et al. [1] but as far as we know no systematic study of the undergraduate thermodynamics education has been performed, at least in recent years. In the present study, a survey about TTP education in Europe and the USA is presented. Results were obtained from nearly twenty different European countries and the USA and in total answers from about 150 universities were used for this study. The study is performed under the auspices of the Working Party of Thermodynamics and Transport Properties of the European Federation of Chemical Engineering. The survey was performed using a web based surveying system for which invitations were sent out to the universities by local representatives who were responsible for one or more countries each. Of the universities that answered more than 70 % offer BSc education 65 % offer MSc education and 55 % offer PhD education. Most universities offer at least two courses of thermodynamics. The following discussion is mainly based on the first two (undergraduate) courses reported. Half of these are taught to chemical engineers exclusively whereas the rest are taught with other branches of engineering, mainly mechanical and / or process engineering. In general two sets of course lengths were observed, corresponding either to a full semester of full time studies or to quarter of a semester. Most courses are centered around lectures and exercise classes with little or no laboratory work whereas home assignments are given in the vast majority (70-80 %) of the courses. The first course is mainly centered around the first and second law of thermodynamics whereas the second course is frequently more concentrated on phase equilibria. Both of these courses are mainly comprising of classical thermodynamics whereas the molecular interpretation often is touched upon. An analysis of the differences between thermodynamics education in Europe and the USA in presently being undertaken and results from this will also be presented. An investigation of the use of thermodynamics within industry is also on-going within the Working Party and results will be reported in the near future. [1] S.K.Dube, D.P. Visco, Chem. Eng. Ed., 2005, 258-263.

  • 2.
    Ahlström, Peter
    et al.
    University of Borås, School of Engineering.
    Aim, Karel
    Dohrn, Ralf
    Elliott, J. Richard
    Jackson, George
    Jaubert, Jean-Noel
    Rebello de A. Macedo, Maria Eugénia
    Pokki, Juha-Pekka
    Reczey, Kati
    Victorov, Alexey
    Fele Zilnik, Ljudmila
    Economou, Ioannis
    A Survey of Thermodynamics and Transport Properties in Chemical Engineering Education in Europe and the USA2008In: Proceedings of the 100th Annual Meeting of the American Institute for Chemical Engineering, 2008Conference paper (Refereed)
  • 3.
    Albin, Evelina
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Humila, Magdalena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Formativ bedömning och dokumentation: Matematiklärares motiv, handlingar och förutsättningar.2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund

    Formativ bedömning innebär att bevis för elevers visade kunskaper framkallas och används för att göra anpassningar i undervisningen som gynnar elevernas lärande. Formativ bedömning innefattar också att eleverna delges lärandeintentioner och framgångskriterier, att de får framåtsyftande feedback, att de aktiveras som läranderesurser för varandra samt att de aktiveras som ägare av sin egen kunskap. Det finns flera forskningsöversikter som påvisat att formativa undervisningspraktiker gynnar elevers lärande. Det förekommer också kritik mot dessa forskningsöversikter. Ytterligare forskning har visat att en formativ undervisningspraktik ställer krav på lärares kompetens vad gäller ämnesinnehåll och ämnesdidaktik.

    Syfte

    Syftet var att undersöka hur lärare i årskurs 4-6 tillämpar formativ bedömning och dokumentation i matematikämnet, hur de motiverar denna praktik samt vilka förutsättningar och svårigheter de möter i utövandet av praktiken.

    Metod

    I denna kvalitativa undersökning användes semistrukturerad intervju som verktyg. Informanterna i intervjuerna var yrkesverksamma lärare i en svensk kommun vilka fått löpande fortbildning kring formativ bedömning.

    Resultat

    Undersökningen åskådliggjorde en stor variation av motiv och handlingar lärarna emellan. De för lärarna gemensamma motiven, handlingarna och förutsättningarna åskådliggjorde en komplex verklighet. Till en formativ klassrumspraktik lyfte lärarna klassrumsklimatet som ett motiv men också som en förutsättning som påverkade praktiken. Resultatet tydde också på att lärare som såg undervisning, planering och dokumentation som en sammanhållen helhet också upplevde dokumentationen som en naturlig och inte lika betungande del av sitt arbete. Lärarna uttryckte att de ville utveckla en dokumentationsform som de var bekväma med. Detta var en process som lärarna hade kommit olika långt i.

  • 4.
    Aldrin, Viktor
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Bridging the gap between academic cultures of teaching: Ethics, Particularity and Interdisciplinarity in Academic Development Programmes2015In: Högskolepedagogiska texterArticle in journal (Other academic)
    Abstract [en]

    The purpose of this article is to construct an ethical position of Academic Development Programmes where managerial, top-down principles, are rejected because of the disciplinary resistance such positions bring in the reluctance of recognising existing teaching practices. Instead a focus on particularity through the acceptance of professional difference in an interdisciplinary dialogue is put forward where comparative didactics and interfaith dialogue bring new abilities for university teachers to become better practitioners within their own fields of teaching.

  • 5.
    Aldrin, Viktor
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Didactic Reasoning in Academic Teacher Development: Towards a New Understanding of Teacher Training for Academics2015In: Högskolepedagogiska texterArticle in journal (Other academic)
    Abstract [en]

    Academic teacher development is an educational meeting place for academics already practising the art of teaching. Yet, it is in courses for this development that academics are supposed to be taught how to teach and how to improve their teaching skills. In my article I propose a new conceptual methodological framework for teaching teachers how to teach – Didactic Reasoning. Its foundation can be traced to pragmatist philosophy and interfaith dialogue in theology. The key aspect of Didactic Reasoning is to make university teachers better teachers by the development of a didactic voice and the courage to try this voice in teaching activities. This is done through intersubjective meetings between academics to develop a respect for the ‘teaching-other’ in their colleagues and through the use of practice-focused themed conversations led by teacher educators.

  • 6.
    Aldrin, Viktor
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Högskolepedagogik som motstånd och anpassning i historia, nutid och framtid2013In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 3, no 1Article in journal (Refereed)
    Abstract [en]

    Denna artikel är en reflektion över högskolepedagogikens historia, nutid och framtid. I den identifieras två strategier som kan ses som syftet med en högskolepedagogisk utbildning för universitetslärare: motstånd mot negativa konsekvenser av den oerhörda förändring som skett av universiteten de senaste decennierna, samt anpassning till en överlevnad och sökandet efter styrka i dessa förändringar. Artikeln för även fram en framtidsvision om en starkare skrågemenskap inom universitetslärarkåren med fokus på lärarskap genom empatisk dialog snarare än negativt ifrågasättande. På så sätt skulle de olika vetenskapsdisciplinerna tillsammans utgöra kärnan i reflektionen och agerandet för en fortsatt högskolepedagogisk utbildning för universitetslärare. Disciplinerna kan liknas vid dialekter inom ett språk – hög-skolepedagogik. På samma sätt som ingen enskild dialekt kan definiera hela språket, är det i den disciplinära mångfalden som högskolepedagogiken skapas och där den hämtar styrka för motstånd och anpassning.

  • 7.
    Aldrin, Viktor
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Kursguiden som instruktion och styrdokument: Konstruktioner och bruk av kursguider vid Göteborgs universitet2012Report (Other academic)
  • 8.
    Aldrin, Viktor
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Kursguidernas roll i högre utbildning: En studie av kursguidebruk vid Göteborgs universitet2013In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 3, no 1Article in journal (Refereed)
    Abstract [en]

    Kursguider är en text som finns mellan kursplanens målformuleringar och själva genomförandet av en kurs. Den skrivs om för varje kurstillfälle för att anpassas till datum och specifika examinationsformer. Som undersökningsmaterial är kursguider därmed mycket praktiknära och ger mycket god insyn i hur undervisning är tänkt att ske. Trots detta har ingen tidigare forskning gjorts i Sverige kring detta material, och internationell forskning finns endast i begränsad omfattning kring denna typ av praktiknära material. Denna artikel är en del i ett större projekt, Bättre kursguider, på Enheten för Pedagogisk utveckling och interaktivt lärande (PIL) vid Göteborgs universitet som bedrivits 2011–2012.

  • 9.
    Aldrin, Viktor
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Referensguiden: Parallell stilmanual för Harvard, APA, Oxford & Chicago2015 (ed. 1.1)Book (Other (popular science, discussion, etc.))
  • 10.
    Aldrin, Viktor
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Undervisning i konsten att vårda själar: rapport om utbildning och fortbildning i själavård i Svenska kyrkan år 20152015Report (Other academic)
  • 11.
    Aldrin, Viktor
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Keller, Christina
    Jönköping International Business School, Jönköping, Sweden.
    Kursguider, kursinstruktion och kursbeskrivning: Ett rundabordssamtal om kursguidepraktiker i högre utbildning2012Conference paper (Other academic)
    Abstract [sv]

    Vad ska en kursguide eller kurs-PM innehålla? Hur bör ett sådant dokument struktureras? Kursguider har som instruktionsdokument kommit att bli allt mer viktiga som dokument i undervisning på universitet och högskolor och utvecklats till att bli ett semiofficiellt dokument mellan kursplanernas formella nivå och undervisningens mer informella nivå (jfr Robinson 2011, Rowan & Correnti 2009). Ett exempel på detta är att betygskriterier tenderar att flyttas från kursplaner till kursguider. Som område ligger kursuidepraktiker nära den utveckling som sker inom kursplaneområdet och har i likhet med denna ett tydligt fokus på Constructive Alignment eftersom mål i kursplanen förklaras och konkretiseras i studieguiden (Martone & Sireci 2009). Utvecklingen av kursguider måste därför ha ett tydligt kvalitetsperspektiv med goda möjligheter till transparens och granskning (Porter 2002). En annan central aspekt av kursguidepraktiker är de sätt på vilket IKT kommit att påverka utvecklingen av kursguider. På vilka sätt kan lärplattformar och digitala medier användas? Digitala tekniker ger idag möjlighet att gå bortom ett papperstänk vad gäller instruktioner med ett enkelriktat budskap till att istället utgöra grund för interaktivitet och medskapande mellan lärare och student. Kursens gång kan därmed påverka utformningen av kursguiden som alltså blir både kommunikation, instruktion och dokumentation kring kursens mål och genomförande. Kursguider som forskningsområde är ett område med omfattande forskning vad gäller kursplanekonstruktion och instruktionsdesign (för en forskningsöversikt, se Roher & Pashler 2010), men med i stort sett obefintlig forskning om dess praktiker.

    Rundabordssamtalet kommer att ske i form av ett samtal mellan högskolepedagoger från västsvenska högre lärosäten. Målgruppen för rundabordssamtalet är dels pedagogiska ledare och dels undervisande lärare. Rundabordssamtalet är ett led i projektet Bättre Studieguider på Enheten för pedagogisk utveckling och interaktivt lärande (PIL) vid Göteborg universitet och det utbyte som påbörjats mellan västsvenska universitet och högskolor kring erfarenheter och idéer om kursguidepraktiker.

    Martone, A. & Sireci, S. G. (2009) Evaluating Alignment Between Curriculium, Assessment, and Instruction. Review of Educational Research 79(4), s. 1332–1361.

    Porter, A. C. (2002) Measuring the Content of Instruction: Uses in Research and Practice. Educational Researcher 31(7), s. 3­–14.

    Robinson, G. (2011) Designing Effective Instruction. Hoboken, NJ: Wiley.

    Roher, D. & Pashler, H. (2010) Recent Research on Human Learning Challenges Conventional Instructional Strategies. Educational Researcher 39(5), s. 406–412.

    Rowan, B. & Correnti, R. (2009) Studying Reading Instruction With Teacher Logs: Lessons From the Study of Instructional Improvement. Educational Researcher 38(2), s. 120–131.

  • 12.
    Aldrin, Viktor
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Scheja, Max
    Institutionen för pedagogik och didaktik, Stockholms universitet, Stockholm, Sverige.
    Högskolepedagogik2014In: Nationalencyklopedin (NE.se) :, Malmö: Nationalencyklopedin, 2014Chapter in book (Other academic)
  • 13. Alexiadou, N.
    et al.
    Dovemark, M.
    University of Borås, School of Education and Behavioural Science.
    Erixon Arreman, I.
    Holm, A-S.
    University of Borås, School of Education and Behavioural Science.
    Lundahl, L.
    Lundström, U.
    Managing inclusion: Shifting paradigms of social justice in the Swedish Upper Secondary School2014Conference paper (Refereed)
  • 14.
    Allan, J
    [external].
    After the break? Interrupting the discourses of interprofessional practice2008In: Service integration in schools: Research and policy discourses, practices and future prospects / [ed] J Forbes, C Watson, Sense Publishing , 2008Chapter in book (Refereed)
  • 15.
    Allan, J
    [external].
    Civilising teacher education? Learning with diversity2011In: Teacher Education & Practice, ISSN 0890-6459, Vol. 24, no 3, p. 351-353Article in journal (Refereed)
    Abstract [en]

    Social capital theorist Robert Putnam (2007) argued that diversity produces fear and leads people to disconnect from one another. For student teachers, diversity of whatever kind--ethnicity, religion, class, disability, gender, or sexuality--generates fear and an expectation that it has to be managed. Civic education within teacher education has a crucial role in facilitating an active engagement with diversity among beginning teachers, and the author argues that teacher education can and should do this by providing students with opportunities to encounter diversity--opportunities that provoke and require change. She contends that teacher education is the ideal place for beginning teachers to acquire a "passion for equality", and far from compromising their intellectual independence, it is likely to strengthen it.

  • 16.
    Allan, J
    [external].
    Complicating, not explicating: Taking up philosophy in learning disability research2011In: Learning disability quarterly, ISSN 0731-9487, E-ISSN 2168-376X, Vol. 34, no 2, p. 153-161Article in journal (Refereed)
    Abstract [en]

    This article provides an introduction to theoretical ideas and practices from the so-called “philosophers of difference” — Foucault, Derrida, and Deleuze and Guattari — as an invitation to think differently about the construction of learning disability and to envision new forms of learning. Two key concepts, Foucault's transgression and Deleuze and Guattari's rhizome, are presented, and examples from research on learning disability and other dimensions of disability are given to illustrate their potential. The theoretical practices of deconstruction, developed by Derrida, and Deleuze and Guattari's rhizomatic analysis are also presented and exemplified. The article argues that these theoretical concepts and practices, if taken up, shift the researcher towards an ethics of research and toward greater responsibility. Implications are discussed in the final part of the paper.

  • 17.
    Allan, J
    University of Borås, School of Education and Behavioural Science.
    Difference in policy and politics: Dialogues in confidence2012In: Review of Disability Studies, ISSN 1553-3697, Vol. 8, no 3, p. 14-24Article in journal (Refereed)
    Abstract [en]

    This paper reports on a process of en-gagement with administrators and Government Ministers in dialogue about diversity that was informed by Disability Studies in Education, a discipline that critiques existing ways of thinking about disability, actively promotes more positive constructions and representations of disabled people's lives and challenges conventional or traditional notions of normalcy It took place within a project, initiated by Council of Europe, Policies and practices for socio-cultural diversity and involved the development of a framework of teacher competences for socio-cultural diversity. The paper charts the process of developing the framework and reports the dialogue that took place. The Ministers and administrators were encouraged to view teaching as a dialogue and to recognise teachers' competence in responding to diversity, following Levinas (1969; 1996), a philosopher who addresses questions of ethics, as a continuing responsibility of teachers to their students.

  • 18.
    Allan, J
    University of Borås, School of Education and Behavioural Science.
    Inclusion: Patterns and possibilities2012In: Zeitschrift für Inklusion, E-ISSN 1862-5088, Vol. 4Article in journal (Refereed)
    Abstract [en]

    Abstract: This examines the policy and practices of inclusion within Europe. It explores the uncertainty surrounding inclusion, among researchers and teachers, and levels of confusion about its precise meaning. The paper also examines the shifting political and policy contexts which create barriers to inclusion but also highlights some of the powerful legal frameworks which enable entitlements to inclusion to be upheld. Recent patterns and trends towards inclusion and indeed exclusion are considered and the paper ends with a discussion of the prospects and possibilities for inclusion.

  • 19.
    Allan, J
    University of Borås, School of Education and Behavioural Science.
    Introduction2012In: Includering och måluppfyllelse: att nå framgång med alla elever, Stockholm: Liber , 2012Chapter in book (Refereed)
  • 20.
    Allan, J
    [external].
    Provocations: Putting philosophy to work on inclusion2009In: Educational enactments in a globalised world: Intercultural conversations / [ed] K Quinlivan, B Kaur, R Boyask, Rotterdam: Sense Publishers , 2009, p. 1-12Chapter in book (Refereed)
    Abstract [en]

    Inclusion is currently characterised by c onfusion about what it is supposed to be and do; frustration at the way the current climate of standards and accountability constrains teachers’ work; guilt at the ex clusion created for individual pupils; and exhaustion, associated with a sense of fa ilure and futility. This chapter considers the ‘impossibility’ of inclusion in the current context and how it has become a highly emotive and somewhat irrational sp ace of confrontation, with questions about how we should include being disp laced by questions about why we should include and under what conditions. An attempt is made to rescue inclusion from its valedictory state and to reframe it as an ongoing struggle and a more productive form of political engagement. This reframing takes some of the key ideas of the philosophers of difference – Deleuze and Guattari, Derrida and Foucault – and puts them to work on the inclusion problem (Allan, 2008).

  • 21.
    Allan, J
    [external].
    Questions of inclusion in Scotland and Europe2010In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 25, no 2, p. 199-208Article in journal (Refereed)
    Abstract [en]

    This paper examines inclusion in Scotland and in Europe. It considers some of the uncertainties surrounding inclusion and the questions – many of which give cause for concern – that are currently being raised by researchers, teachers and their representative unions, parents and children. The shifting political and policy contexts and recent patterns and trends in Scotland and across Europe, which illustrate key points of exclusion, as well as some of the challenges to these, are reported. A ‘landmark’ challenge to discrimination of Roma children, achieved within the European Convention on Human Rights, is presented as an illustration of the scope for asserting the right to inclusion. The paper ends with a discussion of the prospects and possibilities for inclusion. The significance of the barriers to inclusion is acknowledged and it is argued that there is an urgent need to address the competing policy demands within education and the problems associated with fragmented provision. A call is also made for research involving children, young people and families in order to inform practice.

  • 22.
    Allan, J
    [external].
    Responsibly competent: Teaching, ethics and diversity2011In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 9, no 1, p. 152-159Article in journal (Refereed)
    Abstract [en]

    This article reports on a Council of Europe project, Policies and Practices for Teaching Sociocultural Diversity, undertaken between 2006 and 2009. The project was undertaken in three phases and involved a survey of teacher education policies and practices in relation to sociocultural diversity across Europe, a conceptual analysis and the development of a framework of teacher competences for sociocultural diversity. The article charts the process of developing the framework and reports on the engagement with the key stakeholders - policy makers, teachers and students. The features of the competence framework, informed by Levinas and emphasising the teacher's responsibility to the Other, are discussed.

  • 23.
    Allan, J
    [external].
    Staged interventions: Deleuze, arts and education2013In: Deleuze and Education / [ed] I Semetsky, D Masny, Edinburgh University Press , 2013Chapter in book (Refereed)
  • 24.
    Allan, J
    [external].
    Teacher competences for diversity: Becoming ethical and responsible2012In: Interculturalism, education and dialogue / [ed] Besley T, Peters M, New York: Peter Lang , 2012Chapter in book (Refereed)
  • 25.
    Allan, J
    [external].
    The civic and the civil in professional education2011In: The transformation of children's services: Examining and debating the complexities of inter/professional working / [ed] J Forbes, C Watson, Sense Publishing , 2011, p. 141-153Chapter in book (Refereed)
  • 26.
    Allan, J
    University of Borås, School of Education and Behavioural Science.
    The inclusion challenge2012In: Bildning för alla! En pedagogisk utmaning, Högskolan Kristianstad , 2012Chapter in book (Refereed)
  • 27.
    Allan, J
    [external].
    The inclusive teacher educator: Spaces for civic engagement2010In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 31, no 4, p. 411-422Article in journal (Refereed)
    Abstract [en]

    This paper is concerned with the teacher educator who is aspiring to be inclusive. It considers the obligations which arise within Higher Education Institutions and the extent to which these contribute to a loss of civic engagement and a lack of capacity to pursue inclusion, social justice and equity. The paper argues that this need not be the case and a reorientation for teacher educators is offered which affords teacher educators opportunities to, in Bourdieu's terms, ‘play seriously’. This reorientation is in relation to three significant spaces – the ontological, the aesthetic and the epiphanic – and it is argued that operating within these spaces could enable new practices of inclusive teacher education to emerge.

  • 28.
    Allan, J
    [external].
    The sociology of disability and the struggle for inclusive education2010In: British Journal of Educational Studies, ISSN 0007-1005, E-ISSN 1467-8527, Vol. 31, no 5, p. 603-619Article in journal (Refereed)
    Abstract [en]

    This article charts the emergence of the sociology of disability and examines the areas of contestation. These have involved a series of erasures and absences – the removal of the body from debates on the social model of disability; the disappearance of the Other from educational policies and practices; and the absence of academics from political discourses and action. The paper considers the contribution of the sociology of disability to inclusive education and examines some of the objections currently being voiced. It ends with some reflections on the possibilities for academics within the sociology of disability to pursue alternative forms of engagement and outlines a series of duties that they might undertake.

  • 29.
    Allan, J
    et al.
    University of Borås, School of Education and Behavioural Science.
    Catts, R
    Social capital, children and young people: Implications for practice, policy and research2012Collection (editor) (Other academic)
    Abstract [en]

    Social capital, children and young people is about the relationships and networks - social capital - that children and young people have in and out of school. Social capital has become of increasing interest to policy makers but there has been little evidence of how it operates in practice. In this unique collection, the social capital of children and young people, and in one case parents and teachers, is explored in a wide range of formal and informal settings. The contributors to the book, who include academic researchers and educational professionals, provide in-depth accounts of social capital being developed and used by children and young people. They offer critical reflections on the significance of social capital and on the experiences of researching the social capital of sometimes vulnerable people. This book is essential reading for anyone concerned with how children and young people get along, get by and get on.

  • 30.
    Allan, J
    et al.
    [external].
    Duffy, C
    Loening, G
    Moran, N
    Knowledge exchange with Sistema Scotland2010In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 25, no 3, p. 335-347Article in journal (Refereed)
    Abstract [en]

    This paper reports on a knowledge exchange project, funded by the Scottish Funding Council and undertaken by a group of researchers from three higher education institutions in Scotland and the project partner, Sistema Scotland. This newly established charity is attempting to implement a major programme of social change, developed in Venezuela, within the Raploch, a disadvantaged area of Scotland. The researchers’ combined knowledge of education, music and psychology has guided their knowledge exchange activities with the project partner and among themselves. The paper outlines the development of Sistema Scotland and the programme, El Sistema, on which it is based. It details the knowledge exchange activities undertaken, which used Derrida’s notion of aporia to try to engage Sistema Scotland with different perspectives and understandings, and a practical method for conducting meetings based on Open Space Technology. The various ‘encounters’ with children, service providers and stakeholders are reported and this is followed by a critique of the processes of knowledge exchange. The paper ends with a discussion of the prospects for successful knowledge exchange.

  • 31.
    Allan, J
    et al.
    [external].
    Harwood, V
    Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland2013In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, ISSN ISSN 0142-5692, EISSN 1465-3346Article in journal (Refereed)
    Abstract [en]

    The medicalisation of the behaviour of children is a phenomenon that is attracting growing attention, with particular concern about the increased likelihood of children living in disadvantaged contexts receiving a medical diagnosis, such as attention-de fi cit hyperactivity disorder, and treatment. This paper reports on a study of professionals involved with children experiencing behavioural problems. The professionals interviewed in this study articulated their own reservations about the medicalisation of children ’ s behaviour and revealed a number of strate- gies for interrupting the process towards diagnosis. These interruptions, analysed using Deleuze and Guattari ’ s concept of deterriorialisation, took place along linguistic, visual and affective planes and were successful in encouraging teachers and head teachers to see alternatives to the medical route. The fi ndings have implications for existing practice in the response to, and support for, behavioural problems and for teacher education.

  • 32.
    Allan, Julie
    et al.
    [external].
    Ozga, JennySmith, Geri
    Social capital, professionalism and diversity2009Collection (editor) (Other academic)
  • 33.
    Allan, Julie
    et al.
    University of Borås, School of Education and Behavioural Science.
    Smyth, Geri
    I’Anson, John
    Mott, Jane
    Understanding disability with children’s social capital2009In: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802, Vol. 9, no 2, p. 115-121Article in journal (Refereed)
    Abstract [en]

    This paper reports on a specific event which attempted to facilitate discussions with children and young people about diversity issues, including disability. The concept of social capital was operationalised and used as both a resource to stimulate discussions and as an explicit goal. The paper first reports on the processes involved and the topics identified for discussion by the children and young people and then considers their engagement with disability. Their insights on knowing disability, relationships, and provision and support illustrate a shift from an essentialising of impairment to an articulation of barriers which excluded disabled people and the lessons which teachers might take from these are discussed.

  • 34.
    Alm, Klas Håkan
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Academic Portfolio2016Other (Other academic)
  • 35.
    Alm, Klas Håkan
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Söderholm, Jonas
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    International Higher Education: Local Initiatives Enabling Global Citizens2016Conference paper (Refereed)
    Abstract [en]

    Education at University of Borås is internationally connected to varying degree and form. This report looks at a selection of initiatives in order to explore the past, present and future role of UB internationalization. As a basis for the review, 7 students are interviewed on their international experience in their education – exchange studies and minor field studies (MFS) respectively. The participants stress the role of personal development and career enablement, and perceive their international experience as a distinct, unique element of their education. Possibilities and problems are then identified and related to the current literature on international education, learning and pedagogics. The study lands in a critical discussion on the future development of UB education. Key points of development: To meet the Bologna 20 percent commitment, more efforts need to be made on promoting and enabling internationalization to students, faculty and administrators. Curricular hurdles need to be removed as not to hamper students’ programme progression for going abroad. Teachers’ competency building efforts such as the Teaching and learning in higher education course could benefit from further elements of internationalization.

  • 36.
    Andersson, Elisabeth
    University of Borås, School of Education and Behavioural Science.
    Reflektion gör sig icke självt2007Report (Other academic)
  • 37. Andersson, Elisabeth
    et al.
    Larsson, Ingamay
    University of Borås, School of Education and Behavioural Science.
    Mentorshandbok2006Report (Other academic)
  • 38. Andersson, Olov
    et al.
    Barow, ThomasUniversity of Borås, School of Education and Behavioural Science.Tideman, Magnus
    Omsorg i förändring: en vänbok till Karl Grunewald2011Collection (editor) (Other academic)
  • 39.
    Appelkvist, Rolf
    University of Borås, Centrum för lärande och undervisning.
    Does Professional Doctoral Education Improve Professional Performance?2005Conference paper (Refereed)
    Abstract [en]

    This article describes some concepts central to education for professional practise, as they emerged out of the efforts of a working party at the University College of Borås (UCB), Sweden. The working party was part of a project preparing an application for full university status to the Swedish government. Adopting the professional doctorate, as it has emerged in Australia and the UK, was one fundamental idea. The Swedish Higher Education system is briefly described as is the UCB. The relation between knowledge and practice in learning for professional activity and performance is discussed.

  • 40. Arnesen, A-L
    et al.
    Lahelma, E
    Lundahl, L
    Öhrn, Elisabet
    University of Borås, School of Education and Behavioural Science.
    Introduction. Agency in a Changing Educational Context: negotiations, collective actions and resistance2010In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 9, no 2, p. 159-163Article in journal (Refereed)
  • 41. Arnesen, Anne-Lise
    et al.
    Öhrn, Elisabet
    University of Borås, School of Education and Behavioural Science.
    Lundahl, Lisbeth
    Lahelma, Elina
    Nordic Research Network: Critical Perspectives on Young People, Wel­fare and Edu­­cation2009Conference paper (Refereed)
  • 42.
    Arvidsson, Iréne
    University of Borås, Centrum för lärande och undervisning.
    Kursvärdering: en komplex väv med många perspektiv. En fokusgruppintervju av studenters uppfattningar.2007Report (Other academic)
  • 43.
    Arvidsson, Iréne
    University of Borås, School of Education and Behavioural Science.
    Utvärdering av mentorsgruppsverksamheten inom lärarutbildningen vid Högskolan i Borås2006Report (Other academic)
  • 44.
    Arvidsson, Iréne
    et al.
    University of Borås, Centrum för lärande och undervisning.
    Carlsson, Gudrun
    Dartsch, Kerstin
    Larsson, Annike
    Sjuksköterskor tycker till om sin utbildning: En alumnuppföljning av sjuksköterskeutbildningarna vid Västra Götalands Högskolor.2006Report (Other academic)
  • 45.
    Arvidsson, Iréne
    et al.
    University of Borås, Centrum för lärande och undervisning.
    Jämsvi, Susanne
    University of Borås, Centrum för lärande och undervisning.
    Implementering av policy låter det sig göras?: en reflektion över två exempel vid Högskolan i Borås.2006Report (Other academic)
  • 46.
    Arvidsson, Iréne
    et al.
    University of Borås, Centrum för lärande och undervisning.
    Jämsvi, Susanne
    University of Borås, Centrum för lärande och undervisning.
    Implementering och den pedagogiska utvecklaren2009Conference paper (Other academic)
    Abstract [sv]

    Vid Högskolan i Borås (HB), liksom vid alla våra lärosäten, formuleras och konstrueras visioner, planer och riktlinjer årligen i form av lokala styrdokument. Tre av dessa styrdokument1, Policy för kursutvärderingsarbetet vid Högskolan i Borås, Plan för jämställdhet och mångfald för anställda vid Högskolan i Borås och Likabehandlingsplan för studenter vid Högskolan i Borås, är föremål för det strategiska utvecklingsarbetet som här presenteras. I vårt utvecklingsarbete fokuserar vi på implementering av styrdokument utifrån ett pedagogiskt perspektiv, vilket i det här sammanhanget innebär att undervisande personal kopplar styrdokumenten till undervisning och kurser. Som arbetsmodell för detta har vi valt fokusgrupper.

  • 47.
    Asplund Carlsson, Maj
    University of Borås, School of Education and Behavioural Science.
    Svenska som demokratiämne och social reproduktion2012In: Nordisk modersmålsdidaktikk: Forskning, felt og fag / [ed] Sigmund Ongstad, Novus Forlag , 2012, p. 203-223Chapter in book (Refereed)
  • 48. Asp-Onsjö, L
    et al.
    Holm, Ann-Sofie
    University of Borås, School of Education and Behavioural Science.
    Study achievements in local gender regimes2012Conference paper (Refereed)
  • 49. Asp-Onsjö, Lisa
    et al.
    Holm, Ann-Sofie
    University of Borås, School of Education and Behavioural Science.
    Governance by marks: an ethnographic study of school achievements and gender2014In: Fair and competitive? Critical perspectives on contemporary Nordic schooling / [ed] A-L Arnesen, L Lundahl, E Öhrn, Tufnell Press , 2014, p. 61-81Chapter in book (Refereed)
  • 50.
    Ayuk Divine, Nicole
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Petersson, Christer
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Sjöberg, Anna
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Läsutveckling för elever med ett annat förstaspråk än svenska: en kvalitativ studie ur pedagogers perspektiv2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien handlar om hur pedagoger arbetar med läsinlärning samt läsförståelse medelever som har ett annat förstaspråk än svenska. I studien lyfts faktorer som harbetydelse för elevers läsutveckling och även vad pedagoger kan tänka på vidundervisning av elever med ett annat förstaspråk än svenska. Vidare beskrivs metoderoch modeller för läsinlärning samt läsförståelse för att åskådliggöra fungerande sättatt genomföra undervisningen på. I studien lyfts även två perspektiv på lärande, detsociokulturella perspektivet samt pragmatismen.Syftet med studien är att undersöka hur pedagoger ser på läsinlärning ochläsförståelse hos elever med ett annat förstaspråk än svenska.Studien är utförd i en kvalitativ form där vi har genomfört intervjuer med pedagogerpå utvalda skolor.Resultatet visar att pedagogerna anser att både ordbilds- och ljudningsmetoden hjälpereleverna med sin läsinlärning. Visuella metoder används av pedagogerna för attundervisningen ska underlätta elevernas förståelse. Pedagogerna påtalar även viktenav att alltid utgå från elevernas förförståelse när det handlar om att välja läromedeleller skönlitterära böcker. Pedagogerna anser att det är viktigt att anpassa sinundervisning individuellt för eleverna och att tänka på att visa dem olika sorterstexttyper. Elevens vardagsliv blir en central referenspunkt för pedagogerna när de skavälja litteratur i sin undervisning. Pedagogerna lyfter att språket blir mer förståeligtför eleverna när de utgår från elevernas vardagserfarenheter. I vårt resultat framkomdet att pedagogerna anser att elever som läser svenska som andraspråk borde ingå idenna undervisningskontext hela sin skoltid utan att byta till den vanligasvenskundervisningen. Vidare uppfattar pedagogerna att det är svårt att få tag påundervisningsmaterial till elever med ett annat förstaspråk än svenska. Vissapedagoger använder sig av färdigtryckt material medan andra pedagoger skapar sitteget undervisningsmaterial.

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