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  • 1.
    Bergnell, Anneli
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. Department of Educational Work, University of Borås, Borås, Sweden.
    Åberg-Bengtsson, Lisbeth
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. Department of Educational Work, University of Borås, Borås, Sweden.
    “And the boat started to roll like this”: preschool children struggling with a bodily-based illustration of stability2024Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, s. 1-15Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article is based on multimodal perspectives and contributes to research on how children deal with a multimodal illustration of scientific concepts used in emergent science (i.e., early years science) education. It presents a study of a group of 14 preschoolers observed when dealing with the concept of stability, as illustrated in a pedagogical drama during a visit to a science centre and follow-up sessions in the preschool. The results indicate the importance of educators paying attention to the balance between cohesion and tension among elements in multimodal illustrations (such as verbal language, images, gestures, etc.), when designing and presenting learning activities in emergent science education. Furthermore, it cannot be taken for granted that children by themselves are able to bridge gaps between modes. Educators should therefore be prepared to provide well-reasoned guidance for children's linking between everyday and scientific concepts.

  • 2.
    Medin, Eva
    et al.
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd. R&D Sjuhärad Welfare, University of Borås, Borås, Sweden.
    Svensson, Ylva
    Department of Social Behavioural Studies, University West, Trollhättan, Sweden.
    Jutengren, Göran
    Department of Welfare, Management and Organization, Østfold University College, Halden, Norway.
    “I am maybe half-and-half Swedish. 50-50.” – Young adolescents’ national identity negotiation in a diverse school setting2024Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, s. 1-13Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    To explore young adolescents’ negotiation of their national identity in an educational context, we individually interviewed nine students (ages 10–14) with different backgrounds attending an ethnically diverse school in Sweden. The transcribed interviews were thematically and qualitatively analyzed. Results show that students negotiated their national identity as being quantifiable, often as sized portions of a whole or percentages, and dichotomous (Swedish vs. non-Swedish). Their national identity negotiation further related to feelings of belonging as well as to birthplace, appearance, and language. Results suggest that national identity is more complex for youth with immigrant backgrounds and that the status conferred by being part of the majority group is recognized in ethnically diverse and segregated contexts. These findings on young adolescents’ national identity negotiations can inform future research or educational practices as well as curricula to support national identity development or feelings of belonging in diverse school settings. 

  • 3.
    Mellén, Johanna
    et al.
    Göteborgs universitet.
    Angervall, Petra
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Exploring the Other: Analysing Programme Formations, Recruitment Patterns, and Gender in Swedish Upper Secondary School2021Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim for this study is to investigate the role of large-scale data in the formation of Swedish upper secondary programme structures, in relation to gender. In the analysis we draw from theories of hegemonic power relations and the concept of assemblage. The results suggest that large-scale evaluations have taken part in forming a two-by two recruitment matrix, where the science and technology areas are valued over “other” areas. By our policy analysis together with our analysis of Swedish registry data, we suggest that the continuous re-organisation of Swedish upper secondary programmes as either “science or social” contributes to the persistent gender biases in student recruitment, and that this should be accounted for in future reforms.

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  • 4.
    Puaca, Goran
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Academic Leadership and Governance of Professional Autonomy in Swedish Higher Education2020Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article concerns how spaces of professional autonomy are defined and formed in Swedish higher education institutions (HEIs). Swedish HEIs have become increasingly characterised by rivalling principles of management and professional autonomy. The relational aspects of how a professional habitus is formed and negotiated in relation to management ideals and practices are investigated. The research methods used in this study were interviews with HEI management, strategic human resource management (HRM) representatives and research and teaching staff at three HEIs under different conditions of collegial influence and forms of management. The results show that professional negotiations are undergoing conversion pressures under New Public Management (NPM)-implemented governance, but because professional identities are strongly rooted in academic core values, they are relatively resistant to NPM imposition and encroachment. In light of this, the article offers a discussion on the dilemma of conforming to managerial demands and priorities without losing a professional self.

  • 5.
    Rasmusson, Maria
    et al.
    Mittuniversitetet.
    Åberg-Bengtsson, Lisbeth
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Does performance in digital reading relate to computer game playing?: A study of factor structure and gender patterns in 15-year-olds’ reading literacy performance.2015Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, nr 6, s. 691-709Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Data from a Swedish PISA-sample were used (1) to identify a digital reading factor, (2) toinvestigate gender differences in this factor (if found), and (3) to explore how computergame playing might relate to digital reading performance and gender. The analyses wereconducted with structural equation modeling techniques. In addition to an overall readingfactor, the hypothesized digital reading factor was identified. When the overall readingperformance was taken into account, a relative difference in favor of the boys fordigital reading was indicated. This effect was mediated by a game-playing factorcomprising the amount of time spent on playing computer games. Thus, the boys’better performance in digital reading was explained by the computer game-playing factor.

  • 6. Sträng, Monica H.
    et al.
    Åberg-Bengtsson, Lisbeth
    Högskolan i Borås, Institutionen för Pedagogik.
    "Where do you Think the Water Comes From?" Teacher-Pupil Dialogues about Water as an Environmental Phenomenon2010Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 54, nr 4, s. 313-333Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article presents results from a study of 36 pupils (8-10 years of age) in face-to-face conversations with their teachers about water as an environmental phenomenon based on a photograph of a rainforest. The teachers' rather vague goal was to have the pupils talk about the water cycle. The sessions were audio-recorded and analyzed with respect to: (1) scaffolding strategies used by the teachers, (2) possible implications of these strategies on the pupils' sense-making, and (3) what accounts of the water cycle as a school-science learning-content were made. Three different patterns of scaffolding strategies were found. Some pupils did not even come close to talking about the water cycle, whereas others arrived at a rather fragmented picture.

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