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  • 1.
    Davidsson, Birgitta
    et al.
    University of Borås, School of Education and Behavioural Science.
    Dovemark, Marianne
    University of Borås, School of Education and Behavioural Science.
    Eriksson, Anita
    University of Borås, School of Education and Behavioural Science.
    Strömberg, Marianne
    University of Borås, School of Education and Behavioural Science.
    Hägglund, Solveig
    University of Borås, School of Education and Behavioural Science.
    Två blivande lärares reflektioner över mötet med lärarutbildningen1999Report (Other academic)
  • 2.
    Kihlström, Sonja
    et al.
    University of Borås, School of Education and Behavioural Science.
    Strömberg, Marianne
    University of Borås, School of Education and Behavioural Science.
    Märta: en berättelse om ett lärarliv2008Conference paper (Refereed)
  • 3.
    Norlund, Anita
    et al.
    University of Borås, School of Education and Behavioural Science.
    Persson, Elisabeth
    University of Borås, School of Education and Behavioural Science.
    Rosvall, Per-Åke
    University of Borås, School of Education and Behavioural Science.
    Strömberg, Marianne
    University of Borås, School of Education and Behavioural Science.
    Authority with an unclear position2014Conference paper (Refereed)
    Abstract [en]

    Research has previously addressed elements of school supervision and inspection and the practices of state authorities. For example, Ouston, Fidler and Earley (1997) have noticed that it is important how inspections and supervisions are carried out in terms of giving schools the possibilities to amend what has been identified as problematic. How countries organise supervision and inspection between authorities differ, but Ball (2007) in the UK and Apple (2005) in the US as well as Rönnberg (2012) in Sweden have noticed a discursive drift in how authorities present themselves, from a discourse with more emphasis on supervision, towards one with more emphasis on inspection. Here Sweden holds a certain position since the Swedish educational system since the mid 1990s, in a short time have turned from one of the most regulated to one of the most deregulated (Lundahl, 2002). In addition, the organisation of authorities and the function of authorities were reformed in a rapid pace.

  • 4.
    Norlund, Anita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Strömberg, Marianne
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Education and Transition - the Aspect of Newly Arrived Pupils2015In: Proceedings of the European Conference in Educational research,Education and Transition - Contributions from Educational Research, Budapest, 2015., 2015Conference paper (Refereed)
  • 5.
    Norlund, Anita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Strömberg, Marianne
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Educational Spaces and Social Arenas - Photo Elicitation to Ecplore Pupils' Experience of School2015In: Proceedings of European Conference on Educational Research from Education and Transition - Contributions from Educational Research, 2015Conference paper (Refereed)
  • 6.
    Norlund, Anita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Strömberg, Marianne
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    En kritisk in- och utzoomning av ett hjärnbaserat synsätt på elever.2018In: Nordisk tidskrift för allmän didaktik, Vol. 4, no 1, p. 18-33Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to contribute with a critical understanding of the popular brain interest in contemporary education. The study is framed by the theory of practice architectures in combination with the concept of recontextualization. As a first step, we zoom in on an ecology of municipal school practices and its elements of a brain interest. The empirical ma- terial for this step includes remedial action plans, interviews with teacher teams and student health teams, and self reports. Here, the neuromythical idea of learning styles constitutes one of the manifestations. The second step is built on a zooming-out process in order to trail actors who potentially nurture general and specific brain interests. The analysis shows that many actors are involved, among which we find teacher union journals, book publishers and so forth. The analysis also shows that these actors work in a harmonious interplay. Towards the end of the article we cast a critical eye on the interest and on this interplay. 

  • 7.
    Norlund, Anita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Strömberg, Marianne
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    How to Develop Inclusive Pedagogical Practices?: Identification of needs of in-service competencies through collaboration between rresearchers and practitioners2015In: NERA-the 43rd Annual Congress of the Nordic Educational Research Association 4-6 March 2015, 2015Conference paper (Refereed)
  • 8.
    Norlund, Anita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Strömberg, Marianne
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    The contemporary emphasis on diagnoses in education – a critical perspective2016Conference paper (Other academic)
    Abstract [en]

    The research group RCIW is regularly involved in projects initiated and conducted by municipalities. A couple of these projects have enabled the understanding of what happens in local, educational practices when measures are taken to improve the conditions for students diagnosed with autism spectrum disorder (ASD), a diagnosis getting high contemporary emphasis. The results from the municipal projects are supportive and encouraging. However, also some more worrying aspects of these have emerged, and found vital to examine. These critical aspects make up the focus for the planned presentation.

     

    Aim and research questions

    The presentation aims at shedding critical light on problematic elements of the contemporary attention to ASD diagnoses, from now on referred to as ‘the public ASD discourse’. It should be clarified that the mentioning of the current attention to ASD as a discourse does not mean a rejection of the diagnosis per se, only that a strengthened emphasis (as it seems) needs a critical eye.

     

    The research questions are:

    1)         What expressions are there for a public ASD discourse within local, educational practices?

    2)         What nourishes the discourse?

    3)         How do the consequences related to the discourse, in turn, relate to social (un-) sustainability?

     

    The empirical material produced within the two projects is rich and consists of focus group interviews (one set of interviews with five teacher teams in municipality A, two sets of interviews with five teacher teams in municipality B and two sets of interviews with five student health teams in municipality B), photo elicitation interviews with students diagnosed with ASD (six in municipality A and five in municipality B) remedial action plans (24 from municipality A) and a variety of field notes from formal and informal meetings.

     

    The theoretical frames guiding the analysis are collected both from the practice theorists Davide Nicolini and Stephen Kemmis, and from the sociologist of education Basil Bernstein. Kemmis’ theory of practice architecture makes it possible to capture three arrangements significant of a transformation process (see Kemmis et al. 2014), as in this case the municipal projects. The first type, cultural-discursive arrangements, are expressed in sayings and takes an interest in how the involved participants understand the ongoing transformation process. The second, economic-material arrangements, are expressed in doings and refers to what is being done within the projects. Finally, socio-political arrangements are expressed in relatings, and is examined in how the involved actors and students relate to each other, but also how they relate to artefacts such as the new legislation for the student group of concern. The presentation relies on an understanding of practice architectures as dynamic, where arrangements overlap and sometimes are mutually dependent.

     

    Nicolini supplies the concepts of zooming-in and zooming-out of a practice (see Nicolini, 2012). A zooming-in corresponds to the first research question, in which the presentation will take its start. The zooming-in here refers to the local practices and their expressions of the ASD diagnosis and its importance. Next, the presentation will move to a zooming-out in which it is examined from where the public ASD discourse gets its nutrition (second research question).

    Here, Bernstein’s (2000) conceptual set of different recontextualisation fields complements the zooming-out stage; the set will be used to refine and capture the variety of actors supporting the discourse. Included in this group of actors are policy documents, teacher union journals and other actors loosely or strongly involved in education. As a third and final step, a repeated zooming back will take place and in connection a reasoning on consequences for students in the local (and national) practices. Here, the unsustainable aspects of the diagnosis discourse will be discussed (research question 3).

     

    To give two examples of the findings, first, the results how that the discourse evokes a plethora of subcategories for the different varieties of autism and the different students. This vocabulary refers to the category of sayings (representative of cultural-discursive arrangements), in turn connected to a change in how the actors look upon students (socio-political arrangements). Second, the results show that several modifications of teaching activities are made (an expression of doings and representing economic-material arrangements) causing a potential lock-in effect for the students. These matters unfortunately run counter to the project management’s initial ambition of less segregation and increased academic success for the students. Finally, the presentation will provide insights in how some expressions and arrangements also run counter to paragraph 4.5 in the sustainable development goals.

     

    By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.

     

     

     

    References

    Bernstein, B. (2000). Pedagogy, symbolic control and identity: theory, research, critique. Rowman & Littlefield Publishers.

     

    Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. & Bristol, L. (2014). Changing Practices, Changing Education. Singapore: Springer Verlag.

    Nicolini, D. (2012). Practice theory, work, and organization: an introduction. 1. ed. Oxford: Oxford University Press.

     

     

  • 9.
    Norlund, Anita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Strömberg, Marianne
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    The ‘neurological gaze ' on pupils - trailing its nourishers.2016Conference paper (Refereed)
    Abstract [en]

    This paper aims to shed light on contemporary expressions of a ‘neuorological gaze’ on pupils (Langager, 2014), and how the nourishment of these expressions can be understood. It proposes a connection to the conference theme by arguing that a ‘neurological gaze’ is easily incorporated into ‘intra-individual change’ discourses which, in contrast to ‘inter group-change’ discourses, can be considered unhelpful when it comes to social justice and education (Bernstein, 1990). The research on which the presentation draws is based on four municipal projects, which we as presenters have followed. All projects have an overarching aim to support and reinforce inclusion in their schools. Data include remedial action plans, focus group interviews with teacher teams, teachers' self reports, pupil interviews and municipal project documents. The theoretical framework is primarily informed by the theory of practice architectures (Kemmis et al. 2014). This theory is based on a division into three arrangements; cultural - discursive, material-economic and socio-political arrangements. These are all of interest to our study, and overlap, but the study of a neurological gaze implies a special interest in the cultural-discursive arrangements. As Nicolini (2012) argues, it is not enough to make a zooming in of local practices, as is the case in our study of the data. It is also important to zoom out and trail the nourishers of the gaze. For this we turned to Bernstein’s concept of recontextualisation (Bernstein 1990, 2000) and its set of recontextualisation fields. Actors representing this variety of fields are able to either contribute to a strengthened discourse or to undermine it. The concept of recontextualisation enabled our trailing of connections between the local field and others such as the pedagogical and the official field. Findings from our zooming in on the local practice show several expressions for a neurological gaze. Here, we find a faith in learning styles as well as in the need for pupils’ exercising their working memory. We also find arranged in-service development arrangements based on the idea of BrainGym. By zooming out and following the trail for what nourishes this gaze, we found that actors in all the recontextualisation fields contribute their part of nourishment. This means that publishers, professional development companies, teacher union journals and others strengthen the gaze. Normally, phenomena under recontextualisation are the object of a disharmonious process but the results of our study show that the neurological gaze is recontextualised in an unexpected harmony which in turn calls for a critical eye. Hacking (2004) argues that the first century after the millennium shift will be the century of the brain. Thus, a study from a Nordic perspective is of great concern since the Nordic countries by tradition have put weak faith in intra-individual approaches and stronger in sociological equity approaches.

    Bernstein, Basil (1990): Class, codes and control. Vol. 4, The structuring of pedagogic discourse. London: Routledge.

    Hacking, Ian. (2004, 24 juni): Minding the Brain. The New York Review of Books.

    Kemmis, Stephen, Wilkinson, Jane, Edwards- Groves, Christine, Hardy, Ian, Grootenboer, Peter & Bristol, Laurette. (2014). Changing Practices, Changing Education. Springer Verlag, Singapore.

    Langager, Søren (2014): Children and youth in behavioural and emotional difficulties, skyrocketing diagnosis and inclusion/exclusion processes in school tendencies in Denmark. Emotional and Behavioural Differences 19(3), 284-295.

    Nicolini, Davide (2012). Practice theory, work, and organization: an introduction. 1. ed. Oxford: Oxford University Press 

  • 10.
    Norlund, Anita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Strömberg, Marianne
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    When problems are located to their brains.2016Conference paper (Refereed)
  • 11.
    Norlund, Anita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Strömberg, Marianne
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Ljungblad, Bertil
    Kungsbacka stad.
    Samforskning i projektet Introduktionsteam – Rutiner för mottagande av nyanlända elever i Kungsbacka kommun.2017Report (Other academic)
  • 12.
    Orlenius, Kennert
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Levinsson, Magnus
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Aldrin, Viktor
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Strömberg, Marianne
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Samverkansmodell asylsökande och nyanlända: Slutrapport från ett pilotprojekt i samarbete mellan Västra Götalandsregionen och Götene/Karlsborgs kommuner 2017/20182018Report (Other academic)
    Abstract [sv]

    VGR:s forskningsråd för interkulturell dialog bedriver i samarbete med Högskolan i Borås följeforskning under projektperioden 2017-06-01 – 2018-06-30 i två pilotkommuner, Götene och Karlsborg. Ett övergripande syfte med projektet är att skapa en varaktig infrastruktur som förebygger utanförskap genom att dels möta upp de initiativ som kommer från flyktingarna själva, dels erbjuda behovsbaserade insatser under asyl- och etableringsfasen som leder till delaktighet i arbetsliv och samhället. En central del i projektet är att ta reda på hur så kallade Välkomstcenter i kommuner kan främja samverkan mellan kommun, myndigheter, civilsamhället samt asylsökande och nyanlända. Forskningsarbetet ska synliggöra och tydliggöra hinder och möjligheter i verksamheter som syftar till att i samverkan med skilda aktörer främja långsiktigt hållbar utveckling, socialt och ekonomiskt. Rapporten ska ge ett underlag för VGR:s ställningstagande om huruvida erfarenheter från testkommunerna kan fungera som modell i andra kommuner.

  • 13.
    Orlenius, Kennert
    et al.
    University of Borås, School of Education and Behavioural Science.
    Strömberg, Marianne
    University of Borås, School of Education and Behavioural Science.
    Pedagogiskt arbete som vetenskap: förytligande eller fördjupning?2014In: PEDAGOGISKT ARBETE. Enhet och mångfald / [ed] Monika Vinterek, Anders Arnqvist, Högskolan Dalarna , 2014, p. 169-187Chapter in book (Refereed)
    Abstract [sv]

    Bokkapitlet ingår i en planerad skriftserie om Pedagogiskt arbete, där denna utgör nr 1 i den serien. Kapitlet är ett bidrag för att tydliggöra innebörd och motiv för pedagogiskt arbete som akademiskt ämne och forskningsområde.

  • 14.
    Strömberg, Marianne
    University of Borås, School of Education and Behavioural Science.
    Critical Incidents and Turning Points in Female Teachers' Occupational Life Stories2009Conference paper (Refereed)
  • 15.
    Strömberg, Marianne
    University of Borås, School of Education and Behavioural Science.
    De första sex åren: en studie av fyra lärares professionella utveckling med en yrkeslivshistorisk ingång2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The present study is the result of research collaboration where participating teachers and a researcher have jointly analyzed and reflected over experiences from professional training and professional work in order to develop an understanding of skills and knowledge that are relevant to the professional development and professional lives of teachers. The focus is on four female primary school teachers’ stories. Certain things run through these stories. They are (i) a quest for professional development, (ii) a strong commitment to teaching and (iii) an ongoing identity-building process. The overall purpose of the thesis is to identify and describe these processes and thus contribute meaningful knowledge to the debate on teacher professional development within the Swedish educational landscape. Two questions have been particularly important. These are: – What individual and structural conditions and processes appear to be important for professional development and career choice? – Which key events and turning points can be identified in teachers’ lives and work, focusing on the early years of the occupation and how can these be understood? The professional life stories have a chronological structure and they have been organized around three time periods. One of these is The Road to the profession, including teachers’ stories about their background, school experiences, past professional life and what has influenced them to take the step to become a teacher, and experience from their education. The second is the first years in the profession. This is the period covering the first three years of working life after teacher education. It depicted a diversity of experience and the experience of strenuous and stressful work situations in which new teachers, with high aspirations, confronted at times unanticipated work assignments and challenging conditions for which they did not always feel fully prepared. However, as well as these tensions of development there also appears to be a period of intense and stimulating knowledge development in which the teachers experienced opportunities to put their ideas about education, development, cooperation and educational projects to the test. Through this they say that they developed professionally in a way that strengthened their professional identity. The continuing work history period is the third period. It includes experience from the three year period following the first years in the profession. Here the teachers describe a process of establishment at each workplace, where the teachers’ continuing quest for educational development and change is in the fore, as is an aim toward further professional development and greater stability in the professional role.

  • 16.
    Strömberg, Marianne
    University of Borås, School of Education and Behavioural Science.
    Det finns gyllene dagar och stunder i lärarens arbete och det är dom som gör att man knogar på1999Report (Other academic)
  • 17.
    Strömberg, Marianne
    University of Borås, School of Education and Behavioural Science.
    Från yrkesmotiv till yrkesmotivation2001Report (Other academic)
  • 18.
    Strömberg, Marianne
    University of Borås, School of Education and Behavioural Science.
    Föreställningar om integration av pedagogiska traditioner inom en lärarutbildning2003Report (Other academic)
  • 19.
    Strömberg, Marianne
    University of Borås, School of Education and Behavioural Science.
    Kritiska händelser och vändpunkter i en lärares liv och arbete2008Conference paper (Refereed)
1 - 19 of 19
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