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  • 1.
    Dimenäs, Jörgen
    et al.
    University of Borås, School of Education and Behavioural Science.
    Kolback, Kerstin
    University of Borås, School of Education and Behavioural Science.
    Norlund, Anita
    University of Borås, School of Education and Behavioural Science.
    Wede, Christer
    University of Borås, School of Education and Behavioural Science.
    Bedömning för lärande: för Skola 20112009Conference paper (Refereed)
    Download full text (pdf)
    FULLTEXT01
  • 2.
    Dimenäs, Jörgen
    et al.
    University of Borås, School of Education and Behavioural Science.
    Kolback, Kerstin
    University of Borås, School of Education and Behavioural Science.
    Norlund, Anita
    University of Borås, School of Education and Behavioural Science.
    Wede, Christer
    University of Borås, School of Education and Behavioural Science.
    Hur lärare och lärarstuderande kommunicerar relationen mellan värdefrågor och ämnesspecifikt innehåll under verksamhetsförlagd utbildning2011Conference paper (Refereed)
    Download full text (pdf)
    FULLTEXT01
  • 3.
    Dimenäs, Jörgen
    et al.
    University of Borås, School of Education and Behavioural Science.
    Kolback, Kerstin
    University of Borås, School of Education and Behavioural Science.
    Norlund, Anita
    University of Borås, School of Education and Behavioural Science.
    Wede, Christer
    University of Borås, School of Education and Behavioural Science.
    Relationen mellan ämnesinnehåll och moralfrågor och dess betydelse vid bedömning.2010Conference paper (Refereed)
    Download full text (pdf)
    FULLTEXT01
  • 4.
    Dimenäs, Jörgen
    et al.
    University of Borås, School of Education and Behavioural Science.
    Kolback, Kerstin
    University of Borås, School of Education and Behavioural Science.
    Wede, Christer
    University of Borås, School of Education and Behavioural Science.
    Assessment Cultures in four Swedish Secondary Schools2011Conference paper (Refereed)
  • 5.
    Norlund, Anita
    et al.
    University of Borås, School of Education and Behavioural Science.
    Dimenäs, Jörgen
    Kolback, Kerstin
    University of Borås, School of Education and Behavioural Science.
    Wede, Christer
    University of Borås, School of Education and Behavioural Science.
    ”En trygg och framgångsrik skola”: Pedagogiska övertygelser i fyra landsortsskolor.2013In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, no 2, p. 81-104Article in journal (Refereed)
    Abstract [en]

    "A SAFE AND SUCCESSFUL SCHOOL" - PEDAGOGICAL BELIEFS IN FOUR RURAL SCHOOLS. This article is based on empirical material, collected within a school development project. The project involves four secondary schools located in manufacturing and non-academically oriented Swedish municipalities. More specifically, the material consists of teachers’ written reactions in relation to certain activities, as well as of field notes from seminars and municipal reports. Certain convictions appearing from the involved teachers and school directions are analysed according to pedagogic discourses identified in Basil Bernstein’s theory of sociology of education. There are two parallel aims of the article; first, to shed light on contemporary prevailing pedagogical convictions (primarily in schools similar to our selection) and second, to make specifications of an analytic tool intended for categorisations of pedagogical convictions. Referring to the first aim, our results point towards the fact that certain discourses are more dominant than others, all of which based on beliefs that naturalise differences between pupils. Grounded in this picture, the authors discuss possible consequences for pupils who, due to their social background, run the risk of being less familiar with what is expected from school as an institution.

  • 6.
    Norlund, Anita
    et al.
    University of Borås, School of Education and Behavioural Science.
    Dimenäs, Jörgen
    University of Borås, School of Education and Behavioural Science.
    Kolback, Kerstin
    University of Borås, School of Education and Behavioural Science.
    Wede, Christer
    University of Borås, School of Education and Behavioural Science.
    Ledarskap i undervisning och bedömning2012In: Lärare som ledare - i och utanför klassrummet / [ed] Gunnar Berg, Frank Sundh, Christer Wede, Studentlitteratur , 2012, p. 166-172Chapter in book (Other academic)
  • 7.
    Wede, Christer
    University of Borås, School of Education and Behavioural Science.
    Arbetslaget söker sina uppgifter: ett utvecklingsarbete om elevers inflytande över sitt lärande som resulterat i en elevanalysmodell2011Report (Other academic)
    Abstract [en]

    This master thesis, labeled The working team is looking for their tasks, presents a pupil analysis model developed in the context of a long-standing collaboration in a team. The purpose of this thesis is that by using an action oriented approach to describe and understand a development work which has led to a pupil analysis model concerning how students’ influence affects their own learning. The questions being answered are: How has the model evolved? What does the student analysis model look like and what essential sapience for pupils' learning has the approach resulted in? A methodological approach in action research, Practitioner research, developed by Jean Mcniff and Jack Whitehead (2006) is being used. Unlike other approaches in this field of research, the action researcher’s own learning is emphasized in terms of living theories which have been generated when new experiences become conscious and verbalized when the action is pursued. The knowledgegenerating question asked is: How will I improve X, which means that the action researcher in this case wants to study the difference between the values that he intends to fulfill and how they then fall out and affect the environment they are in. The master thesis applies the action research methodology as a tool to describe and understand the learning developed in the context of a previous development work done. Usually this methodology is being used in forward-looking purposes. This is not the case here and the choice is motivated by the methodology’s ability to make a learning process visible. The learning, which was preceded by the knowledge-generating question: How can I improve students’ opportunities to influence their own learning, has resulted in a pupil modelanalysis. How this issue has been generated and approaches used in the team are reported. As well I also present the specific action which was to be the basis for the development of the analysis model. In connection with the presentation of the pupil analysis model the model’s ability to serve as a contribution to theory and method development is also discussed in the perspective of school development as the capture of a free space (see Berg 2003). The Pupil Analysis Model with its focus on pupils is related here to an analytical model which draws attention to schools’ teams and their ability to pursue work which in this perspective can be defined as school development. In The working team is looking for their tasks my own learning is reported and how it evolved and was influenced by intercourse with some close colleagues in a team context, at an upper secondary school.

    Download full text (pdf)
    FULLTEXT01
  • 8.
    Wede, Christer
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Alvehus, Johan
    Lunds universitet.
    Berg, Gunnar
    Mittuniversitetet.
    Erikson, Martin G
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Professionell identitetsutveckling2021In: Didaktisk dialog i högre utbildning / [ed] Levinsson, M., Langelotz, L. & Löfstedt, M., Lund: Studentlitteratur AB, 2021, p. 47-64Chapter in book (Other academic)
1 - 8 of 8
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