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  • 1. Abrahamsson, A
    et al.
    Springett, J
    Karlsson, L
    Ottosson, T
    University of Borås, School of Education and Behavioural Science.
    Some Lessons from Swedish Midwives' Experiences of Approaching Women Smoker in Antenatal Care2005In: Midwifery, ISSN 0266-6138, E-ISSN 1532-3099, Vol. 21, no 4, 335-345 p.Article in journal (Refereed)
    Abstract [en]

    OBJECTIVE: to describe the qualitatively different ways in which midwives make sense of how to approach women smokers. DESIGN, SETTING AND PARTICIPANTS: a more person-centred national project 'Smoke-free pregnancy' has been in progress in Sweden since 1992. Using a phenomenographic approach, 24 midwives who have been regularly working in antenatal care were interviewed about addressing smoking during pregnancy. FINDINGS: four different story types of how the midwives made sense of their experiences in addressing smoking in pregnancy were identified: 'avoiding', 'informing', 'friend-making', 'co-operating'. KEY CONCLUSION: the midwives' story types about how they approached women who smoke illustrated the difficulties of changing from being an expert who gives information and advice to being an expert on how to enable a woman in finding out why she smoked and how to stop smoking. IMPLICATIONS FOR PRACTICE: health education about smoking that is built on co-operation and dialogue was seen by the midwives as a productive way of working. The starting point should be the lay perspective of a woman, which means that her thoughts about smoking cessation are given the space to grow while she talks.

  • 2.
    Adrianson, Lillemor
    et al.
    University of Borås, School of Education and Behavioural Science.
    Ancok, Djamaludin
    Ramdhani, Neila
    Archer, Trevor
    Cultural influences upon health, affect, self-esteem and impulsiveness: An Indonesian-Swedish comparison2013In: International Journal of Research Studies in Psychology, ISSN 2243-7681, E-ISSN 2243-769X, Vol. 2, no 3, 25-44 p.Article in journal (Refereed)
    Abstract [en]

    The present study examines several personal attributes that distinguish the personal profiles of individuals, from Indonesian and Swedish cultures, according to self-reports of positive and negative effect, stress and energy, self-esteem, hospital anxiety and depression, dispositional optimism and health. Indonesian participants expressed both more PA and more NA than Swedish participants but less stress and a higher energy-stress quotient than the Swedish participants. Additionally, the former expressed a higher level of optimism and self-esteem, but also more depression, and less impulsiveness than the latter. Younger participants expressed less positive affect and more negative affect and impulsiveness than older participants who expressed both more stress and a higher energy stress quotient. Regression analyses indicated that PA was predicted by optimism and health whereas NA was predicted by anxiety and depression and impulsiveness and counter predicted by health. The present findings are discussed according to the notion of emotional regulation according to which individuals differ in their use of emotion regulation strategies such as reappraisal and suppression, and these individual differences have implications for affect, well-being, and social relationships.

  • 3.
    Adrianson, Lillemor
    et al.
    University of Borås, School of Education and Behavioural Science.
    Ramdhani, Neila
    Why you and not me? Expressions of envy in Indonesia and Sweden.2014In: International Journal of Research Studies in Psychology, ISSN 2243-7681, E-ISSN 2243-769X, Vol. 3, no 3Article in journal (Refereed)
    Abstract [en]

    The purpose of the present study was to describe experience of envy in two different cultures, Indonesia and Sweden. Envy is a feeling that most people have experienced and mostly regards as shameful. The concept relates to a variety of feeling that shows its complexity. The result shows that envy had a wider meaning in the Indonesian language than in Swedish, and consisted of emotional words that were rare among the Swedish respondents. The Swedish respondents’ descriptions were, with few exceptions, connected to a malicious (ill will) meaning while it was obvious that the Javanese respondents used also the concept of benign envy (without ill will). Jealousy and envy seemed to overlap each other more in Bahasa Indonesia than in the Swedish use of the words. The latter had a distinct word for schadenfreude that was lacking in Bahasa Indonesia. For the Swedish respondents, wanting to have what another person possesses was a central element of envy, for example prosperity or competence. The Javanese respondents stressed relationships, achievements and personal characteristics’ as main causes for envy. Both the Swedish and Javanese respondents reported that a person who they knew and with whom they had an established relationship, such as a friend or a fellow student, had envied them and the causes for this were about the same as their own.

  • 4. Alexandersson, Mikael
    et al.
    Dimenäs, Jörgen
    University of Borås, School of Education and Behavioural Science.
    Socioscientific issues as possibility in education2008Conference paper (Refereed)
    Abstract [en]

    In Sweden today it is relatively difficult to recruit high school students and university students to education including science topics. An explanation may be that students experience science education as objective without questions of value (Gustafsson, 2007). We can also discuss it as a response on high schools, universities and teachers traditional and non reflective way to structure and arrange education in other forms than in separated topics (Dimenäs, 2007). There has been some attempts and progress made during the last decades. Examples of this are projects were you try to integrate science and technology in society (Stringer,1992) and more recently, projects which use socioscientific issues (SSI) dealing with ethics in the context of science education (Sadler, Amirshokoohi, Kazempour & Allspaw, 2006). Current examples are genetic engineering and questions about global warming and the greenhouse effect (Hewitt 2002). This study in progress is a re-analyze of different teacher perspectives of how they understand the phenomena justice and water and a discussion of what the consequences are in relation to learning and education in general. From the presented results there is also a discussion in the use of socioscientific issues (SSI) dealing with ethics in context of science education as a new agenda for teaching and learning. Fifty eight teachers who sometimes teach about the phenomena justice (33) and water (25) participated in semi structured interviews. They represent preschool teachers (13), primary and secondary school teachers (17), high school teachers (14) and university teachers (14). The result of the study is presented from an inductive re-analyze perspective to explore emergent patterns relative to the questions how different teachers understand justice and how they understand water and justice and water in relation to teaching and learning. The study also focuses on the question if there is a relation between the two phenomena and the possible critical consequences of that for teaching and learning. Preliminary results from the study show that it is possible to identify how teachers understand the phenomena justice and water. The structure can be described in three dimensions of understanding. You can see towards the phenomena, outwards the phenomena or the phenomena in a mediated way. Spontaneously the teachers also put together and understand justice and water as an ethic problem in an unequal world. Implications of this research for science education is that it can be a dilemma for teachers to choose what and how to teach in those specific topics. Teachers did identify socioscientific issues dealing with ethics in this context of science which could be a new agenda for meaningful teaching and learning and a necessity for learning about sustainability. References DIMENÄS, J. (2007). Undervisningens röda tråd – möjligheter i naturvetenskap. Lund. Studentlitteratur. HEWITT, P. (2002). Conceptual Physics. Upper Saddle River, NJ: Prentice Hall. GUSTAFSSON, B. (2007). Naturvetenskaplig utbildning för demokrati och hållbar utveckling. Växjö: Växjö universitet SADLER, T. D., AMIRSHOKOOHI, A., KAZEMPOUR, M. & ALLSPAW, K.M. (2006). Socioscience and Ethics in Science Classrooms: Teachers Perspectives and Stategies. Journal of Research in Science Teaching, 43 (4), 353-376). STRINGER, J. (1992). Science and technology in Society. Suffolk: The Lavenham Press.

  • 5. 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)
  • 6.
    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, 14-24 p.Article 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.

  • 7.
    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.

  • 8.
    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)
  • 9.
    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)
  • 10.
    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.

  • 11.
    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, 115-121 p.Article 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.

  • 12.
    Allwood, Carl Martin
    et al.
    University of Borås, School of Education and Behavioural Science.
    Erikson, Martin G.
    University of Borås, School of Education and Behavioural Science.
    Grundläggande vetenskapsteori för psykologi och andra beteendevetenskaper2010Book (Other academic)
    Abstract [sv]

    Grundläggande lärobok om vetenskapsteori, med fokus på psykologi och andra beteendevetenskaper.

  • 13. Allwood, Carl Martin
    et al.
    Granhag, Pär Anders
    Jonsson, Anna-Carin
    University of Borås, School of Education and Behavioural Science.
    Child witnesses' metamemory realism2006In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 47, no 6, 461-470 p.Article in journal (Refereed)
    Abstract [en]

    This study investigated the degree of realism in the confidence judgments of 11 to 12-year-olds (41 girls and 40 boys) of their answers to questions relating to a short film clip showing a kidnapping event. Four different confidence scales were used: a numeric scale, a picture scale, a line scale and a written scale. The results demonstrated that the children showed a high level of overconfidence in their memories. However, no significant differences between the four confidence scales were found. Weak gender differences were found in that the girls were slightly, but significantly, better calibrated than the boys. In addition, although both boys and girls overestimated the total number of memory questions they had answered correctly, the boys gave higher estimates compared with the girls. In brief, the results indicate that, at least in the context investigated, 11–12 year-old children’s confidence in and estimations of their own event memory show poor realism (overconfidence and overestimation). A comparison with previous research on adults indicates that 11 to 12-year-old children show noticeably poorer realism.

  • 14. Allwood, Carl Martin
    et al.
    Granhag, Pär Anders
    Jonsson, Anna-Carin
    University of Borås, School of Education and Behavioural Science.
    Does mood influence the realism of confidence judgments?2002In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 43, no 3, 253-260 p.Article in journal (Refereed)
    Abstract [en]

    Previous research has shown that mood affects cognition, but the extent to which mood affects meta–cognitive judgments is a relatively overlooked issue. In the current study we investigated how mood influences the degree of realism in participants’ confidence judgments (based on an episodic memory task). Using music and film in combination, we successfully induced an elated mood in half of the participants, but failed to induce a sad mood in the other half. In line with previous research, the participants in both conditions were overconfident in their judgments. However, and contrary to our prediction, our data indicated that there was no difference in the realism of the confidence between the conditions. When relating this result to previous research, our conclusion is that there is no, or very little, influence of mood of moderate intensity on the realism of confidence judgments.

  • 15. Allwood, Carl Martin
    et al.
    Jonsson, Anna-Carin
    University of Borås, School of Education and Behavioural Science.
    Om betydelsen av elevers metakognitiva förmåga2001Report (Other academic)
    Abstract [en]

    This text describes the characteristics of a number of different types of metacognitive judgments relevant for schoolchildren’s studies. It is argued that metacognitive judgments play an important role in children’s learning at school. Moreover, it is also argued many of the modern types of educational approaches, such as the so called ”problem based learning” approach do not have a clear strategy when it comes to the role and training of meta-cognition in the school context.

  • 16. Allwood, Carl Martin
    et al.
    Jonsson, Anna-Carin
    University of Borås, School of Education and Behavioural Science.
    Granhag, Per-Anders
    The effects of source and type of feedback on child witnesses’ metamemory accuracy2005In: Applied Cognitive Psychology, ISSN 0888-4080, E-ISSN 1099-0720, Vol. 19, no 3, 331-344 p.Article in journal (Refereed)
    Abstract [en]

    This study investigated the effect of feedback on the accuracy (realism) of 12-year-old children's metacognitive judgments of their answers to questions about a film clip. Two types of judgments were investigated: confidence judgments (on each question) and frequency judgments (i.e. estimates of overall accuracy). The source of feedback, whether it was presented as provided by a teacher or a peer child, did not influence metacognitive accuracy. Four types of feedback were given depending on whether the participant's answer was correct and depending on whether the feedback confirmed or disconfirmed the child's answer. The children showed large overconfidence when they received confirmatory feedback but much less so when they received disconfirmatory feedback. The children gave frequency judgments implying that they had more correct answers than they actually had. No main gender differences were found for any of the measures. The results indicate a high degree of malleability in children's metacognitive judgments.

  • 17. Allwood, Jens
    et al.
    Jensen, MikaelUniversity of Borås, School of Education and Behavioural Science.
    Kognitionsvetenskap2012Collection (editor) (Other academic)
  • 18.
    Andersson, Elisabeth
    University of Borås, School of Education and Behavioural Science.
    Reflektion gör sig icke självt2007Report (Other academic)
  • 19.
    Andersson, Elisabeth
    University of Borås, School of Education and Behavioural Science.
    Varför skriva yrkesdagbok?2002Report (Other academic)
  • 20. Andersson, Elisabeth
    et al.
    Larsson, Ingamay
    University of Borås, School of Education and Behavioural Science.
    Mentorshandbok2006Report (Other academic)
  • 21. 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)
  • 22.
    Appelkvist, Rolf
    et al.
    University of Borås, School of Business and IT.
    Edberg, Frida
    University of Borås, School of Business and IT.
    Malm, Annika
    University of Borås, School of Education and Behavioural Science.
    Breddad rekrytering och breddat deltagande: underlag för handlingsplan2012Report (Other academic)
    Abstract [en]

    Since 2001 the Swedish Higher Education institutions have been required by the government to produce action plans for widened recruitment and widened participation. The current action plan for the University of Borås covers the years 2009-2012. In 2010 the University of Borås appointed a committee to prepare a new action plan for widened recruitment and widened participation. This committee was complemented by an Advisory Board. Both the Committee and the Advisory Board have taken a proactive and strategic role in helping to build capacity across the university to widen participation. The Committee and the Advisory Board have been mentored and advised by Professor John Storan, University of East London, who has worked extensively in Sweden and is recognised as a leading expert in widening participation in the UK. In 2011 the Board commissioned an internal data report to broaden its understanding of the profile of students. The report will feed into the new action plan. The Student Union delegate in the Advisory Board, Frida Edberg, was employed to undertake field work on diversity among the students for the report and also explore how these matters were dealt with at the different schools of the university. This work was supervised by Annika Malm, coordinator of the Committee and the Advisory Board, and Rolf Appelkvist. Joint editing with contributions from the Board was a vital part of the process with the final version which has been edited by Rolf Appelkvist. The report covers the following issues: • Students geographical descent • Students ethnical origin/background • Student exchange with other countries • Students social background • Non-completions • Student with disabilities • Gender distributions within the university • Induction activities for new students • Results from the first course/courses • How is the work done at different schools and what can be done – recommendations GEOGRAPHICAL BACKGROUND Most of the students come from the Västra Götalands-region where Borås is situated (figure 1, p. 3). A substantial proportion of the students come from Göteborg, the largest city in the region. There has been a conception at the university that the students from Göteborg mostly come from the suburbs with lower socio-economic status. This seems to be contradicted by the findings (figure 2, p. 4). However the data only tells us from where the students come, not the socio-economic level of each student.   STUDENTS ETHNICAL BACKGROUND Twenty-one percent of the students at the University are either born abroad or have one or two parents with non-Swedish origin (figure 3, p. 5). This is in line with the corresponding proportion in the Swedish population. STUDENT EXCHANGE WITH OTHER COUNTRIES One important part of ethnical diversity is the amount of incoming exchange students and free-movers. One condition for this is that many Swedish students enough chooses to study abroad for a period. However the imbalance in favor of incoming students is quite large (figure 4, p. 6). This means that because of recent regulations from the government the amount of out-going students needs to be increased to make it possible to maintain a high proportion of incoming students. SOCIAL BACKGROUND – PARENTS´ EDUCATIONAL LEVEL There has been a widely shared conception at the University that the students’ socio-economic distribution has been similar to the distribution in the Swedish population. This is changing. Obviously the proportion of students of parents with lower educational background is decreasing while students with parents of higher educational background are increasing in proportion (figure 5, p. 7). Even though the University of Borås still reach a fairly good proportion of students from families with lower educational background, there seems to be a slight tendency that this proportion is getting lower than the national proportion. NON-COMPLETIONS No investigations on the reasons for non-completion have been made at the university as a whole. There are data on this at the national level which indicate gender differences and some schools at the university try to investigate in the matter. STUDENTS WITH FUNCTIONAL DISABILITIES The University works actively to support students with functional disabilities. Student Service at Library and Learning Resources is mainly responsible for this work. Their main task is to support students in order to make them continue and complete their studies. They are thereby especially working with widened participation. Higher Education institutions can get additional funding for pedagogical support to students with functional disabilities, which are confirmed by a medical certification. The number of students that applied for and got extra support is increasing while the number of students who do not apply is decreasing. However support to students with temporary functional disabilities is not covered by this support, each institution has to finance such support within its own budget. GENDER DISTRIBUTION WITHIN THE UNIVERSITY OF BORÅS There is a large imbalance in gender distribution within the university compared to the total Higher Education sector in Sweden. This is largely due to the mix of educational programmes offered at the university. The gender distribution of the specific educational programmes reflects the imbalances within the intended professions in the Swedish society. Gender imbalances are a complex issue at many levels but a Higher Education Institution still has to contribute to influence these in a direction toward less imbalances. In the report the situation at the dominant educational programmes at each school is described. At the School of Health, the School of Textile, the School of Education and Behavioural Science and the School of Library and Information Science female students are dominating while there is a better balance at the School of Business and IT and at the School of Engineering male students are dominating. All schools use students of both sexes in marketing their educational programmes. Small changes in a favoured direction can be noted but the imbalances are still very large. INTRODUCTION ACTIVITIES Before the students begin at the university they get written information about the university and 2011 they also got information about the services offered by Student Service. During the first three weeks of introduction this is supplemented by oral information at several occasions. The first two days at the university and all afternoons during these three weeks are filled with activities whose purpose is to make the students informed about the university, their school and their educational programme but also to further fellowship among the students and with the staff. These activities are managed by the student union. Most educational programmes offer a first course that not only give an introduction to the entire programme but also gives a fair picture of different academic activities that can be expected during the coming studies. Academic writing, study techniques are introduced in many of these courses. The retention rate during these first courses is fairly high except at programmes given as distance studies. CONCLUSIONS AND RECOMMENDATIONS The introductory activities should be considered further as there are students who find some of them not very interesting. A lot of students do not participate, partly because they are commuting, to a large extent from Göteborg. The activities could be broadened to meet the demands of different student groups, not only the traditional young single students. Also the university must continuously evaluate the information given during this period as there always are students not reached by it. Maybe the university and its schools should participate more in the introductory activities. Most students seems to be content with the introductory courses but more emphasis could be put on informing them about how to do when you fail with an assignment, with an exam etc. Maybe a mobile application could be built to make it easier for the newcomer to navigate in their studies. The university could consider following up all non-completions on the first course/courses. A closer co-operation between the schools and Student Service is recommended. The proportion of students from lower educated homes is fairly high at the university but a slight tendency to getting closer to the imbalance in recruiting such students that is common at the large universities can be seen. This needs to be considered continuously. There is a fairly good representation of students with other ethnical backgrounds at the university but this has to be kept up actively, e.g. by language support. Also the university needs to continue its efforts to convince Swedish students to study abroad in countries outside the European Higher Education area to give room for more incoming exchange students. The university could give more education to its staff on functional disabilities in order to prevent prejudice regarding these students´ capabilities. Student Service should keep on sending information in advance about their services offered. Also students with functional disabilities could be offered a possibility to meet with the staff at the centre in advance, even before they know if they have been accepted to their applied for programme or not, all to avoid queuing during the first weeks of the academic year. Alternatively resources of the coordinator for students with functional disabilities could be increased.

  • 23.
    Appelkvist, Rolf
    et al.
    University of Borås, Faculty of Textiles, Engineering and Business.
    Oudhuis, Margareta
    University of Borås, School of Education and Behavioural Science.
    Nätverk för den goda arbetsorganisationen: Högskolan och den tredje uppgiften2002In: Den glokala utmaningen : samverkansmönster och näringslivsutveckling i Västsverige, Stockholm: Atlas förlag , 2002Chapter in book (Other academic)
  • 24. 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, 159-163 p.Article in journal (Refereed)
  • 25. 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)
  • 26.
    Arvidsson, Iréne
    University of Borås, School of Education and Behavioural Science.
    InvandrarAkademien2007Conference paper (Refereed)
  • 27.
    Arvidsson, Iréne
    University of Borås, School of Education and Behavioural Science.
    Kompletteringsutbildningar för utländska akademiker: Högskolan som drivkraft?2006Conference paper (Refereed)
  • 28.
    Arvidsson, Iréne
    University of Borås, School of Education and Behavioural Science.
    Korta vägen2006Conference paper (Refereed)
  • 29.
    Arvidsson, Iréne
    University of Borås, School of Education and Behavioural Science.
    Utvärdering av mentorsgruppsverksamheten inom lärarutbildningen vid Högskolan i Borås2006Report (Other academic)
  • 30.
    Arvidsson, Iréne
    et al.
    University of Borås, School of Education and Behavioural Science.
    Jämsvi, Susanne
    University of Borås, Centrum för lärande och undervisning.
    Implementering och den pedagogiska utvecklaren2009In: Strategisk pedagogisk utveckling - proceedings / [ed] Katarina Mårtensson, Lunds universitet, Centre for Educational Development, CED i samarbete med Myndigheten för nätverk och samverkan inom högre utbildning, NSHU , 2009, 7-13 p.Chapter in book (Other academic)
  • 31.
    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, 203-223 p.Chapter in book (Refereed)
  • 32.
    Asplund Carlsson, Maj
    et al.
    University of Borås, School of Education and Behavioural Science.
    Lunneblad, Johannes
    Till vildingarnas land. Barnboksförfattaren besöker förorten2013In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 6, 1-8 p.Article in journal (Refereed)
    Abstract [en]

    Title: Where “the wild things” are: An author of children’s books on a visit to the suburbs Abstract:Few studies have been carried out on children’s literature from a post-colonial perspective. In this article, we look closer at four picture books recently published in Sweden with the purpose of giving children from urban areas patterns of identification. The aim of our study is to see how the ‘suburb’ is articulated as a multi-accented sign. Three themes are elaborated in our analysis, i.e. loneliness and alienation, drug abuse and misery as well as small business occurrence. We also discuss the consequences for children in early years of an encounter with a distorted or alienated view of suburban culture.

  • 33. Asp-Onsjö, L
    et al.
    Holm, Ann-Sofie
    University of Borås, School of Education and Behavioural Science.
    Governance by marks. An ethnographic study of school achievements and gender2013Conference paper (Refereed)
    Abstract [en]

    Girls as a group tend to be more successful in achieving high grades than boys in contemporary Swedish school, which is now one of the most deregulated education systems in the world. The aim of this chapter is to explore discourses of gender and study achievements in secondary school, and how the importance of marks and performance is communicated in various teaching settings and amongst pupils. The chapter has an ethnographic approach and involves observations and interviews in two classes in grade 9 (pupils 15-16 years old) at two different schools in Sweden. The fieldwork is elaborated as a compact form of ethnography (Jeffrey & Troman 2004). The result shows that the pupils’ everyday life in school is highly regulated by their documented performances, tests, and other measurable criteria or what we call, the ‘governance by marks’. A common opinion among the pupils is that failures and successes is a matter of a free choice. However, girls as a group seems to manage the neoliberal challenge in a more efficient way regarded handling individual responsibility. Also, they more easily than boys ‘crack the code’ and use more appropriate and fortunate strategies to balance studying and social positioning.

  • 34. 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)
  • 35. 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, 61-81 p.Chapter in book (Refereed)
  • 36.
    Baldwin, Richard
    University of Borås, School of Education and Behavioural Science.
    Changing practice by reform: the recontextualisation of the Bologna process in teacher education2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of the thesis is to investigate a specific case of curriculum change; that of organizing teacher training courses around learner outcomes in line with the Bologna process. The investigation is an example of a practitioner research case study and looks at how official Bologna policy messages are re-interpreted and recontextualised at the local micro level. A variety of methods are used to collect and analyse the data produced. A form of discourse analysis, as well as a survey of research literature, is used to identify policy discourses connected with the Bologna process. At the local micro level, local documentation as well as teacher talk in planning meetings are analysed to throw light on how the Bologna process was implemented. A number of discourses were found in policy documents; including the need to modernize higher education and to move towards a more student centred approach to learning. The thesis shows that these discourses were mediated locally by a regulative discourse portraying teachers as role models who have the task of passing on knowledge that is essential for the students to obtain before entering the profession. Instead of challenging the pedagogic identities for teachers and students, the introduction of learning outcomes acted to strengthen the fundamental vertical relations between teachers and students, cementing and confirming the level of control that teachers had over all aspects of the curriculum. Changes made in connection with the introduction of learning outcomes had a minimal influence on practice and were contested by some teacher educators. Teacher educators resisted and mediated the changes made by continuing to use their traditional practices.

  • 37.
    Baldwin, Richard
    University of Borås, School of Education and Behavioural Science.
    Student learning outcomes and their influence on a learning culture2010Conference paper (Other academic)
    Abstract [en]

    My paper describes the changes in the focus of my PhD research; from a vague intention to investigate the learning benefits of organising student learning around learning outcomes to a more critical approach investigating the influence of learning outcomes on a learning culture. The research is a form of praxis related enquiry, and concerns a Swedish university level teacher training course for prospective English language teachers, for which I am the course co-ordinator. From July 2007 all higher education degrees in Sweden, as well as in the rest of Europe, have to be expressed through so-called learning outcomes. The introduction of learning outcomes into higher education are a key part of the 1999 Bologna declaration, that emphasises the need to express the knowledge, understanding, competences and other attributes contained within courses and their components. The course concerned was organised around student learning outcomes from the beginning of 2008. The paper outlines my own learning and understanding of the research process and learning culture; from a technical rational approach of trying to “prove” that improvements in student learning had occurred, to a second stage of trying to open up the research process to other stakeholders and then to an understanding of why this “democratisation “ process had only a limited success. The final research stage involves a more critical understanding of the introduction of student learning outcomes when put into the context of the complexities of the local (and global) learning culture. James and Biesta describe learning cultures as the social practices through which people learn, and the combination of the theory of learning cultures and the cultural theory of learning necessitates a different approach towards the improvement of teaching and learning, one which focuses on changing the culture rather than on only one element of it. This involves interpreting the interplay between teaching, teachers, learning, learners, learning situations and wider historical economic social and political influences. While I have only just begun to analyse my data, initial reflections suggest that the introduction of student learning outcomes has only had a limited influence on the local learning culture. Whilst there has been a positive influence on synergy (increasing cooperation and openness between teachers, and also between teachers and learners ) this has had only a limited influence on practice. Other aspects of the learning culture have not been greatly improved. As far as learning opportunities are concerned ( what is allowed, disallowed, encouraged or discouraged in the name of learning) there still exists a culture where examinations tasks tend to encourage the transmission of factual knowledge . Students have very few opportunities to express a critical voice, there has been only a very limited move towards increasing student levels of empowerment; with little or no flexibility for students to decide on the method and content of their studies.

  • 38.
    Baldwin, Richard
    University of Borås, School of Education and Behavioural Science.
    Using the CEFR to organise teaching and assessment in teacher training2010Conference paper (Other academic)
    Abstract [en]

    The Common European Framework of References for Languages Framework, along with the European Language Portfolio are used increasingly today in all levels of foreign language learning. Research has shown them to have positive effects on language learning. Despite this they have only had a limited use at university level. This paper describes problems involved in trying to use the Framework descriptors as the starting point for organising teaching and assessing teacher trainer students’ language proficiency and suggests that resistance to its use are because of the characteristics of the local learning culture. The results in this paper suggest that the introduction of the Framework descriptors has only had a limited influence on teacher practice. Whilst the learner outcomes connected to the Framework have made more explicit the expectations put on students, traditional views amongst teachers about teaching,learning and assessment mean that there has only been a limited influence on reporting student progress and in making decisions about teaching. These views and practices are closely related to what Bernstein has described as the dominant curriculum model in universities, the disciplinary model; characterized by vertical pedagogic relations between teachers and students, with the rules of selection of curriculum content and of evaluation residing in the hands of the teachers. The transmitter (the teacher) has explicit control and education implies a strong emphasis on students’ acquisitions of theoretical knowledge.These charcteristics are in contrast to the ideas behind the Framework, which are closer to Bernstein’s other curriculum model the vocational model, which emphasises the development of specific skills relevant for specific situations and the ability to combine concepts and skills in practice.

  • 39.
    Barow, Thomas
    University of Borås, School of Education and Behavioural Science.
    Aktuelle Trends der Lehrerbildung in Schweden. Auswirkungen auf sonderpädagogische Studienanteile2010Conference paper (Refereed)
    Abstract [de]

    Aktuelle Trends der Lehrerbildung in Schweden. Auswirkungen auf sonderpädagogische Studienanteile Die Aus- und Weiterbildung von Lehrern in Schweden befindet sich derzeit in einem tiefgreifenden Umbruch. Davon betroffen sind nicht zuletzt sonderpädagogische Studienanteile in der Ausbildung von Vorschul- bzw. Grundschulpädagogen, deren Kompetenz eine wichtige professionelle Grundlage der Bemühungen um inklusive Bildung darstellt. Das Aufbaustudium zum traditionellen „Speziallehrer“, dessen Hauptaufgabe im Sonderunterricht für Schüler mit Behinderungen liegt, wurde zulasten der Ausbildung zum stärker integrativ und beratend tätigen „Spezialpädagogen“ vor kurzem wieder aufgenommen. Eingebettet sind diese Veränderungen in die bildungspolitischen Reformen der seit 2006 amtierenden bürgerlichen Regierung. Darüber hinaus entstanden im Zuge des Bologna-Prozesses und der Profilstärkung einzelner Hochschulen neue sonderpädagogische Studiengänge. Im Vortrag werden die aktuellen Entwicklungen skizziert und in den bildungspolitischen Kontext Schwedens eingebettet.

  • 40.
    Barow, Thomas
    University of Borås, School of Education and Behavioural Science.
    Begreppet ”obildbar” som en social konstruktion. Teoretisk diskussion och praktisk tillämpning inom den svenska sinnesslövården under 1900-talets första hälft2010In: Utbildningens sociala och kulturella historia: Meddelanden från den fjärde nordiska utbildningshistoriska konferensen / [ed] Esbjörn Larsson, Johannes Westberg, Forskningsgruppen för utbildnings- och kultursociologi (SEC) , 2010, 221-222 p.Chapter in book (Other academic)
  • 41.
    Barow, Thomas
    University of Borås, School of Education and Behavioural Science.
    Begreppet "obildbar" som en social konstruktion. Teoretisk diskussion och praktisk tillämpning inom den svenska sinnesslövården under 1900-talets första hälft2011In: Omsorg i förändring: en vänbok till Karl Grunewald / [ed] Olov Andersson, Thomas Barow, Magnus Tideman, Intra , 2011Chapter in book (Other academic)
    Abstract [sv]

    Teoretisk diskussion och praktisk tillämpning inom den svenska sinnesslövården under 1900-talets första hälft

  • 42.
    Barow, Thomas
    University of Borås, School of Education and Behavioural Science.
    Begreppet ”obildbar” som en social konstruktion. Teoretisk diskussion och praktisk tillämpning inom den svenska sinnesslövården under 1900-talets första hälft2009Conference paper (Refereed)
    Abstract [sv]

    Den allmänna bildbarheten är en central utgångspunkt i all pedagogisk verksamhet. Det gäller inte minst sinnesslövårdens uppkomst under senare delen av 1800-talet. Fram till 1968 exkluderades däremot de s.k. obildbara barnen, de som inte nådde upp till bildbarhetens norm, från varje form av undervisning. Svårigheten att dra en gräns mellan bildbarhet och obildbarhet bidrog i hög grad till en osäkerhet inom olika professioner, som pedagoger och läkare. Traditionellt fungerade läsfärdighet som ett avgörande kriterium, men med intelligenstesternas uppkomst och spridning från och med 1920-talet förändrades så småningom måttstocken. I samband med sinnesslövårdens modernisering och rationalisering uppstod genom begreppet ”praktisk bildbarhet” en tendens att förskjuta gränsen för att vara obildbar och fler människor förväntades kunna tillhöra de bildbara. Skälet till den nya definitionen kan ses i en tilltagande strävan att utnyttja de sinnesslöas arbetsförmåga. Under 1930- och 1940-talen kan man i sinnesslöskolorna skönja en tolkning av begreppsparet bildbar/obildbar som står i relation dels till den individuella prestationsförmågan och dels till antalet disponibla platser. Men tills vidare kritiserades inte själva begreppet ”obildbar” varför problematiken omkring gränsdragningen kvarstod – så länge den sociala konstruktionen ”obildbarheten” existerade.

  • 43.
    Barow, Thomas
    University of Borås, School of Education and Behavioural Science.
    Die Einführung der Schulpflicht für ”bildungsfähige Schwachsinnige” in Schweden 1944/45. Ein Beispiel ambivalenter Modernisierung im sich entwickelnden Wohlfahrtsstaat2009In: Behindertenpädagogik, ISSN 0341-7301, Vol. 48, no 4, 368-381 p.Article in journal (Other academic)
  • 44.
    Barow, Thomas
    University of Borås, School of Education and Behavioural Science.
    Die schwedische Schule für geistig Behinderte in Zeiten bildungspolitischer Wandlungen2011In: Lernen konkret, ISSN 0722-1843, Vol. 30, no 1, 29-32 p.Article in journal (Other academic)
  • 45.
    Barow, Thomas
    University of Borås, School of Education and Behavioural Science.
    Die Sonderpädagogenausbildung in Schweden in historischer Perspektive. Reformpädagogische Strömungen am Schwachsinnigenlehrerseminar Slagsta 1911: 19592010In: Pädagogische Professionalität und Behinderung, Ellger-Rüttgardt, Sieglind & Wachtel, Grit , 2010, 75-85 p.Chapter in book (Other academic)
  • 46.
    Barow, Thomas
    University of Borås, School of Education and Behavioural Science.
    Die Ursprunge der Normalisierung in Schweden. Ein Beitrag zur Geschichte der Sonderpädagogik in Europa.2009In: Zeitschrift für Heilpädagogik, ISSN 0513-9066, Vol. 60, no 1, 2-10 p.Article in journal (Refereed)
    Abstract [de]

    Die Ursprünge der Normalisierung in Schweden Ein Beitrag zur Geschichte der Sonderpädagogik in Europa Thomas Barow Im Artikel wird die frühe Entwicklung des Normalisierungskonzeptes in die Geschichte der schwedischen Schwachsinnigenfürsorge eingebettet. Pädagogische Quellen verdeutlichen, dass grundlegende Gedanken zur Normalisierung bereits deutlich vor dem Zweiten Weltkrieg formuliert wurden, jedoch aufgrund des historischen Kontext nur begrenzte Wirkung entfalten konnten. Hervorgehoben wird die Position der Pädagogin Sigrid Sandberg, die Bedeutung „normaler“ Lebensbedingungen für die Entwicklung behinderter Menschen erkannt zu haben. Für die Etablierung der Normalisierung waren die sog. Externate Wegbereiter. Der Durchbruch konnte aber erst unter sich wandelnden gesellschaftlichen und sozialpolitischen Bedingungen nach 1945 gelingen.

  • 47.
    Barow, Thomas
    University of Borås, School of Education and Behavioural Science.
    Externate als fruhe Form der Normalisierung. Reformansätze in der Schwedischen "Schwachsinnigenfursorge" 1900-19542008Conference paper (Refereed)
    Abstract [de]

    Abstract Externate als frühe Form der Normalisierung Reformansätze in der schwedischen „Schwachsinnigenfürsorge“ 1900–1954 Thomas Barow Sofern geistig behinderte Kinder und Jugendliche in der ersten Hälfte des 20. Jahrhunderts überhaupt Zugang zu Bildung besaßen, wurden sie auch in Schweden überwiegend in Anstaltsschulen unterrichtet. Darüber hinaus entwickelten sich bis 1949 in neun Städten sog. Externate. Dies waren Sonderklassen mit Schülern, die als „bildungsfähige Schwachsinnige“ nach zeitgenössischer Ansicht nicht in Volksschulen oder deren Hilfsklassen unterrichtet werden konnten. Dabei waren die Externate nicht nur kostengünstiger, sondern fanden oft die Unterstützung der Eltern und bildeten allmählich eine pädagogische Alternative zu den Anstalten. Im Vortrag soll insbesondere gezeigt werden, welche Rolle hierbei – Jahrzehnte vor Veröffentlichung von Nirjes „Normalization principle“ – dem Gedanken der Normalisierung zukam. Es sind ferner die Möglichkeiten und Grenzen der Externate im Kontext der allgemeinen Schulentwicklung aufzuzeigen und zu erklären. Relevant sind diese Fragen sowohl für die Geschichte der Sonderpädagogik in Europa als auch für eine Untersuchung der Beziehungen zwischen allgemeiner und spezieller Pädagogik.

  • 48.
    Barow, Thomas
    University of Borås, School of Education and Behavioural Science.
    Externate als frühe Form der Normalisierung: Reformansätze in der schwedischen „Schwachsinnigenfürsorge“ 1900-19672012In: International vergleichende Heil- und Sonderpädagogik weltweit. Grundlagen - Migration - "Dritte Welt" - Europa / [ed] Andrea Erdélyi, Hans-Peter Schmidtke, Peter Sehrbrock, Klinkhardt , 2012, 261-274 p.Chapter in book (Refereed)
  • 49.
    Barow, Thomas
    University of Borås, School of Education and Behavioural Science.
    Globale Konferenz über inklusive Bildung in Salamanca2010In: Zeitschrift für Heilpädagogik, ISSN 0513-9066, Vol. 61, no 1, 42- p.Article in journal (Other academic)
  • 50.
    Barow, Thomas
    University of Borås, School of Education and Behavioural Science.
    Hirschberg: Behinderung im internationalen Diskurs. Die flexible Klassifizierung der Weltgesundheitsorganisation. Frankfurt, New York: Campus 2009.2011In: Behindertenpädagogik, ISSN 0341-7301, Vol. 50, no 1, 78-79 p.Article, book review (Other academic)
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