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Sandström Kjellin, Margareta
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Publications (10 of 26) Show all publications
Sandström, M., Nilsson, L. & Stier, J. (2014). Inkludering: möjligheter och utmaningar (1:1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Inkludering: möjligheter och utmaningar
2014 (Swedish)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2014. p. 270 Edition: 1:1
Keyword
inclusion, intercultural, special educational needs, special needs education, behov av särskilt stöd, inkludering, interkulturell, specialpedagogik
National Category
Social Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-225413 (URN)978-91-44-10249-8 (ISBN)
Available from: 2014-06-03 Created: 2014-06-03 Last updated: 2014-06-03
Sandström, M., Nilsson, L. & Lilja, J. (2013). Displaying Mathematical Literacy: Pupils' Talk about Mathematical Activities. Journal of Curriculum and Teaching, 2(2), 55-61
Open this publication in new window or tab >>Displaying Mathematical Literacy: Pupils' Talk about Mathematical Activities
2013 (English)In: Journal of Curriculum and Teaching, ISSN 1927-2685, Vol. 2, no 2, p. 55-61Article in journal (Refereed) Published
Abstract [en]

The aim of the study was to exemplify pupils’ mastering of mathematical literacy. The study is a comparative multiple case study. In pupils’ talk of mathematical activities aspects of mathematical literacy are discerned. A distinction is made between pupils: (1) pupils in mathematical difficulties, (2) pupils with another mother tongue than Swedish or (3) pupils without mathematical difficulties. The study was performed as a comparative multiple case study. The “cases” were constituted by the three groups of pupils, and these were compared. Seventy-two pupils in grade 5 in six different primary schools in Sweden participated: twenty-four pupils in mathematical difficulties (twelve girls and twelve boys), twenty-four pupils with another native language than Swedish (twelve girls and twelve boys) and twenty-four pupils without mathematical difficulties (twelve girls and twelve boys). After each of the performed lessons in which the activities were carried out the pupils were interviewed (groupwise in the above defined groups) about their experience of the activities. In the analysis of the results three ideal types were described, one for each group of pupils. The ideal types were discussed with relation to mathematical literacy.

Keyword
aspects of mathematical literacy; comparative multiple case study; mathematical difficulties; mathematical literacy
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-208222 (URN)10.5430/jct.v2n2p55 (DOI)
Available from: 2013-09-25 Created: 2013-09-25 Last updated: 2014-01-17Bibliographically approved
Sandström, M., Stier, J. & Sandberg, A. (2013). Working with Gender Pedagogics at 14 Swedish Preschools. Journal of Early Childhood Research, 11(2), 123-132
Open this publication in new window or tab >>Working with Gender Pedagogics at 14 Swedish Preschools
2013 (English)In: Journal of Early Childhood Research, ISSN 1476-718X, E-ISSN 1741-2927, Vol. 11, no 2, p. 123-132Article in journal (Refereed) Published
Abstract [en]

In Sweden, gender pedagogics has been on the political agenda the last decade. Consequently, gender matters have been given much attention in Swedish preschools, and specialized pedagogues have also been trained to counteract socially constructed gender distinctions. Therefore, we have explored the enactment of gender pedagogics. We asked 17 preschool teachers to describe the situations revolving around gender issues that they have experienced, using the critical incident method. In all, 34 critical incidents were described and subsequently discussed in groups of 6–10 individuals. Afterward, the data were analyzed qualitatively, with the objective to explore the preschool teachers’ understanding of gender approaches. The analysis led us to single out four “ideal type approaches,” that is, “instrumental,” “co-productive,” “facilitative,” “proactive,” and “agitative” gender approach. The gender approaches were made up by the different ways of interacting with the children as regards gender described by the preschool teachers and by the different ways of reflecting over the described situations. We argue that the four different types of gender interaction emanate from corresponding underlying conceptions of gender, and that they may exercise influence on the children’s identity process.

Place, publisher, year, edition, pages
Sage Publications, 2013
Keyword
critical incidents, gender ideal type approaches, gender pedagogics, Swedish preschools
National Category
Social Sciences Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-193314 (URN)10.1177/1476718X12466205 (DOI)
Available from: 2013-01-30 Created: 2013-01-30 Last updated: 2017-12-06Bibliographically approved
Stier, J., Tryggvason, M.-T., Sandström, M. & Sandberg, A. (2012). Diversity management in preschools using a critical incident approach. Intercultural Education, 23(4), 285-296
Open this publication in new window or tab >>Diversity management in preschools using a critical incident approach
2012 (English)In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 23, no 4, p. 285-296Article in journal (Refereed) Published
Place, publisher, year, edition, pages
London: Routledge, 2012
Keyword
preschools; multicultural children groups; critical incident method; diversity management; Sweden
National Category
Social Sciences Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-193418 (URN)
Available from: 2013-02-02 Created: 2013-02-02 Last updated: 2017-12-06Bibliographically approved
Stier, J., Tryggvason, M.-T., Sandström, M. & Sandberg, A. (2012). Diversity management in preschools using a critical incident approach. Intercultural Education, 23(4), 285-296
Open this publication in new window or tab >>Diversity management in preschools using a critical incident approach
2012 (English)In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 23, no 4, p. 285-296Article in journal (Refereed) Published
Abstract [en]

Using the critical incident approach, preschool teachers at 10 preschools in Sweden were asked to describe their work with respect to ethnic and cultural diversity. The study attempted to provide insights that go beyond commonly used models of intercultural sensitivity and intercultural competence (e.g. Gudykunst and Kim; Landis, Bennett, and Bennett). Four different understandings and approaches to ethnic and cultural diversity were discernible in the empirical material (i.e. ‘instrumental,’ ‘co-productive,’ ‘facilitative proactive,’ and ‘agitative proactive’). The data suggest that preschool teachers, in order to be interculturally competent, need to work systematically with intercultural pedagogy, intercultural communication skills, and with their discursive awareness. Moreover, it is concluded that if preschool teachers fail to scrutinize their own values, modes of behavior, and a-priori understanding of what ‘is’ cultural behavior, they may sustain cultural stereotypes.

Place, publisher, year, edition, pages
London: Routledge, 2012
Keyword
preschools, multicultural children groups, critical incident method, diversity management, Sweden
National Category
Social Sciences Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-183601 (URN)
Available from: 2012-10-30 Created: 2012-10-30 Last updated: 2017-12-07Bibliographically approved
Sandberg, A. & Sandström, M. (Eds.). (2012). Kritiska händelser för lärande i förskolan (1:1ed.). Lund: Studentlitteratur
Open this publication in new window or tab >>Kritiska händelser för lärande i förskolan
2012 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2012. p. 94 Edition: 1:1
National Category
Social Sciences Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-166600 (URN)978-91-44-07197-8 (ISBN)
Available from: 2012-01-12 Created: 2012-01-12 Last updated: 2012-02-15Bibliographically approved
Sandström, M., Stier, J., Yaman, B. & Kizildag, A. (2011). A Comparison of Critical Incidents for Learning in Swedish and in Turkish Schools. The Learning Teacher Journal, 5(2), 33-46
Open this publication in new window or tab >>A Comparison of Critical Incidents for Learning in Swedish and in Turkish Schools
2011 (English)In: The Learning Teacher Journal, ISSN 1654-0344, Vol. 5, no 2, p. 33-46Article in journal (Refereed) Published
Place, publisher, year, edition, pages
The Learning Teacher Network, 2011
Keyword
classroom interaction, comparison Sweden-Turkey, critical incidents for learning, ethnic and cultural diversity, intercultural education
National Category
Social Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-166589 (URN)
Projects
Comparative Studies in Turkey and in Sweden oc Critical Incidents for Learning
Funder
Swedish Research Council, 2009-6361
Available from: 2012-01-12 Created: 2012-01-12 Last updated: 2012-09-28Bibliographically approved
Tryggvason, M.-T., Sandberg, A. & Sandström, M. (2011). Att utmana förskollärares föreställningar: om lärprocessen i tre forskningscirklar. In: Pirjo Lahdenperä (Ed.), Forskningscirkel: arena för verksamhetsutveckling i mångfald (pp. 133-152). Västerås: Mälardalens högskola
Open this publication in new window or tab >>Att utmana förskollärares föreställningar: om lärprocessen i tre forskningscirklar
2011 (Swedish)In: Forskningscirkel: arena för verksamhetsutveckling i mångfald / [ed] Pirjo Lahdenperä, Västerås: Mälardalens högskola , 2011, p. 133-152Chapter in book (Other academic)
Place, publisher, year, edition, pages
Västerås: Mälardalens högskola, 2011
Series
Studies in Social Sciences, Forskningsrapport 2011, ISSN 1654-0611 ; 1
National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-162240 (URN)978-91-7485-029-1 (ISBN)
Available from: 2011-11-28 Created: 2011-11-28 Last updated: 2012-02-15Bibliographically approved
Lahdenperä, P. & Sandström, M. (2011). Klassrummets mångfald som didaktisk utmaning (1:1ed.). In: Sven-Erik Hansén och Liselott Forsman (Ed.), Allmändidaktik: vetenskap för lärare (pp. 91-114). Lund: Studentlitteratur
Open this publication in new window or tab >>Klassrummets mångfald som didaktisk utmaning
2011 (Swedish)In: Allmändidaktik: vetenskap för lärare / [ed] Sven-Erik Hansén och Liselott Forsman, Lund: Studentlitteratur, 2011, 1:1, p. 91-114Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2011 Edition: 1:1
National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-162238 (URN)978-91-44-05783-5 (ISBN)
Available from: 2011-11-28 Created: 2011-11-28 Last updated: 2012-02-15Bibliographically approved
Sandström Kjellin, M., Stier, J., Einarson, T., Davies, T. & Asunta, T. (2010). Pupils' voices about citizenship education: comparative case studies in Finland, Sweden and England. European Journal of Teacher Education, 33(2), 201-218
Open this publication in new window or tab >>Pupils' voices about citizenship education: comparative case studies in Finland, Sweden and England
Show others...
2010 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 33, no 2, p. 201-218Article in journal (Refereed) Published
Keyword
attitudes and values; citizenship education; cross-national case study;
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-124017 (URN)
Available from: 2010-05-02 Created: 2010-05-02 Last updated: 2017-12-12Bibliographically approved
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