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  • 101.
    Folkeryd, Jenny W
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Textanalyser av ett lästest: konstruktion av läsförståelse i PIRLS 20062008Conference paper (Other academic)
    Abstract [en]

    I projektet "Testet under lupp. Konstruktion av läsförståelse i internationella läsundersökningar" studeras den internationella läsundersökningen PIRLS 2006. Med hjälp av olika textanalytiska metoder vill vi undersöka hur de texter som används i testet är uppbyggda (genreanalys), vilken innehållslig struktur de har (Rhetorical Structure Theory, RST) och hur de engagerar en läsare (Appraisalanalys). Textanalysen ligger sedan till grund för att utveckla en förståelse av vad i texten som fokuseras genom textfrågorna och de elevsvar som bedöms som korrekta. Vi vill visa på bilder av texten som framträder genom de olika analytiska angreppssätten. När man relaterar textfrågorna till analyserna kan man se att det krävs en god genrekunskap för att kunna besvara frågorna på ett sätt som godkänns i bedömningsguiden. En RST-analys visar vidare att frågorna tar fasta på de semantiska kärnorna i texten. Appraisalanalysen visar slutligen att de svar som bedömningsguiden förordar är avsnitt i texten som är värdemässigt förstärkta. Med exempel vill diskutera denna analysmodell.

  • 102.
    Folkeryd, Jenny W
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    af Geijerstam, Åsa
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Testing a reading test - Construction of reading comprehension in international reading surveys.2009Conference paper (Other academic)
  • 103.
    Folkeryd, Jenny Wiksten
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Att skriva med attityd2007In: Grundskoletidningen, ISSN 1652-7844, Vol. 17, no 5, p. 4-9Article in journal (Other (popular science, discussion, etc.))
  • 104.
    Folkeryd, Jenny Wiksten
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Attityd i text2009In: Symposium 2009:  genrer och funktionellt språk i teori och praktik / [ed] Mikael Olofsson, Stockholm: Stockholms universitets förlag , 2009, p. 166-´176Conference paper (Other academic)
  • 105.
    Forster, Martin
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
    Karlberg, Martin
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Komet: en manual för skolpersonal i grundskolans år F till 52005Report (Other academic)
  • 106.
    Forster, Martin
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
    Sundell, Knut
    Melin, Lennart
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
    Morris, Richard J.
    University of Arizona.
    Karlberg, Martin
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Charlie och Komet: utvärdering av två lärarprogram för elever med beteendeproblem2005Report (Other academic)
    Abstract [sv]

    I de flesta klasser finns det elever med beteendeproblem. Dessa elever beskrivs ofta som svåra att undervisa, de kräver lärarens oavbrutna uppmärksamhet och uppfattas rent allmänt som besvärliga. Att tidigt uppvisa beteendeproblem innebär samtidigt ökad risk för olika typer av svårigheter senare i livet. Denna rapport utvärderar hur två lärarbaserade program kan hjälpa dessa elever. Resultaten baseras på 135 lärare från 63 skolor med elever i årskurs 1 och 2. Lärarna rekryterades under tre på varandra följande terminer. Lärarna fördelades slumpmässigt till utbildning i programmet KOMET eller CHARLIE. En del av lärarna som fick CHARLIE fick vänta i sex månader innan utbildningen påbörjades. På så sätt kunde effekterna av programmen jämföras med utvecklingen i en klass utan program. Från varje klass valdes en elev med beteendeproblem ut, det vill säga 135 elever. Denna rapport handlar om programmens effekter för dessa elever. Lärarskattningar, kamratskattningar, självskattningar och observationer genomfördes efter randomiseringen, efter sex månader och efter 14 månader. Resultaten visar inga statistiskt säkerställda skillnader mellan grupperna efter sex månader. Efter 14 månader hade eleverna i KOMET-gruppen mindre beteendeproblem, i synnerhet hyperaktivitet. De hade även mindre kamratproblem. KOMET hade även positiva effekter på lärarnas beteenden efter 14 månader. Det var drygt dubbelt så stor chans att en elev i KOMETgruppen skulle bedömas som ett lyckat fall efter 14 månader jämfört med en elev i CHARLIEgruppen.

  • 107.
    Fredriksson, Erika
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Internationellt adopterade barns språk- och kunskapsutveckling utifrån ett föräldraperspektiv: Intervju med tolv stycken föräldrapar2010Independent thesis Advanced level (professional degree), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [sv]

    Forskningen om internationellt adopterade barn har visat att dessa barn löper en större risk att få språkliga problem, jämfört med sina jämnåriga kamrater. Framförallt har problemen förknippats med svårigheter med abstrakt tänkande, även svårigheter med matematik har uppmärksammats. Forskning visar att de språkliga svårigheterna finns hos närmare hälften av alla internationellt adopterade och det som framkommit är att svårigheterna kan uppstå av två orsaker. De orsakerna som nämnts är i första hand den så kallade språkbrytningen medan den andra orsaken beror på brist på bra mat och uppmärksamhet som ofta uppstår på institutioner såsom exempelvis barnhem. Språksvårigheterna som kan uppstå är dock i de flesta fall möjliga att överbrygga.

    I detta arbete har intervjuer gjorts med tolv föräldrapar som sammanlagt har 22 internationellt adopterade barn som adopterats mellan tidigt 70-tal och 90-tal. Det som undersökts är i första hand hur många av dessa barn som upplevts haft svårigheter i sin språkliga utveckling utifrån föräldrarnas perspektiv. Intervjuresultaten har sedan jämförts med befintlig forskning och visar att resultaten som framkommit av intervjuerna stämmer bra överens med bilden som ges i forskningen.

    Nyckelord: internationellt adopterade, språkutveckling, kunskapsutveckling, språksvårigheter.

     

     

  • 108.
    Frelin, Anneli
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Classroom Management in the Corridor?: Teacher-Student Negotiations of Educational Authority Relationships Outside of the Classroom Setting2010Conference paper (Refereed)
  • 109.
    Frelin, Anneli
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Classroom Relationship Management: Teacher-Student Negotiations of Educational Authority Relationships Outside of the Classroom Setting2010Conference paper (Refereed)
  • 110.
    Frelin, Anneli
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Concepts for visualising a professional praxis in education2005Conference paper (Refereed)
    Abstract [en]

    In what could be referred to as the post-modern condition, the act of teaching includes negotiation within a specific context. My interest lies in describing praxis in teaching, e.g. what teachers actually DO to promote the fostering of democratic members of society and what lies behind those actions. This paper explores concepts from philosophy/ethics which may be used for making visible the intentionality of activities teachers are involved in. The purpose is to find new ways of analysing and communicating teachers’ considerations for a professional praxis in an educational setting.

  • 111.
    Frelin, Anneli
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Giving voice to silenced professional concern in teaching2007Conference paper (Refereed)
    Abstract [en]

    Teachers of today face high demands for professionality and judgement in complicated issues such as fostering democratic citizens in a context where at the same time marketization and commodification of knowledge narrows the space for what education can be defined as. The prevailing transfer metaphor of knowledge where teachers constitute mere suppliers of pre-determined content and the learners become receivers of the same content may resound well with recent changes towards government by results, but it does not resound with many teachers’ experiences of what their profession, and professionality, involves. Factors such as how schools are organized, work reinforcement structures as well as narrow definitions of teaching work emphasize the practices of passing on subject matter to students. What thus is being neglected is the amount of, and nature of, work that involves setting the preconditions which allow or facilitate for such learning to occur. There is also a risk of teachers feeling pressed to disregard important pedagogical practices occurring alongside and beyond subject matter connected to school subjects such as those which aim at fostering democratic citizens.

    By conceptualizing teaching in terms of building educational relations rather than transferring pieces of knowledge this paper puts relational practices in the centre and emphasizes the teacher’s professional concern for her students. It questions the view of the professional as detached and neutral and argues that concern for the other plays an important role in professional teachers’ actions. Such dimensions of teacher professionality, due to commonsense definitions of work, have been marginalized if not made invisible as well as undertheorized. Gender regimes which separate spheres of work and home silences aspects of work associated with femininity but through listening to teacher’s stories I will try to give voice to silenced expressions of professionality which appear in the relational practices of teaching.

  • 112.
    Frelin, Anneli
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Perspektiv på professionalitet: Analys av hur en lärare handlar i syfte att främja demokrati i skolan2006In: Den mångtydiga skolan: Utbildning i det postmoderna samhället, Lund: Studentlitteratur , 2006Chapter in book (Other academic)
  • 113.
    Frelin, Anneli
    Uppsala University, Faculty of Educational Sciences. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Practical arguments: – a way of studying teachers’ practice in relation to content2010Conference paper (Refereed)
  • 114.
    Frelin, Anneli
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Professionality in a wide sense: In search of concepts open to complexity and ambiguity in teaching2006Conference paper (Refereed)
    Abstract [en]

    This paper explores some different theories concerning professionality related to the teaching profession. In European societies there are forces of professionalization as well as de-professionalization of the teaching profession in play, and there exists differing views of what teacher professionality should be described as. In some views lies the risk of instrumentalization of teaching, where teachers become mere suppliers of pre-determined content and the learners become receivers of that content. Views like these narrow the space for what education can be defined as, and in some teachers’ opinion, miss the whole idea of what their profession is about. The everyday situation for teachers in schools is often ambiguous and complex, raising high demands for professionality and judgement in complicated issues such as promoting the development of individual students into democratic citizens, which is the object of my doctoral thesis.

  • 115.
    Frelin, Anneli
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Professionell närhet och distans: En dimension av lärares arbete ur ett genusperspektiv2008In: Läraren i blickpunkten: Olika perspektiv på lärares liv och arbete, Stockholm: Lärarförbundets förlag , 2008, p. 177-188Chapter in book (Other academic)
  • 116.
    Frelin, Anneli
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Relational concern and teacher intentions: An empirical example2007Conference paper (Refereed)
    Abstract [en]

    This paper describes a teacher’s intentions of forming and acting in relationships with students in order to fulfil different purposes of education, with an emphasis on those related to fostering democratic citizens. Education can be described as an intervention into the student’s life motivated by the idea that it will make life better in some way. Teaching is meant to allow for the student to progress rather than regress as a human being, which involves presuppositions about what this better life should be – about moral goodness. It is argued that the quality of human relationships has impact on the fulfillment of purposes of education.

    An analysis of two interviews with an intermediate-level teacher points to the central importance of different kinds of relationships in the work of the teacher: between the teacher and students, between students as well as between the students and the rest of the society. The examples provide accounts of a teacher’s concern for certain kinds of, and qualities in, relationships, and of how they motivate her to act intentionally in order to make such arise and improve. A structure is used to show to what purposes the actions are intended and how they connect.

  • 117.
    Frelin, Anneli
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Synliggörande av lärares praxis – ett exempel2005Conference paper (Other academic)
    Abstract [en]

    Att undervisa innebär att verka i ett sammanhang som ofta är komplext och situationsspecifikt. Mitt forskningsintresse ligger i den yrkeskunskap som pedagoger utvecklar i sin praktik, men som av olika anledningar förblivit outtalad. Jag vill undersöka om man kan finna nya sätt att synliggöra sådan kunskap. Utgångspunkten för denna presentation är skolans uppgift att ”förmedla och hos eleverna förankra de grundläggande värden som vårt samhällsliv vilar på” (Lpo 94). De grundläggande värden som vårt samhällsliv vilar på är relaterade till demokrati. Hur kan man synliggöra vad lärare faktiskt gör för att utföra denna uppgift, och vad som ligger inneboende i handlingen? Två intervjuer med en lärare formar ett exempel på en lärares praxis. Utifrån detta exempel belyses frågor om den etiska dimensionen i lärarens uppgift, och hur en förhandling med en situation kan se ut.

  • 118.
    Frelin, Anneli
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Teachers' professional concern for the other2006Conference paper (Refereed)
    Abstract [en]

    This paper explores teacher professionality as grounded in concern for the other. Discourses on learning have put an increased emphasis on the individual learner as well as the learning of pre-determined content entailing a decrease in attention to the role education plays in society. Along with the separation of instruction and pedagogy into two segregated categories, this has affected the possibilities to discuss central qualities of teacher professionality relating to action, complexity, judgement and relations in education. Presenting a pilot study I will try to visualize how a teacher works with the parents of her students in order to create relations of confidence where two of the aims are to create a positive base for what school has to offer as well as a community of well-informed, confident parents. I will in my analysis point to arguments in a case for viewing teacher professionality as closely tied to action, complexity, judgement and relations and for professionality in teaching as reaching beyond making students reach pre-determined output in the most efficient way.

  • 119.
    Frelin, Anneli
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Teachers' Relational Practices and Professionality2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation attempts to deepen our understanding of teachers’ work and professionality, which involves not only their reasoning about what to teach and how to teach it, but also of what it is that makes education possible. This is accomplished by exploring a highly influential, if underestimated and under-researched, dimension of teacher practice and professionality: the relational dimension, involving the establishment and maintenance of educational relationships with and among students. In the imperatives and challenges of the 21st century the importance of highlighting the relational dimension seems to be a concern of increasing importance. Through interviews and observation that have generated the empirical material, the relational practices of eleven teachers are analyzed in accordance with a particular methodological scheme. Apart from providing a descriptive mapping of these practices, this study presents the practical arguments given by informants to substantiate their use. The numerous examples of relational practices and practical arguments that are herein provided serve to empirically confirm the pervasive relational character of a teacher’s work. What emerges is an understanding of an educational relationship, established and maintained by practices that seek genuine human contact with students, and that views relational attributes such as trust, social justice, benevolence, empathy and openness to the other as being of vital importance to the entirety of the educational process. In addition, the practices involving enacting educational communities among students, are shown to have significance for the educational process. What emerges as well is a conception of relational professionality as something that can be learned, meaning that teachers are made, not born. Moreover, “being professional” is here conceived, in pedagogical rather than sociological terms, as something that involves the quality of a teacher’s actions rather than the fact that s/he belongs to a particular profession. The findings of this study strongly suggest that relationships in schools often require conscious attention, rigorous work and delicate negotiations on the part of teachers in order to be (or become) educational. The process of education is sustained by an array of subtle relational conditions. The attempt of the teacher to deal with these conditions requires specific professional experience, understandings and practices.

  • 120.
    Frelin, Anneli
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Gardfjell, Inger
    Elever reflekterar: Reflexfrågor - ett verktyg i undervisningen2003Book (Other (popular science, discussion, etc.))
  • 121.
    Frelin, Anneli
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Grannäs, Jan
    Högskolan i Gävle.
    Negotiations left behind: In-between spaces of teacher-student negotiation and their significance for education2010In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 42, no 3, p. 353-369Article in journal (Refereed)
    Abstract [en]

    This paper argues against a view of curriculum as a means for moulding students into, and making teachers accountable for, something pre-determined and singularly governed by qualification demands of the labour market. It makes a case for the value of inter-subjective teacher–student relationships in education and addresses the significance of negotiations and their open-endedness. This paper draws its empirical material from case studies for which interviews were the main source for gathering data. The data analyses were made using the AtlasTi software designed for qualitative analysis. In the empirical material were found instances of negotiations in which inter-subjective relationships are established and maintained; negotiations that are rendered obscured or even invisible from a qualification purpose but that influence the educational processes. The results show that teachers and students creatively use potentials within contextual conditions to attain relationships which sometimes constitute a precondition for education.

  • 122.
    Frelin, Anneli
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. Uppsala University, Faculty of Educational Sciences.
    Grannäs, Jan
    Högskolan i Gävle.
    Present v/s Absent Presence: Visualizing Uncounted Occurrences in Education2010Conference paper (Refereed)
  • 123.
    Frelin, Anneli
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Grannäs, Jan
    Visualizing the Neglected In-Between Spaces of Teacher-Student Negotiation2009Conference paper (Refereed)
  • 124. Fridfeldt, Anders
    et al.
    Sjöström, Lisa
    Molin, Lena
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Torbjörnsson, Tomas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Social and Economic Geography.
    Geografi mer än Europa2010In: Lärarnas tidning, ISSN 1101-2633, no 19Article in journal (Other (popular science, discussion, etc.))
  • 125.
    Garme, Birgitta
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Liberg, Caroline
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Berg, Elisabeth
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Hagberg-Persson, Barbro
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Lagrell, Kerstin
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Sköld Holm, Majken
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Nya språket lyfter!: Diagnosmaterial i svenska och svenska som andraspråk för grundskolans årskurs 1-52008Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Nya språket lyfter! bygger på löpande observationer av elevers tal-, läs- och skrivutveckling i den ordinarie undervisningen.

  • 126. Grannäs, Jan
    et al.
    Frelin, Anneli
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Possibilities for a Negotiated Curriculum Space?2008Conference paper (Refereed)
    Abstract [en]

    This paper addresses the value of teacher-student relations within schooling. More specifically we aim to explore the occasional possibility of an open-ended negotiated curriculum. Our point of departure is a critical stance towards the discursive shift that is taking place within the Swedish as well as other countries school systems. The new discourse of learning is influenced by the market ideology of neo-liberalism and its con-temporary management vocabulary. A new formalism of this kind reduces teaching to an instrumental act based on predefined content far from the complex interactions within the dynamics of teacher-student relations. In the findings from two different interview studies, one with teachers and the other with students, certain spaces where education can take place emerge in negotiation between teacher and student. How can we understand these spaces and what consequences do the increasing inspection and control, accountability, measurability and order have for the possibility of such spaces in school?

  • 127.
    Hagberg-Persson, Barbro
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Elevers muntliga språkbehärskning2009In: Grundskoletidningen, ISSN 1652-7844, no 2, p. 10-15Article in journal (Other (popular science, discussion, etc.))
  • 128.
    Hagberg-Persson, Barbro
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Elevers muntliga språkbehärskning i tidiga skolår.: Hur kan muntliga färdigheter observeras, diagnostiseras och prövas?In: Sjätte natinella konferensen i svenska med didaktisk inriktning: Muntlighetens möjligheter - retorik, berättande, samtal / [ed] Anne PalmérConference paper (Other academic)
  • 129.
    Hagberg-Persson, Barbro
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Genomförandet av ämnesprov i svenska och svenska som andraspråk för årskurs 3 20092010Other (Other (popular science, discussion, etc.))
  • 130.
    Hagberg-Persson, Barbro
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Yngre skolbarn drar nytta av varandras erfarenheter2007In: Perspektiv på språk: Svensklärarföreningens årsskrift 2007, Svensklärarföreningen, Natur och kultur, Stockholm , 2007Chapter in book (Other (popular scientific, debate etc.))
  • 131.
    Hagberg-Persson, Barbro
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Advanced Studies in Modern Swedish.
    Berg, Elisabeth
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Lagrell, Kerstin
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Ämnesprov i svenska och svenska som andraspråk för årskurs 3: en utprövningsomgång2010Report (Other academic)
    Abstract [en]

    Subject test of Swedish and of Swedish as a second language for Grade 3 – an initial trial run. In autumn 2007, the Swedish National Agency for Education commissioned the Department of Scandinavian Languages at Uppsala University to develop and construct the subject test of Swedish and of Swedish as a second language for Grade 3. An initial trial run was to be ready for implementation in spring 2009.

    This report first documents the work on these trials and what it meant for the future of the test. A large part of the report is then given over to the field study carried out in spring 2009. Following this is an account of teachers’ views and pupil results collected along with some reflections on the prospects for the test over the coming years.

    The first trial run for the Grade 3 subject test was held March–May, 2009. During this period, five teachers from the university observed the proceedings in the form of a field study. In all, 11 schools with a total of 222 pupils were involved.

    The results from the field study indicate that the different components of the exam were carried out in a way that worked well in general. Both the field observations and teachers’ views confirm this since experiences were on the whole predominantly positive. However, with respect to exam components A and B, the teachers were concerned about whether they would manage to observe every student’s oral proficiency at the same time, even though the two oral components were carried out separately with each half of the class.

    The pupils’ reading proficiency was tested in two exam components (C and D). Both the field observations and teachers’ views indicate that the two components worked well in general but that the time spent introducing them and the amount of detail in doing so varied among teachers.

    Components E/F test the pupils’ ability to produce a written narrative. The results here indicate that the written narrative task worked well in general but that some parts should be given more attention. This primarily concerns the instructions and graphic material for the writing task.

    Component G tests the pupils’ ability to write a descriptive text. Also apparent here is the importance of the clarity of the teacher’s instructions so that pupils can be provided with the best conditions for successfully completing this writing task.

  • 132.
    Hansson, Petra
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Förortens färger -: natur och kultur i Johannes Anyurus Det är bara gudarna som är nya2007In: Ekokritik: naturen i litteraturen: en antologi , Uppsala: Cemus , 2007Chapter in book (Other academic)
  • 133.
    Hansson, Petra
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    What Does It Mean to Read Nature?Conference paper (Other academic)
    Abstract [en]

    Petra Hansson (Uppsala)

    petra.hansson@did.uu.se

     

    What Does It Mean To Read Nature?

    In the context of environmental or sustainability literacy, it is essential to scrutinise the meaning of ”reading nature”.  Without doubt, ecocriticism is an influential field when it comes to the study of representations of nature in literature. Hence, environmental literacy is in one way or another, related to ecocriticism. The aim of this paper is to clarify the contribution of ecocriticism to environmental literacy as being one objective of education for sustainable development (ESD).

    First, the meaning of environmental literacy as it is understood within ESD is discussed. Second, given this specific meaning of environmental literacy, i.e. the ability to read nature in a pedagogical context, an analysis of different meanings of reading nature within ecocriticism is carried out. This includes answering the following questions: Which views of nature are represented in the ecocritical field? How can representations of nature be read? What skills do students need in order to read nature? Third, the contribution of ecocritical readings of nature in texts, i.e. ecocritical “literacy”, to environmental literacy in the context of ESD is clarified.

    This paper relates theoretical assumptions of the meaning of reading nature within ecocriticism and ESD to students’ responses to ecocritical texts and focuses on understandings of students’ responses to nature in texts and the students’ ideas of how literature can contribute to the development of environmental literacy within ESD.

  • 134.
    Haraldsson, Kjell
    et al.
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Social and Economic Geography.
    Molin, Lena
    Faculty of Educational Sciences, Department of Curriculum Studies.
    Karlsson, Hanna
    Koll på Europa2008Book (Other (popular scientific, debate etc.))
  • 135.
    Haraldsson, Kjell
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Social and Economic Geography.
    Molin, Lena
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Karlsson, Hanna
    Koll på Europa. Aktivitetsboken2008 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 136.
    Haraldsson, Kjell
    et al.
    Uppsala University. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Social and Economic Geography.
    Molin, Lena
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Karlsson, Hanna
    Koll på Europa. Lärarhandledning2009 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 137.
    Haraldsson, Kjell
    et al.
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Social and Economic Geography.
    Molin, Lena
    Faculty of Educational Sciences, Department of Curriculum Studies.
    Karlsson, Hanna
    Koll på Sverige: Lärarhandledningen2007Other (Other (popular scientific, debate etc.))
  • 138.
    Haraldsson, Kjell
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Social and Economic Geography.
    Molin, Lena
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Karlsson, Hanna
    Koll på världen. Aktivitetsboken2010 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 139.
    Haraldsson, Kjell
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Social and Economic Geography.
    Molin, Lena
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Karlsson, Hanna
    Koll på världen. Lärarhandledning2010 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 140.
    Haraldsson, Kjell
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Social and Economic Geography.
    Molin, Lena
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Karlsson, Hanna
    Sverige: Aktivitetsboken2007Book (Other (popular science, discussion, etc.))
  • 141.
    Haraldsson, Kjell
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Social and Economic Geography.
    Molin, Lena
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Karlsson, Hanna
    Världen.2009Book (Other (popular science, discussion, etc.))
  • 142.
    Hedefalk, Maria
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Undervisning för hållbar utveckling i svensk förskola2010In: Vägval i skolans historia, ISSN 1652-0610, Vol. 10, no 1, p. 7-12Article in journal (Refereed)
    Abstract [sv]

    I artikeln diskuteras didaktiska val en lärare i förskolan ställs inför med fokus på undervisning för hållbar utveckling. Vad bör undervisas och vem undervisas, är frågor som behandlas. Kan yngre åldrar undervisas för hållbar utveckling? Synen på barnet som är någon eller ska bli någon problematiseras och landar i tankar kring att båda synsätten kan vara aktuella inom undervisning för hållbar utveckling. Kritiskt tänkande och en pluralism av tankar bör lyftas fram i undervisning för hållbar utveckling i en föränderlig framtid.

  • 143.
    Hedefalk, Maria
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Almqvist, Jonas
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Lundqvist, Eva
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    “That’s what you are going to find out” – a comparative study of meaning making in two educational settings.2010Conference paper (Refereed)
    Abstract [en]

    Teachers’ manner of teaching may have different consequences for meaning making in different educational settings. This is a comparative study with the aim to clarify and discuss how educational content is constituted in two different discourse practices. The approach used is inspired by pragmatism and the later works of Wittgenstein. In order to analyze how teachers and children/students constitute meaning, we use the epistemological move analysis. The epistemological moves delivered by teachers in conversations with children/students are analysed in order to understand how teaching activities interplay with the “how” and “what” preschool/students learn. The empirical material is gathered in a Swedish compulsory school (school years 7-9) and in a preschool for children of aged 1-5. The analyses demonstrate important similarities and differences between the two discourse practices. Finally, we discuss how these results can be used in order to understand teaching and learning processes in different settings.

  • 144.
    Holmström, Emilia
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Öhlund, Jeanette
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Barnlitteratur inom utbildning för hållbar utveckling: En ekokritisk textanalys av Tove Janssons böcker om Mumindalen2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Forskning inom utbildning för hållbar utveckling kopplas vanligtvis inte till de två forskningsfälten litteraturvetenskap och receptionsforskning. Syftet med denna uppsats är därför att öka förståelsen för hur barnlitteratur kan användas inom utbildning för hållbar utveckling. Barnlitteraturen har analyserats utifrån ett ekokritisk perspektiv med fokus på relationen mellan människa och natur samt vilken syn på naturen som förekommer i texterna. Två kvalitativa textanalyser har genomförts av Tove Janssons skönlitterära böcker om Mumindalen. Ett speciellt fokus har funnits på översvämningar och torka då dessa begrepp ofta förekommer inom klimatdebatten.

    Denna studie visar hur Jansson beskriver naturkatastrofer och de känslor som kan uppkomma vid exempelvis översvämningar, torka och hetta. De analyserade böckerna har i större omfattning en antropocentrisk syn än en ekocentrisk syn på naturen. Utrymme finns för att diskutera människans relation till naturen och synen på naturen i relationen till läsning av böcker. Det finns således stor potential att använda sig av Janssons böcker inom ramen för utbildning för hållbar utveckling. Studien visar också på ett stort behov av ökad forskning om barnlitteraturens betydelse för utbildning för hållbar utveckling inom förskolans verksamhet.

  • 145.
    Holtz, Britt Maria
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    … så undrar jag varför vi just arbetar med gud och inte med djävulen…: – en analys av elevtexter i SO-ämnet2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Språkets betydelse för elevers lärande, utveckling och förmåga att delta som aktiva samhällsmedborgare kan inte nog framhållas. För att stödja elever i deras skriftspråkliga utveckling behövs därför lärare med kunskap om texters uppbyggnad i olika ämnen men även med förmåga att förmedla denna kunskap vidare till eleverna.

    Den aktuella studien presenterar en analys av elevtexter inom religionsämnet med fokus på texttyp och skrivrörlighet. Två analysmodeller nyttjades för detta ändamål. Analysmodell I användes för att söka efter vilka texttyper eleverna använde sig av i skrift. Den andra analysmodellen fokuserades på hur eleverna formulerade sig i relation till ett ämnesinnehåll, i detta arbete benämnt skrivrörlighet (Analysmodell II).

    Resultatet visade att eleverna använde återberättande, berättande och diskuterande/argumenterande texttyper. Den återberättande texttypen användes mest frekvent antingen ensamt eller i kombination med annan texttyp. 

    Vid tre av fem skrivtillfällen användes olika kombinationer av skrivrörligheter. Dessa kombinationer användes mest frekvent då ämnesinnehåll och skrivuppgifter engagerade eleverna. 

    Min slutsats av studien är att bedömning av elevtexter utifrån texttyp och skrivrörlighet ger ett värdefullt perspektiv på elevers skrivutveckling.

  • 146.
    Houssami, Malak
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    En studie om bedömning av kunskap i skolan: Med en diagnos i matematik2010Student paper other, 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka hur skolelever upplever, känner och reagerar inför ett skriftligt prov, i detta fall ett nationellt diagnostiskt prov i matematik, nämligen Diamantdiagnosen. Jag vill också ta reda på om läraren har ett utvecklande syfte med provet eller om det bara används som bedömningsmaterial för elever i enlighet med Skolverkets riktlinjer för de diagnostiska proven.

    Tanken med min studie är att intervjun skall genomföras på ett kvalitativt sätt med eleverna och med deras lärare. Med hjälp av intervjun kommer jag förhoppningsvis att få svar på hur eleverna upplever diagnos- och provmomenten, detta sker genom att ställa öppna frågor och även ge eleverna chansen att kommunicera fritt kring frågeställningen.

    Jag utgick från definition av några centrala begrepp som t.ex. summativ bedömning, formativ bedömning och feedback. Jag gick också igenom vad forskningen har att säga om effekterna av prov och bedömning på t.ex. elevers lärande, motivation och självkänsla.

    Min hypotes var att eleverna upplever prov- och diagnosmomenten som hemska, men efter att ha utformat frågor och tagit reda på elevens upplevelser kring prov visade resultatet motsatsen av min hypotes. Även läraren fick delta i en undersökning i anknytning till Diamantdiagnosen. På plats under diagnostiden upplevde jag stress från både läraren och eleverna vilket fick mig att tro att läraren i fråga skulle ha en negativ åsikt om diagnosen Diamant men under intervjun överraskades jag av hennes svar då hon framförde att diagnoserna var bra och utmanande.

    I min analys tar jag upp om eleverna har olika lär strategier och vad har läraren för syfte med diagnosen. I den mera övergripande diskussionen resonerar jag om hur provresultat kan användas och integreras i undervisningen.

  • 147.
    Håkansson, Michae
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    kronlid, David
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Education + Sustainable Development = a Passionate Affair - rethinking the concept political through a radical democratic perspective to make aesthetical political experiences.2015Conference paper (Refereed)
  • 148.
    Håkansson, Michael
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Van Poeck, Katrien
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    An educative perspective on the political moment in ESE-practice2015Conference paper (Refereed)
  • 149.
    Johansson , Bo S.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Arithmetic training in pre-school.1994In: Defining and assessing quality in early childhood education., Leuven: Leuven University Press , 1994, p. 215-225Chapter in book (Other academic)
  • 150.
    Johansson , Bo S.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Fenomenografin: En metod att finna räknefärdighetens rötter?1994In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 14, no 2, p. 81-83Article in journal (Refereed)
1234567 101 - 150 of 344
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