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Hellberg, Kristina
Publikasjoner (10 av 33) Visa alla publikasjoner
Hellberg, K. (2019). Att möta elevers olikheter (2:aed.). In: Susanne Köpsén (Ed.), Att lära till yrkeslärare: (pp. 155-173). Lund: Studentlitteratur AB
Åpne denne publikasjonen i ny fane eller vindu >>Att möta elevers olikheter
2019 (engelsk)Inngår i: Att lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2019, 2:a, s. 155-173Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Lund: Studentlitteratur AB, 2019 Opplag: 2:a
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-89159 (URN)9789144132259 (ISBN)
Tilgjengelig fra: 2019-09-16 Laget: 2019-09-16 Sist oppdatert: 2019-11-12bibliografisk kontrollert
Malmqvist, J., Hellberg, K., Möllås, G., Rose, R. & Shevlin, M. (2019). Conducting the Pilot Study: A Neglected Part of the Research Process? Methodological Findings Supporting the Importance of Piloting in Qualitative Research Studies. International Journal of Qualitative Methods, 18, 1-11, Article ID 1609406919878341.
Åpne denne publikasjonen i ny fane eller vindu >>Conducting the Pilot Study: A Neglected Part of the Research Process? Methodological Findings Supporting the Importance of Piloting in Qualitative Research Studies
Vise andre…
2019 (engelsk)Inngår i: International Journal of Qualitative Methods, ISSN 1609-4069, E-ISSN 1609-4069, Vol. 18, s. 1-11, artikkel-id 1609406919878341Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

During the development of research to compare the processes and impact of inclusive education in Sweden with results obtained from a study undertaken in Ireland, a pilot study was conducted and documented. The pilot study had three aims: (1) to gather data to provide guidance for a substantive study adapted to Swedish conditions through modification of Irish research procedures and instruments, (2) to critically interrogate how we as researchers could most effectively conduct a pilot study utilizing observational and video-recorded data, and (3) to use the Irish theoretical model as a tool of analysis for studying inclusion in two Swedish schools. Although pilot studies are frequently conducted to assess the efficacy of research instruments for use in qualitative research projects, few publications have drawn upon empirical findings related to such studies. Additionally, while methodological texts recommend the use of pilot studies in qualitative research, there is a lack of reported research focusing on how to conduct such pilot studies. We argue that our methodological findings may contribute to greater awareness of the important role that a pilot study may have for full-scale qualitative research projects, for example, in case study research where semi-structured qualitative interviews are used. This argument is based on the assumption that researchers, and especially novice researchers, having conducted a pilot study will be better informed and prepared to face the challenges that are likely to arise in the substantive study and more confident in the instruments to be used for data collection. A proper analysis of the procedures and results from the pilot study facilitates the identification of weaknesses that may be addressed. A carefully organized and managed pilot study has the potential to increase the quality of the research as results from such studies can inform subsequent parts of the research process.

sted, utgiver, år, opplag, sider
Sage Publications, 2019
Emneord
case study, methods in qualitative inquiry, qualitative evaluation, interpretive description, mixed methods
HSV kategori
Forskningsprogram
Samhällsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-89531 (URN)10.1177/1609406919878341 (DOI)000487795400001 ()
Tilgjengelig fra: 2019-10-11 Laget: 2019-10-11 Sist oppdatert: 2019-10-11bibliografisk kontrollert
Bolic Baric, V., Hellberg, K., Kjellberg, A. & Hemmingsson, H. (2018). Internet Activities During Leisure: A Comparison Between Adolescents With ADHD and Adolescents From the General Population. Journal of Attention Disorders, 22(12), 1131-1139
Åpne denne publikasjonen i ny fane eller vindu >>Internet Activities During Leisure: A Comparison Between Adolescents With ADHD and Adolescents From the General Population
2018 (engelsk)Inngår i: Journal of Attention Disorders, ISSN 1087-0547, E-ISSN 1557-1246, Vol. 22, nr 12, s. 1131-1139Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

OBJECTIVE: Adolescents' leisure activities are increasingly focusing on Internet activities, and today, these coexist with traditional leisure activities such as sport and meeting friends. The purpose of the present study was to investigate leisure activities, particularly Internet activities, among boys and girls with ADHD, and compare these with boys and girls from the general population. The objective was also to explore how traditional leisure activities and Internet activities interrelate among adolescents with ADHD.

METHOD: Adolescents with ADHD (n = 102) were compared with adolescents from the general population on leisure activities and Internet use.

RESULTS: Leisure activities among adolescents with ADHD tended to focus on Internet activities, particularly online games. Internet activities were broadening leisure activities among adolescents with ADHD, rather than being a substitute for traditional leisure activities.

CONCLUSION: Internet activities may provide adolescents with ADHD accessible means of social interaction.

sted, utgiver, år, opplag, sider
Sage Publications, 2018
Emneord
adolescent ADHD, computer games, principal components analysis, peer relationships
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap, Pedagogik; Pedagogik, Specialpedagogik
Identifikatorer
urn:nbn:se:lnu:diva-57895 (URN)10.1177/1087054715613436 (DOI)000444488700005 ()26610742 (PubMedID)2-s2.0-85053699147 (Scopus ID)
Tilgjengelig fra: 2016-11-09 Laget: 2016-11-09 Sist oppdatert: 2019-08-29bibliografisk kontrollert
Elvstrand, H., Hallström, J. & Hellberg, K. (2018). Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan: [What is technology? Preschool teachers' conceptions and experiences of technology and technology education in the preschool]. NorDiNa: Nordic Studies in Science Education, 14(1), 37-53
Åpne denne publikasjonen i ny fane eller vindu >>Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan: [What is technology? Preschool teachers' conceptions and experiences of technology and technology education in the preschool]
2018 (svensk)Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, nr 1, s. 37-53Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In recent years technology has become increasingly emphasized as educational content in the Swedish preschool, not the least with the introduction of the latest curriculum in 2010 (revised in 2016). Since preschool teachers have not had any formal technology education until just recently, it is of importance to investigate how they conceive of and experience technology in the daily activities of the preschool. The purpose of this study is therefore to describe and analyze Swedish preschool teachers’ views and experiences of technology and technology education in the preschool, focusing on what opportunities and obstacles that they see. The data consists of transcripts from focus group interviews with sixteen teachers in two Swedish preschools, and the data was coded and categorized with a thematic analysis. The results show that when it comes to opportunities, the teachers consider technology to permeate all preschool activities, and the challenge here is rather to make technology visible. In terms of obstacles, however, the teachers are also uncertain about what technology is and want to have more knowledge of technology themselves, for example, relevant concepts for various technologies or activities. They also want to know more about technology education in order to be able to educationally convey knowledge of technology to the children and to make the children conscious of the technology that surrounds them.

sted, utgiver, år, opplag, sider
Oslo: Nasjonalt senter for naturfag i opplæringen, 2018
Emneord
technology, preschool technology education, preschool teachers, conceptions, experiences, teknik, pedagogers uppfattning, förskola
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-71411 (URN)10.5617/nordina.2670 (DOI)
Tilgjengelig fra: 2018-03-06 Laget: 2018-03-06 Sist oppdatert: 2019-07-09bibliografisk kontrollert
Anderberg, M., Dahlberg, M. & Hellberg, K. (2018). Ökad förekomst av ADHD-diagnos bland ungdomar med alkohol- och narkotikaproblem. Socialmedicinsk Tidskrift, 95(1), 71-85
Åpne denne publikasjonen i ny fane eller vindu >>Ökad förekomst av ADHD-diagnos bland ungdomar med alkohol- och narkotikaproblem
2018 (svensk)Inngår i: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 95, nr 1, s. 71-85Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [sv]

Från ett tillstånd som tidigare har kopplats till en relativt begränsad andelbarnoch ungdomar har ADHD-diagnosen nu fått en större roll och betydelsei detsvenska samhället. Syftet med denna artikel är att analyseraoch diskuteraförekomsten av ADHD-diagnoser hos ungdomar som påbörjaröppenvårdför alkohol- och narkotikaproblem och hur diagnosen kan relaterastillsocialaförhållanden, droganvändning och psykisk hälsa. Studien baseraspå struktureradeintervjuer med 2169 ungdomar från nio städer för åren2013, 2014 och 2015. Resultaten visar att en betydande andel ungdomarsom vändersig till öppenvård också har en ADHD-diagnos, att det har sketten stor ökning de senaste åren, att det är en stor lokal variation och attdennagrupp ungdomar är psykosocialt utsatta med omfattande probleminom många livsområden. Den ökade förekomsten bland både pojkar ochflickor och den stora lokala variationen väcker frågor om ADHD-diagnosersorsak, tillförlitlighet och konsekvenser.

sted, utgiver, år, opplag, sider
Stockholm: Socialmedicinsk tidskrift, 2018
Emneord
Ungdomar, missbruk, ADHD, prevalens
HSV kategori
Forskningsprogram
Pedagogik, Missbruks- och beroendevård
Identifikatorer
urn:nbn:se:lnu:diva-82084 (URN)
Forskningsfinansiär
Public Health Agency of Sweden , 030672015
Tilgjengelig fra: 2019-04-23 Laget: 2019-04-23 Sist oppdatert: 2019-07-09bibliografisk kontrollert
Baric, V. B., Hemmingsson, H., Hellberg, K. & Kjellberg, A. (2017). The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder. Journal of autism and developmental disorders, 47(3), 667-679
Åpne denne publikasjonen i ny fane eller vindu >>The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder
2017 (engelsk)Inngår i: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 47, nr 3, s. 667-679Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults obtained and were able to remain in employment or further education.

sted, utgiver, år, opplag, sider
Springer, 2017
Emneord
Transition, Autism spectrum disorders, Employment, Education, Qualitative research, Services
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-64206 (URN)10.1007/s10803-016-2986-z (DOI)000396815400014 ()28005233 (PubMedID)2-s2.0-85006944037 (Scopus ID)
Tilgjengelig fra: 2017-05-23 Laget: 2017-05-23 Sist oppdatert: 2019-08-29bibliografisk kontrollert
Bolic, V., Hellberg, K., Kjellberg, A. & Hemmingsson, H. (2016). Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder. Autism, 20(2), 183-195
Åpne denne publikasjonen i ny fane eller vindu >>Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder
2016 (engelsk)Inngår i: Autism, ISSN 1362-3613, E-ISSN 1461-7005, Vol. 20, nr 2, s. 183-195Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger’s disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people’s experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger’s disorder and attention deficit hyperactivity disorder.

sted, utgiver, år, opplag, sider
Sage Publications, 2016
Emneord
Autism Spectrum Disorders, ADHD/ADD, psychosocial support, education, educational provision, services, qualitative research, special needs students
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-47656 (URN)10.1177/1362361315574582 (DOI)
Tilgjengelig fra: 2015-11-26 Laget: 2015-11-26 Sist oppdatert: 2017-12-29bibliografisk kontrollert
Hallström, J., Elvstrand, H. & Hellberg, K. (2015). Gender and technology in free play in Swedish early childhood education. International journal of technology and design education, 25(2), 137-149
Åpne denne publikasjonen i ny fane eller vindu >>Gender and technology in free play in Swedish early childhood education
2015 (engelsk)Inngår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 25, nr 2, s. 137-149Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In the new Swedish curriculum for the preschool (2010) technology education is emphasized as one of the most significant pedagogical areas to work with. The aim of this article is to investigate how girls and boys explore and learn technology as well as how their teachers frame this in free play in two Swedish preschools. The study is inspired by an ethnographic approach and is based on qualitative data collected through video-taped observations and informal talk with children and teachers in two preschools. It is concluded that girls and boys learn to approach and handle technology differently, thereby confirming rather than dissolving gender boundaries. The girls more often have a special purpose in building something they need in their play, that is, they mostly engage in technological construction as a sideline. The boys, on the other hand, more often award technological construction a central part in their play; building is an end in itself. Teachers are not so active in supporting free play involving technology among the older children, nor in giving boys and girls equal opportunities to explore and use material and toys which are not gender-stereotyped. One important implication is that in-service education needs to address not only experiments and construction but also gender issues and how teachers can create equal opportunities for boys and girls in the free play.

sted, utgiver, år, opplag, sider
Springer, 2015
Emneord
Preschool, Technology education, Free play, Gender, Sweden
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-47648 (URN)10.1007/s10798-014-9274-z (DOI)
Tilgjengelig fra: 2015-11-26 Laget: 2015-11-26 Sist oppdatert: 2017-12-29bibliografisk kontrollert
Jansson, M., Elvstrand, H. & Hellberg, K. (2014). Att göra medborgarkunskap: möjligheter, hinder och dilemman. Linköping: Linköping University Electronic Press
Åpne denne publikasjonen i ny fane eller vindu >>Att göra medborgarkunskap: möjligheter, hinder och dilemman
2014 (engelsk)Rapport (Annet vitenskapelig)
Abstract [sv]

Rapporten är skriven inom ramen för projektet Samverkan, integration och kunskap (SIK), vid Linköpings universitet och är finansierad av Europeiska integrationsfonden. I projekten sker en analys av medborgarkunskap som fenomen. Analysen bygger på en kvalitativ studie av de projekt som under tidsperioden 2010-2013 beviljats med från Integrationsfonden för att arbeta med åtgärden medborgarkunskap. Det empiriska materialet i rapporten består av dokumentanalys, observationer av projektaktiviteter samt intervjuer med projektledare och projektmedarbetare. Studiens huvudresultat visar att medborgarkunskap är ett nytt och komplext utbildningsområde som det behövs ökas kunskap kring. Vidare behöver lärandeinnehållet i medborgarkunskap problematiseras ytterligare speciellt gällande värdefrågor. Utan detta finns en uppenbar risk att fastna i stereotypa bilder och kategoriseringar gällande exempelvis gällande ”vi- och dom”. Avslutningsvis visar resultatet att det är svårt att tillvarata målgruppens delaktighet vilket också är ett område där pedagogiska arbetsformer skulle behöva utvecklas och systematiseras.

sted, utgiver, år, opplag, sider
Linköping: Linköping University Electronic Press, 2014. s. 41
HSV kategori
Forskningsprogram
Samhällsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-47640 (URN)978-91-7519-288-8 (ISBN)
Tilgjengelig fra: 2015-11-26 Laget: 2015-11-26 Sist oppdatert: 2015-12-08bibliografisk kontrollert
Hellberg, K. (2014). Att som lärare möta elevers olikheter i en specialpedagogisk kontext. In: Ann-Sofi Wedin, Ann-Marie Markström, Kristina Hellberg (Ed.), Dynamiska och komplexa miljöer: reflektioner över pedagogiska praktiker: vänbok till Glenn Hultman (pp. 75-81). Linköping: Linköping University Electronic Press
Åpne denne publikasjonen i ny fane eller vindu >>Att som lärare möta elevers olikheter i en specialpedagogisk kontext
2014 (engelsk)Inngår i: Dynamiska och komplexa miljöer: reflektioner över pedagogiska praktiker: vänbok till Glenn Hultman / [ed] Ann-Sofi Wedin, Ann-Marie Markström, Kristina Hellberg, Linköping: Linköping University Electronic Press, 2014, s. 75-81Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Linköping: Linköping University Electronic Press, 2014
Emneord
Specialundervisning, Lärare
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-47641 (URN)9789175192031 (ISBN)
Tilgjengelig fra: 2015-11-26 Laget: 2015-11-26 Sist oppdatert: 2017-12-29bibliografisk kontrollert
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