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Publications (10 of 36) Show all publications
Sellbjer, S. (2018). Avlutande essä: När det stora livet inte knackar på. In: Krantz, Joakim & Sundberg, Daniel (Ed.), Att leda lärande: En vänbok till Per Gerrevall (pp. 259-271). Kalmar, Växjö: Linnaeus University Press
Open this publication in new window or tab >>Avlutande essä: När det stora livet inte knackar på
2018 (Swedish)In: Att leda lärande: En vänbok till Per Gerrevall / [ed] Krantz, Joakim & Sundberg, Daniel, Kalmar, Växjö: Linnaeus University Press, 2018, p. 259-271Chapter in book (Other academic)
Place, publisher, year, edition, pages
Kalmar, Växjö: Linnaeus University Press, 2018
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-79468 (URN)978-91-88761-70-5 (ISBN)
Available from: 2019-01-15 Created: 2019-01-15 Last updated: 2019-01-15Bibliographically approved
Sellbjer, S. (2018). En tsunami av verb: om fakta och färdigheter i det svenska utbildningsystemet. Skola & samhälle (31 maj)
Open this publication in new window or tab >>En tsunami av verb: om fakta och färdigheter i det svenska utbildningsystemet
2018 (Swedish)In: Skola & samhälle, E-ISSN 2001-6727, no 31 maj, p. 2Article in journal, News item (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Är det ordning och reda i det svenska utbildningssystemet vad gäller relationen mellan fakta och färdigheter. Svaret är nej, enligt Stefan Sellbjer.

Place, publisher, year, edition, pages
Malmö: Föreningen skola och samhälle, 2018. p. 2
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-80536 (URN)
Available from: 2019-02-14 Created: 2019-02-14 Last updated: 2019-05-21Bibliographically approved
Sellbjer, S. (2018). “Have you read my comments? It is not noticeable. Change!”: An analysis of feedback given to students who have failed examinations.. Assessment & Evaluation in Higher Education, 43(2), 163-174
Open this publication in new window or tab >>“Have you read my comments? It is not noticeable. Change!”: An analysis of feedback given to students who have failed examinations.
2018 (English)In: Assessment & Evaluation in Higher Education, ISSN 0260-2938, E-ISSN 1469-297X, Vol. 43, no 2, p. 163-174Article in journal (Refereed) Published
Abstract [en]

The aim is to examine what characterizes feedback regarding the group of students who receive the most comments compared to the rest of the students, all failing at least one task. Could it be that teachers comment differently on the most underperforming students? Menade du: En brist i tidigare studier har varit att Till skillnad från flertalet studier kring feedback bygger studien på ett större

The empirical material consists of feedback handed out to students following a teacher training programme and is examined on the basis of a descriptive analytical investigation.  The analysis is based on four methods: the type of errors made, the number of times a student makes the same mistake, what kind of feedback was provided, and ‘de-motivational’ comments. One result is that underperforming students receive more feedback on their choice of relevant literature and on the qualification of the answer. Another result is that they receive substantially more ‘de-motivational’ ones as well as a higher proportion of the most negative and disparaging comments. A recommendation for further research is to separate feedback that is related to the qualities of the students’ work from what characterizes the teacher’s comments whatever aspect of the work is being commented on.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Feedback, underperforming students, emotions, motivation, clarity
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-67746 (URN)10.1080/02602938.2017.1310801 (DOI)000419882300001 ()
Available from: 2017-09-05 Created: 2017-09-05 Last updated: 2019-05-21Bibliographically approved
Sellbjer, S. & Nordin, A. (2018). I laughed aloud when I read that knowledge requirements come from middle school-Knowledge Progression in the Swedish Educational System. In: : . Paper presented at EERA / ECER 2018 “Inclusion and Exclusion, Resources for Educational Research?”, 3 – 7 September, Bolzano, Italy.
Open this publication in new window or tab >>I laughed aloud when I read that knowledge requirements come from middle school-Knowledge Progression in the Swedish Educational System
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-77626 (URN)
Conference
EERA / ECER 2018 “Inclusion and Exclusion, Resources for Educational Research?”, 3 – 7 September, Bolzano, Italy
Available from: 2018-09-09 Created: 2018-09-09 Last updated: 2019-02-21Bibliographically approved
Sellbjer, S. & Werner Sellbjer, F. (2018). Klimatkrisen kräver nya realistiska drömmar. Göteborgsposten (4 nov)
Open this publication in new window or tab >>Klimatkrisen kräver nya realistiska drömmar
2018 (Swedish)In: Göteborgsposten, ISSN 1103-9345, no 4 nov, p. 1Article in journal, News item (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Debatt: Medborgarna måste se ett reglerat fossilfritt samhälle som mer attraktivt, ja till och med att föredra framför dagens som kan uppfattas och ses som friare. Det är också tid för modiga ledare att träda fram och leda oss i kampen mot den globala uppvärmningen, skriver Stefan Sellbjer och Filippa Werner Sellbjer.

Place, publisher, year, edition, pages
Göteborg: Stampen media, 2018. p. 1
National Category
Other Social Sciences not elsewhere specified
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-80535 (URN)
Available from: 2019-02-14 Created: 2019-02-14 Last updated: 2019-02-21Bibliographically approved
Sellbjer, S. (2018). Kunskapskrav för superbarn?. Skola & Samhälle (26 Februari)
Open this publication in new window or tab >>Kunskapskrav för superbarn?
2018 (Swedish)In: Skola & Samhälle, E-ISSN 2001-6727, no 26 Februari, p. 2Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Malmö: Föreningen skola och samhälle, 2018. p. 2
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-74498 (URN)
Available from: 2018-05-23 Created: 2018-05-23 Last updated: 2019-05-21Bibliographically approved
Sellbjer, S. (2018). Replik på kommentarer om kunskapskrav. Skola & Samhälle (26 Februari)
Open this publication in new window or tab >>Replik på kommentarer om kunskapskrav
2018 (Swedish)In: Skola & Samhälle, E-ISSN 2001-6727, no 26 Februari, p. 2Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Malmö: Föreningen skola och samhälle, 2018. p. 2
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-74554 (URN)
Available from: 2018-05-25 Created: 2018-05-25 Last updated: 2019-05-21Bibliographically approved
Sellbjer, S. (2018). The unconscious turn in pedagogic. International Journal of Pedagogies and Learning, 13(1), 33-46
Open this publication in new window or tab >>The unconscious turn in pedagogic
2018 (English)In: International Journal of Pedagogies and Learning, E-ISSN 1833-4105, Vol. 13, no 1, p. 33-46Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to widen the understanding of the conditions of knowledge formation. Since it is, as will be argued, partly unconscious and automatized, it is also partly out of our control. Various theories which pay attention to unconscious and automatized knowledge formation are described. As the reasoning deals with a number of complex processes about man, culture, language and science, it should be seen as a palette of possible angles. The possibility of strict rationality will, in the light of these supposed circumstances, be elaborated on in relation to Bacon’s concept of Idols and to folk theories. The latter are picked up from popular culture and used in our daily efforts to make sense of events and actions. Folk theories could be seen as a modern interpretation of Idols. By means of two examples, the relevant educational implications will be illustrated. One of the cases refers to critical thinking and the other one to feedback in higher education. The final section suggests how to handle a situation with a partly unconscious knowledge formation, which requires for instance to be more humble or more open-minded.

Place, publisher, year, edition, pages
Adam House Press, 2018
Keywords
knowledge formation, unconscious, automatized, rationality, folk theories, critical thinking, feedback
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-80538 (URN)
Available from: 2019-02-14 Created: 2019-02-14 Last updated: 2019-02-21Bibliographically approved
Sellbjer, S. (2017). Meaning in constant flow: University teachers’ understanding of examination tasks. Assessment & Evaluation in Higher Education, 42(2), 182-194
Open this publication in new window or tab >>Meaning in constant flow: University teachers’ understanding of examination tasks
2017 (English)In: Assessment & Evaluation in Higher Education, ISSN 0260-2938, E-ISSN 1469-297X, Vol. 42, no 2, p. 182-194Article in journal (Refereed) Published
Abstract [en]

Effective feedback presupposes that students understand the task on which feedback is given. But what about the teachers formulating and assessing the task? Do they always understand it as intended? And if so, feedback on what? The purpose of this study is to examine how university teachers individually understand tasks distributed to students. Does interpretation differ if the teachers themselves try to solve the task, discuss the solution with other teachers, as well as trying to formulate better versions of the task? The theoretical framework rests upon a hermeneutic understanding of reality. There is thereby reason to doubt the possibility of information transfer and the understanding of feedback as a strict rational process. The empirical material is collected in connection with a development work and sections where the participants expressed uncertainty considering the interpretation of the task were transcribed. The empirical material shows that teachers interpret a task somewhat differently when examining it more carefully, on their own and together with other teachers. It also shows that the same teacher vacillate in his/her interpretation of a task when examined more thoroughly. Consequently feedback given to students also differs. The drift of meaning is probably quite minor, but still noteworthy.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
assessing, feedback, university teachers, higher education, examination task
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-51492 (URN)10.1080/02602938.2015.1096900 (DOI)000388690300002 ()2-s2.0-84945157786 (Scopus ID)
Available from: 2016-03-29 Created: 2016-03-29 Last updated: 2019-09-05Bibliographically approved
Sellbjer, S. (2017). Underkännandets praktik i lärarutbildningens kärna (1ed.). In: Per Gerrevall (Ed.), Att bedöma lärarkvalitet: Skicklighet, lämplighet & kompetens (pp. 212-230). Stockholm: Natur och kultur
Open this publication in new window or tab >>Underkännandets praktik i lärarutbildningens kärna
2017 (Swedish)In: Att bedöma lärarkvalitet: Skicklighet, lämplighet & kompetens / [ed] Per Gerrevall, Stockholm: Natur och kultur, 2017, 1, p. 212-230Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2017 Edition: 1
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-63199 (URN)978-91-27-81878-1 (ISBN)
Available from: 2017-05-08 Created: 2017-05-08 Last updated: 2019-05-21Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0928-4308

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