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Karlsudd, Peter
Publications (10 of 85) Show all publications
Karlsudd, P. (2019). Group-Oriented Individualization: A Model to Achieve the Goal of Inclusion. In: Independence Interdependence: . Paper presented at The IAFOR International Conference on Education – Hawaii 2019.
Open this publication in new window or tab >>Group-Oriented Individualization: A Model to Achieve the Goal of Inclusion
2019 (English)In: Independence Interdependence, 2019Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-80000 (URN)
Conference
The IAFOR International Conference on Education – Hawaii 2019
Available from: 2019-01-29 Created: 2019-01-29 Last updated: 2019-01-29
Karlsudd, P. (2018). Att lära genom livsberättelser. Educare - Vetenskapliga skrifter (1), 91-114
Open this publication in new window or tab >>Att lära genom livsberättelser
2018 (Swedish)In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 91-114Article in journal (Refereed) Published
Abstract [en]

It  is  known  that  life  stories  as  well  as  research  based  on  this  kind  of  texts  can   provide  university   students  with  a  deep  and  broad   theoretical  understanding.   In  the  present  study,  a  life  story  is  compared  with  the  research  literature  that   does   not   use   this   type   of   texts   as   a   method   in   education   and   research.   The   purpose   is   to   discuss   the   possibilities   and   limitations   in   the   choice   of   special   education  course  literature.  The  problem  investigated  and  discussed  is  how  to   describe  similarities  and  differences  between  a  life  story  and  research  based  on   other   methods.   urthermore,   the   life   story   is   reviewed   for   its   possibilities   to   exemplify,  deepen  and  clarify  research  results  presented  in  literature  where  life   stories  have  not  been  used.  The  life  story  that  is  analy+ed  in  this  study  involves   a  father’s  perception  and  experience  of  being  a  parent  of  a  child  with  a  devel-­‐ opmental  disorder.  The   results  of   the   study   show   that  an  instructional  design   such  as   this,  should  create  good  conditions   for  giving   the  student  general  and   specific  knowledge  in  the  fields  where  the  life  story  is  applied.  The  combination   of   two   knowledge-­‐seeking   methods   can complement   each   other   and,   in   this   way,   provide   deeper   understanding   for   the   practicum   that   the   students   will   undertake  later. 

Place, publisher, year, edition, pages
Malmö University, 2018
Keywords
Disability,  parents,  higher  education,  life  stories,  special  education  
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-72273 (URN)10.24834/educare.2018.1.5 (DOI)
Available from: 2018-04-05 Created: 2018-04-05 Last updated: 2019-01-28Bibliographically approved
Karlsudd, P. (2018). Att problematisera ”problemet”: Bedömning och utveckling av problemformuleringar i lärarutbildningens självständiga arbeten: [To problematize the ’problem’: Assessment and development of problem formulations in independent theses projects in teacher education]. Nordic Journal of Vocational Education and Training, 8(1), 1-22
Open this publication in new window or tab >>Att problematisera ”problemet”: Bedömning och utveckling av problemformuleringar i lärarutbildningens självständiga arbeten: [To problematize the ’problem’: Assessment and development of problem formulations in independent theses projects in teacher education]
2018 (Swedish)In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, no 1, p. 1-22Article in journal (Refereed) Published
Abstract [en]

How well a research problem is formulated in theses, according to many educators and textbook writers, is of great importance for the final quality of a thesis project. To investigate if there is a link between the construction and formulations of a problem and the grades well accepted and accepted, 58 theses projects were reviewed. 82 students were tested on their ability to evaluate, discuss and formulate research problems through specific exercises. The results of the comparison between how the research problem was designed and the theses gradings show that a well-formulated problem is not an absolute necessity for the grade well accepted. However, the results indicate that writers who strive to express higher ambitions when it comes to the problem have a greater opportunity to realize these in their thesis. Highly formulated problems have been well represented among the theses that receive the grade well accepted.

The conclusion of the study shows that a well constructed purpose and problem is of particular importance to achieve a good standard of a thesis project and the specific training efforts undertaken suggest that this training will continue as a regular feature of the programme.

Keywords
Educational training, independent thesis project, problem formulations, research problems, teachers education, Examensarbete, självständigt arbete, problemformulering, forskningsproblem, lärarutbildning
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-70186 (URN)10.3384/njvet.2242-458X.18811 (DOI)
Available from: 2018-01-28 Created: 2018-01-28 Last updated: 2018-02-01Bibliographically approved
Karlsudd, P. (2018). Cheating or legitimate support?: Student‐Teachers’ attitudes toward digital tools in school. Support for Learning, 33(4), 338-359, Article ID SUFL12224.
Open this publication in new window or tab >>Cheating or legitimate support?: Student‐Teachers’ attitudes toward digital tools in school
2018 (English)In: Support for Learning, ISSN 0268-2141, E-ISSN 1467-9604, Vol. 33, no 4, p. 338-359, article id SUFL12224Article in journal (Refereed) Published
Abstract [en]

Sweden has easy access to digital technology, and the majority of the country’s teachers have good digital skills. Despite this, in comparison with teachers in other European countries, there are few teachers who integrate digital tools on a daily basis into their teaching. It is not uncommon for computers and word‐processing programmes in the realm of schooling to be regarded as compensatory aids for pupils who need special support. For written examinations, usually the only implements permitted are pencil and paper, and at most schools to use the computer requires special certification. The present study has investigated future teachers’ attitudes toward digital tools and their willingness to allow pupils to use these to help them read and produce texts. How do student‐teachers regard digital artifacts? Do they see these as compensatory aids or daily, legitimate tools? Are there any significant differences in their views depending on the type of teacher education programme or how far the student has advanced in his or her education? To investigate these questions, an online survey was conducted in which 247 students from five different teacher education programmes participated. The results show that future teachers’ acceptance of digital tools is varied. Roughly, one can divide the respondents into three groups, where the first group, making up more than a third, has clearly a positive attitude toward the use of digital tools in instruction. The second group, which makes up a smaller proportion, has an ambivalent stance towards the use of digital tools and expresses uncertainty in questions regarding their use in instruction and during examinations. The third group is much more reserved about ICT‐use in school and in several cases openly negative. Based on these results, it is critical to discuss how the different types of teachers can ensure equivalence in the school mission. If teacher education wants to work towards encouraging and legitimizing the use of digital resources, there must be a clear effort made in their education and application. That knowledge and skills open up for change is one of the most important results shown in this study.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2018
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-79905 (URN)10.1111/1467-9604.12224 (DOI)000456583100002 ()
Available from: 2019-01-25 Created: 2019-01-25 Last updated: 2019-02-08Bibliographically approved
Karlsudd, P. (2017). Familjesamverkan och samsyn med stöd av IT (2ed.). In: Benzein, E; Hagberg, M; Saveman, B.I. (Ed.), Att möta familjer inom vård och omsorg: (pp. 255-268). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Familjesamverkan och samsyn med stöd av IT
2017 (Swedish)In: Att möta familjer inom vård och omsorg / [ed] Benzein, E; Hagberg, M; Saveman, B.I., Lund: Studentlitteratur AB, 2017, 2, p. 255-268Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017 Edition: 2
Keywords
Samverkan, IKT, familj, vård och omsorg, habilitering, rehabilitering
National Category
Other Health Sciences
Research subject
Health and Caring Sciences, Health Informatics
Identifiers
urn:nbn:se:lnu:diva-81780 (URN)9789144115870 (ISBN)
Available from: 2019-04-10 Created: 2019-04-10 Last updated: 2019-04-10Bibliographically approved
Karlsudd, P., Dahl, M. & Willén-Lundgren, B. (2017). Less tradition for more profession: an attempt with thesis projects in practical development. Problems of Education in the 21st Century, 75(3), 252-262
Open this publication in new window or tab >>Less tradition for more profession: an attempt with thesis projects in practical development
2017 (English)In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 75, no 3, p. 252-262Article in journal (Refereed) Published
Abstract [en]

This research scrutinises the question whether an education profile with development-oriented thesis projects in teacher education programs can provide an increased professional relevance without losing scientific quality. The methodology used in the survey can be defined as a participatory approach in which field work, document studies and interviews form the basis for data collection. The suggested activities that students used were development-oriented methods. Before the project's implementation, instructional texts and supplementary examination criteria were written with a view to guaranteeing scientific excellence, with the main aim of improving professional relevance. The results show that the course tutor initially had some trouble communicating disposition and structure, which meant that some of the students at first had doubts. Despite this, the summary assessment is that the development-oriented approach implemented with scientific quality enhanced the students` readiness for future professions.

Keywords
education, action research, teacher training, thesis projects
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-65924 (URN)000443250100004 ()
Available from: 2017-06-28 Created: 2017-06-28 Last updated: 2018-12-14Bibliographically approved
Karlsudd, P. (2017). The Search for Successful Inclusion. Disability, CBR & Inclusive Development, 28(1), 142-160
Open this publication in new window or tab >>The Search for Successful Inclusion
2017 (English)In: Disability, CBR & Inclusive Development, ISSN 2211-5242, E-ISSN 2211-5242, Vol. 28, no 1, p. 142-160Article in journal (Refereed) Published
Abstract [en]

Purpose: This study primarily aimed to find the factors which can facilitate or, alternatively, hinder inclusion efforts.

Method: Results from a number of student theses, which dealt with common issues in the area of inclusion of pupils with special needs, were brought together systematically. The method has been called area-delimited meta-study, where increased validity and generalisability are expected to strengthen development at the schools where the thesis work is carried out. A total of 18 thesis projects with a representation of 24 classrooms were included. The results of these projects have been categorised with the help of two models, positive and negative labelling, as well as inner and outer inclusion capital.

Results: The respondents in the various studies were quite positive towards inclusion. The teachers stated that inclusion offers a range of possibilities even if problems often occur during implementation. For efforts to succeed, personnel should internalise the values intrinsic to inclusion. Staff knowledge, perception and empathy are examples of the inner inclusion capital necessary to achieve the goal of inclusion. Courage, self-confidence and self-awareness are additional factors that are essential for success. Outer inclusion capital such as clear leadership and effective teamwork are conditions that promote inclusion.

Conclusion: Based on the results, it would be logical to invest in the positive labelling factors that are identified and at the same time work towards minimising the negative factors. The work can be further developed with area-delimited meta-studies, and future thesis projects could be initiated with a structure that is more participatory and action-oriented.

Limitations: One problem in evaluating the circumstances around inclusion is that the respondents' interpretation of the definition of the word inclusion may vary. Even the experience of how inclusion works can differ between the teachers involved in the study. Despite these difficulties, the overall results provide a robust picture of the problems and opportunities that fit within the area. Differences in teacher interpretation could also be an important element for the research.

Place, publisher, year, edition, pages
Amsterdam: Vrije University, 2017
Keywords
Inclusion, integration, positive and negative labelling, inclusion capital, pupils in need of special support.
National Category
Pedagogy
Research subject
Education, Special Education
Identifiers
urn:nbn:se:lnu:diva-65210 (URN)
Available from: 2017-06-13 Created: 2017-06-13 Last updated: 2018-01-31Bibliographically approved
Karlsudd, P. (2015). Det tårdränkta barnet: Forskningsgenomgång, diskussionsfrågor och förslag till arbets- och fördjupningsuppgifter..
Open this publication in new window or tab >>Det tårdränkta barnet: Forskningsgenomgång, diskussionsfrågor och förslag till arbets- och fördjupningsuppgifter.
2015 (Swedish)Other (Other (popular science, discussion, etc.))
Publisher
p. 57
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-41038 (URN)
Available from: 2015-03-20 Created: 2015-03-20 Last updated: 2015-03-26Bibliographically approved
Karlsudd, P. (2015). Det tårdränkta barnet: Min berättelse om att bli pappa till ett barn med utvecklingsstörning. Lund: Palmkrons förlag
Open this publication in new window or tab >>Det tårdränkta barnet: Min berättelse om att bli pappa till ett barn med utvecklingsstörning
2015 (Swedish)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Palmkrons förlag, 2015. p. 102
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:lnu:diva-41037 (URN)978-91-89638-36-5 (ISBN)
Available from: 2015-03-20 Created: 2015-03-20 Last updated: 2017-12-29Bibliographically approved
Karlsudd, P. (2015). ICT and Learning In School. Journal of Emerging Trends in Computing and Information Sciences, 6(12), 677-684
Open this publication in new window or tab >>ICT and Learning In School
2015 (English)In: Journal of Emerging Trends in Computing and Information Sciences, ISSN 2079-8407, E-ISSN 2218-6301, Vol. 6, no 12, p. 677-684Article in journal (Refereed) Published
Abstract [en]

This study represents a test of systematically bringing together the results of a number of degree projects dealing with joint issues within the fields of ICT and learning. The method has been named a field-limited met study, in which increased validity and generalizability are expected to strengthen school development in the region comprised by the study. A total of 16 studies were conducted in a limited geographical area including a representative sample of 79 schools. Two questions asked in the study were: What is the approach to learning ICT in the schools studied? and What possibilities and obstacles may arise when implementing ICT in schools? By breaking down the structure into individual, technology and organization the result was analyzed from four learning approaches. It shows that the most frequently represented approach is the one referred to as progressivism, where the student is in focus and activity pedagogy dominates, while perrenialism, an approach that emphasizes the invariable character of knowledge, is very poorly represented in the study. The teachers represented in the various studies are largely positive to ICT, in which they envisage a range of possibilities for the learning environment. With regard to technology, a great number of schools are facing problems. There is a lack of maintenance and support, both technical and pedagogical, as testified by a great many teachers. In respect of the overarching organization, the principal is viewed as the key person. A clear pedagogical strategy for the use of digital tools is also requested. With the support of the overall picture emerging from the study analysis, there are good reasons for developing work on field-limited met studies. A further step in this direction may be to allow teacher-students to plan and take part in longitudinal projects to increase the validity of the overall picture of important fields of development.

Keywords
ICT, learning, learning approaches, implementation, school, field-limited met studies
National Category
Pedagogy Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-48790 (URN)
Available from: 2016-01-14 Created: 2016-01-14 Last updated: 2017-12-29Bibliographically approved
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