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Karlsudd, Peter
Publications (10 of 86) Show all publications
Karlsudd, P. (2019). Group-Oriented Individualization: A Model to Achieve the Goal of Inclusion. In: The IAFOR Hawaii Conference Series 2019: Independence Interdependence: Programme & Abstract Book, January 03-05, 2019, Honolulu, Hawaii, USA: . Paper presented at The IAFOR International Conference on Education (IICEHawaii) – Hawaii 2019.
Open this publication in new window or tab >>Group-Oriented Individualization: A Model to Achieve the Goal of Inclusion
2019 (English)In: The IAFOR Hawaii Conference Series 2019: Independence Interdependence: Programme & Abstract Book, January 03-05, 2019, Honolulu, Hawaii, USA, 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 (IICEHawaii) – Hawaii 2019
Available from: 2019-01-29 Created: 2019-01-29 Last updated: 2019-04-30Bibliographically approved
Karlsudd, P. (2019). SWEDISH STUDENT-TEACHERS IN DIGITAL ACTIVITIES:: DIGITAL COMPETENCE THROUGH DEVELOPMENT-ORIENTED THESIS PROJECTS. International Journal of Computer Science & Information Technology (IJCSIT), 11(3)
Open this publication in new window or tab >>SWEDISH STUDENT-TEACHERS IN DIGITAL ACTIVITIES:: DIGITAL COMPETENCE THROUGH DEVELOPMENT-ORIENTED THESIS PROJECTS
2019 (English)In: International Journal of Computer Science & Information Technology (IJCSIT), ISSN 0975-4660, E-ISSN 0975-3826, Vol. 11, no 3Article in journal (Refereed) Published
Abstract [en]

This article defines attempts using development-oriented thesis projects to increase teachers’ and pupils’ digital capability. To offer a more practice-oriented focus in the teacher education, the elementary school student-teachers were stimulated to participate in thesis projects with the purpose of developing the school events.Thirteen of the development-oriented thesis projects carried out during 2015-2018 involved testing the student-teacher’s ability to study and formulate the competence needs regarding digital learning at the practicum-school, as well as the results of carrying out activities for increasing the digital competence. The investigation is based on a review of completed thesis projects, process journals, and presentations and discussions in subsequent reports. An initial analysis of the thirteen development projects reveals two clear goal directions. One focus is on traditional knowledge goals and the other on more social goals. The outcomes clearly show that development-oriented thesis projects can be an effective way to increase the digital skills of teachers and pupils. Projects with distinct goals for collaboration and shared learning have reached further goal attainment than the projects focused more on discrete instruction and learning.When digital tools were used as a means to work with another area, for example, physical activity or democracy issues, the developed competence in digital skills became more pronounced and lasting. Digital competence is an important development area for school activities, and this study shows that development-oriented thesis projects can be an effective means toward a successful project. 

Keywords
Development-oriented, Digital tools, Teacher education, Teacher training, Thesis projects
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-86140 (URN)
Available from: 2019-07-02 Created: 2019-07-02 Last updated: 2019-07-02
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.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2018
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: 2019-07-09Bibliographically 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 ()2-s2.0-85021785767 (Scopus ID)
Available from: 2017-06-28 Created: 2017-06-28 Last updated: 2019-05-28Bibliographically 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)10.5463/DCID.v28i1.577 (DOI)2-s2.0-85020690660 (Scopus ID)
Available from: 2017-06-13 Created: 2017-06-13 Last updated: 2019-05-28Bibliographically 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
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