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  • 1.
    Aarenstrup, Sophie
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Granholm, Fredrika
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Att vara syskon eller partner till en person med ätstörningsproblematik2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats har varit att belysa behandlares uppfattningar om syskon och partners upplevelser av att ha en nära person med en ätstörning, samt betydelsen av att involvera dem i den drabbades behandling. Studien genomfördes med en kvalitativ metod där semistrukturerade intervjuer utfördes med 6 behandlare på olika ätstörningsverksamheter i Sverige. Resultat och slutsats visade att syskon och partners, samt andra närstående, är betydelsefulla för patientens tillfriskande. Det är viktigt att syskon och partners involveras i behandling, och att de får information om sjukdom och behandling. Syskon ska inte anta en ansvarsroll, medan partner behöver ta ett visst ansvar i vardagen. Ätstörningar har en tydlig påverkan på partners och syskon, samt på närstående i allmänhet. Närstående bör få goda verktyg till hur de kan vara ett stöd på bästa sätt till den drabbade. Behandlaren ska bemöta närstående med förståelse, respekt och ingen skuldbeläggning. Det är väsentligt för patientens motivation och tillfrisknande att det finns en god och nära relation till de närstående som är involverade i behandlingen. Det finns en brist på forskning inom detta område. Vidare forskning krävs för att stärka studiens resultat och slutsats.

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  • 2.
    Abedin, Pedram
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Pihl, Oskar
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Ungdomar på SiS-institution: -Personalens uppfattning om och upplevelser av aggressivt beteende2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie var att få en inblick och förståelse för personalens uppfattningar om och upplevelser av ungdomars aggressiva beteenden som befinner sig på en SiS-institution. Dessutom har personalens bemötande gentemot dessa ungdomar belysts från svaren och resultaten av frågeställningarna. En kvalitativ forskningsmetod med utgångspunkt från hermeneutiken användes för att utföra studien tillsammans med semistrukturerade intervjuer med ett antal respondenter från en SiS-institution. von Wrights (2000) relationella och punktuella perspektiv användes som teoretisk utgångspunkt till studien. Resultatet redovisar att respondenterna uppfattade, upplevde och erfarar att ungdomarna som placeras vid institutionen minst någon gång under vistelsen uppvisar ett aggressivt beteende. Det kan även ses i resultatet att personalen upplever att dessa ungdomar i de flesta fall har många av de faktorer som orsakar ett aggressivt beteende med sig till institutionen från deras bakgrund och familjesituation.

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    Ungdomar på SiS-institution
  • 3.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Barns övergångar till och från förskoleklass: Gränser, identiteter och (dis-)kontinuiteter2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overall aim of this study is to gain knowledge of how the transitions to and from preschool class are described and understood by children. Previous research has indicated that transitions between different school forms can be seen as both problematic and threatening. Transitions should be facilitated and "smooth", something that indicates that continuity is important. Of interest for this study is to gain knowledge of children's perspective of continuities: which continuities and discontinuities children express intransitions.

    Transitions are theoretically considered as social processes that are constructed, shared and reconstructed together with others. In these processes, children mark and construct borders through speech and action. Their border markings (for example, expression of differences and/or similarities between different communities and between different school forms) also become part of a child's identity constructions.

    The thesis is based upon the research described in three articles. The empirical data underlying these studies was constructed in a longitudinal ethnographic inspired field work where children have been observed in two transitions between three different school forms: preschool, preschool class and compulsory school.

    Results suggest that from children’s perspectives the transitions between different school forms contain challenges, opportunities, limitations, changes and preservation. However, the transitions also involve expressions concerning security, risk-taking and include visual markings between the different school forms.

    One of the conclusions that can be drawn from this work is that it isn’t enough to turn to policy level, such as curricula or even teachers’ aims or aspirations to facilitate these transitions. The child’s perspectives need to be taken into account. Through children's narratives, we have gained knowledge about the opportunities transitions can offer, but also how transitions can be considered as threats or be difficult to interpret for children. This study has also increased our understanding of the importance of continuity as well as discontinuity to mark borders between different school forms.

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  • 4.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children Crossing Borders: School Visits as Initial Incorporation Rites in Transition to Preschool Class2013In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 45, p. 387-410Article in journal (Refereed)
    Abstract [en]

    Most research about transition in educational settings describes how children enter into new contexts, especially transition from preschool to school. However, the overall research focus in this article is to gain knowledge about how the transition process can be characterized at the end of the preschool period prior to the actual transition. The data reported in this article was generated through visits to preschool class which have the intention to prepare children prior to the transition. The results support the conclusion that the transition process can be characterized as circular rather than linear, or maybe a spiral process that loops back and forth. The children in this study engage in a number of border encounters and border crossings between preschool and preschool class during the spring semester prior to the actual entering. After each border crossing they return to preschool and seem to reconstruct their experiences and expectations of preschool class. This looping movement highlights the identity deconstructions as a social learning process over time. It is shown that children enter the transitions process long before they actually (physically) enter or visit school. The results also propose that the transition is a period when the constructing of identities as ex preschool children may be important. In this process, the teachers in preschool have an important role in order to facilitate the children’s disengagement from preschool. The study also implies the need for teacher collaboration in order to make the transition transparent and explicit for the children.

  • 5.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children’s Play and Teacher’s Playful Teaching: A Discussion about Play in the Preschool Class2017In: British Journal of Education, Society & Behavioural Science, ISSN 2278-0998, Vol. 19, no 4, p. 1-13, article id BJESBS.31653Article in journal (Refereed)
    Abstract [en]

    In this article, the play used in preschool class education is discussed. On the one hand, research has shown that there seems to be a positional shift towards a more academic and schoolpreparatory positioning of the preschool class education. On the other hand, this is still a voluntary school form that shall be based on preschool traditions and play. In addition, research has shown that there actually is a weak emphasis on care provision and play in this educational practice. There is also a lack of knowledge about how play is used and conditioned. The purpose for this study is therefore to analyze the play used in preschool class education. Data for the study is extracted from an 11 months ethnographic case study and the original empirical material consists of 1013 minutes of recorded film in addition to 224 A4-pages of field notes constructed during one year in one preschool class. Examples of common, ordinary and recurring play situations during the school year were selected from this material. Inspired by qualitative content analysis the selected play situations were joined together in three different categories: 1) The optional play, 1) The cultural play, and 3) The educational play. In line with previous research, the results show that play in preschool classes never is “free”. Rather, it is conditioned and framed by the teachers (present or not present); children are committed to play in a certain way and a certain time. In addition, there is a future perspective in the use of play. Playing activities seems often to be closely linked to educational goals.

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  • 6.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children’s transition from preschool to school: Expectations, experiences and (re)constructions of identities when crossing borders.2013In: Disruptions and eruptions as opportunities for transforming education: Abstract book, NFPF & NERA , 2013Conference paper (Other academic)
    Abstract [en]

    Research topic

    Most research about transition describes children’s entering into new contexts, especially transition from preschool to school. However, the overall research focus in this study is to describe how the transition process can be characterized at the end of the preschool period.

    Theoretical and Methodology framework

    The study aims to approach the children’s perspectives of transition, and the data is constructed through both observations and conversations with children. The theoretical framework providing the basis for this study includes theories of transition, borderland theories and theories of identity constructions. The study adopts the theoretical position that children pass through certain institutional borders in transition from preschool to the preschool class. Transition is a phase in which individuals start to re-define their perception of who they are as they enter new social contexts. One assumption is that children themselves can influence, challenge and stretch those borders, or even create their own borders.

    Main findings

    The results support the conclusion that transition is a circular process rather than linear, or maybe as a spiral that loops back and forth. It is shown that children enter the transitions process long before they actually enter or visit school, but it is also shown that the transition process isn’t all clear for all children. The study also proposes that transition is a period when the constructing of identities as Ex preschool children is important.

    Relevance for Nordic Educational Research

    The transition from preschool to school is managed in different ways and at different times in children’s life across the world. This study puts the spotlight on the Swedish preschool class that is placed at the crossroads, in the borderland, between preschool and primary school.

  • 7.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children's transitions to and from preschool class: Borders, identities and (dis-)continuities2015In: Abstract book. NERA 2015, Marketisation and differentiation in education.: 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015, 2015Conference paper (Refereed)
    Abstract [en]

    Research topic: Research suggests a tension around transitions in the early years: while borders between school forms have become more clearly marked, there are also ambitions that transitions between them should be “soft” – that is, not posing potential threats for children. The overall purpose of the research is to gain knowledge of how transitions to and from preschool class can be understood from children’s perspectives in terms of border crossings, identities and continuities. Theoretical and Methodology framework: The study aims to approach the children’s perspectives of transition, and the data is constructed through both observations and conversations with children. The theoretical framework providing the basis for this study includes theories of transition, borderland theories and theories of identity constructions. The study adopts the theoretical position that children pass through certain institutional borders in transition from preschool to the preschool class. Transition is a phase in which individuals start to re-define their perception of who they are as they enter new social contexts. One assumption is that children themselves can influence, challenge and stretch those borders, or even create their own borders. Main findings: The results show that transitions between school forms can be considered as threats for children in terms of social discontinuity. The results also show that a smooth transition appears to be a spiral process in which children have the opportunity to commute back and forth across borders between different school forms, and engage in different communities in different arenas. In addition, the results show that children desire educational continuity. However, this appears to be difficult to construct in preschool class as the educational landscape is changing and preschool and school is moving closer to each other in terms of content and focus. Relevance for Nordic Educational Research: Children’s transitions from preschool to school are managed differently across the world. This study puts the spotlight on the Swedish preschool class that is placed in the borderland between preschool and primary school.

  • 8.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children’s transitions to school in a changing educational landscape: Borders, identities and (dis-)continuities2014In: International journal of transitions in childhood, ISSN 1833-2390, Vol. 7, p. 3-15Article in journal (Refereed)
    Abstract [en]

    This article reports findings from research on children’s perspectives of the transitions from preschool to compulsory school via the preschool class. In this article transitions as possible threats, continuity and ‘smooth transition’ and are discussed. As in many countries around the world, there are indications that preschool and school in Sweden are moving closer together in terms of assignments and content - movements that are likely to affect even the youngest children. The results highlight the complexity of transitions and its implications for educational practice, but also shed light on the organizational conditions which children have to cope with in transitions.

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  • 9.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Den komplexa väven: Att organisera för barns övergångar till och från förskoleklass2015In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 11, no 4, p. 1-16Article in journal (Refereed)
    Abstract [en]

    This study focuses on how children's transitions to and from preschool classes are organized in different schools. Principal’s arguments for this organization were sought via a web-based survey and analyzed using the frame factor theory in addition to theories of practical sense and the concept of continuity. The results show that children tend to make more transitions between social communities the younger they are. The distribution of the principal’s answers show that the majority of them, because of external conditions, split the preschool groups to new classes in the transition to preschool class. However, the same movements are not indicated in the transition to first grade. The results show how the work of organizing chidren’s transitions represent a complex web of external actual conditions as the number of children and the recruitment area of the school, the internal logics and ideas about what is best for children and best for continued learning as well as the school's own traditions of working with transitions.

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  • 10.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Fritidshemmet som en kontinuitetsskapande arena2017In: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola / [ed] Anne Lillvist och Jenny Wilder, Lund: Studentlitteratur AB, 2017, 1, p. 99-116Chapter in book (Other academic)
  • 11.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    "From a big and competent preschool child to a small school child in need of care": Parent's perspectives on their children's transition to preschool class.2015In: Abstract book. Innovation, Experimentation and Adventure in Early Childhood, 25th EECERA Annual Conference, Barcelona September 7-10, 2015, 2015Conference paper (Refereed)
    Abstract [en]

    The objective is to examine parent’s expectations and concerns about upcoming transitions, as well as how parents describe their children in transition. Research has shown that the time before and after school start can be seen as an important period of life. Transitions can also pose a particular strain. Although children often are well prepared, they can “get lost in transition” when exit and entry processes in different school forms are floating into each other. Therefore, support from parents and teachers could be considered as crucial. The analysis is built on theories of transition and socio-cultural perspectives where surroundings, relationships, critical events and contexts become important. The data consists of 173 questionnaires answered by parents to children who are about to make the transition to school. The questionnaires were answered a few months prior to the actual transition, when the head masters invited the parents to visit school and to get informed about the preschool class. The parents could choose whether they wanted to participate in the study or not. The results show that even though the parents seem excited about their children’s next step on the educational ladder they also describe certain concerns. The most reoccurring theme in the narratives is the descriptions of the big and competent preschool child who becomes a small school child in need of care after the transition to preschool class.  Hearing parent’s concerns and understandings about their children in transition informs us how we can prepare both children and parents for transitions.

  • 12.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Från förväntningar till motstånd och anpassning: Fyra barns övergångar till och från förskoleklass2013In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 6, no 15, p. 1-23Article in journal (Refereed)
    Abstract [en]

    This article focuses the Swedish preschool class and the transitions from preschool to compulsory school, out from children’s perspectives. The study indicates that children, in these transitions, are constructing identities such as future pupils, Ex preschoolers, playful preschool class children and adjusted and responsible pupils. It’s indicated that children’s ways of defining themselves, and their markings of borders between the institutions, are changing over time and are depending on the current context. The study also highlights how Swedish children conduct two school entries where they have to reconstruct both their identities and their understanding of institutional borders.

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  • 13.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Mind the Gap!: Children’s transition from preschool to school: the Swedish example.2013Conference paper (Other academic)
    Abstract [en]

    This paper explores children’s transition from preschool to school in the Swedish context. Continuity in transition between school forms has often been stressed by for example national and international policy makers. But what is continuity? This concept is seldom defined. The paper is based on results from my forthcoming thesis, which explores children’s perspectives on the Swedish preschool class and children’s transition from preschool to school. When re-analyzing the empirical data in search for indications of continuity, I found that children in transition to school enhances that this process includes gaps and discontinuities – discontinuities that children put forward as positive.

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  • 14.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Parents' Emotional and Academic Attitudes Towards Children's Transition to Preschool Class: Dimensions of School Readiness and Continuity2017In: Families and Transition to School / [ed] Sue Dockett, Wilfried Griebel, Bob Perry, Springer, 2017, 1, p. 147-162Chapter in book (Refereed)
    Abstract [en]

    The aim for this study is to examine Swedish parents’ expectations and concerns about their children’s upcoming transition from preschool to preschool class. The empirical data for this study consists of 176 questionnaires answered by parents of children who are about to make this transition. The results show that parents, primarily those whose oldest child is now making the transition to the preschool class, generally seem to be more concerned and worried about the transition than the other parents. They present an emotional attitude towards the children’s transition to the preschool class. In addition, parents who primarily have older children already attending school present a more academic attitude towards the children’s transition. The way parents describe their children in transition is closely connected to the concept of school readiness, and the results show that school readiness can be described as a social and cultural construction that differs across contexts, situations, expectations and previous experiences.

  • 15.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Supporting Children’s Transition from Preschool to the Leisure Time Center2016In: Journal of Education and Human Development, ISSN 2334-296X, E-ISSN 2334-2978, Vol. 5, no 3, p. 27-37Article in journal (Refereed)
    Abstract [en]

    The leisure time center is an important arena for families and children in school. However, there is a lack of knowledge about the leisure time center’s role in children’s transition from preschool to school. Research has shown that transitions are a critical event which often involves discontinuities. Therefore, this article investigates how children’s transition from preschool to the leisure time center in school is organized and conducted, and how the leisure time center can construct and provide a sense of continuity for children in this transition. The leisure time center can be understood as an arena at the intersection between other educational settings. By cooperation and sharing information with teachers in other school forms, the teachers in the leisure time center can provide important support for children in transition. By arranging priming events, teachers can help children to create security and meaning in the transition as well as before the actual entering into the setting.

  • 16.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Teachers crossing borders: A longitudinal study of a new profession2015In: Abstract book. NERA 2015, Marketisation and differentiation in education.: 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015, 2015Conference paper (Refereed)
    Abstract [en]

    Research topic: The overall purpose of this longitudinal research project is to study professional trajectories in the first intake of students which graduated 2014 from the newly reformed teacher education with specialization towards work in the leisure-time center. The main objective for these students is both to work in the leisure time center’s traditional activities, and to work as a teacher in a school subject. This project aims to gain knowledge about which professional trajectories that are possible for this new category of teachers. When are their skills asked for? How do they construct their professional identities? Theoretical and Methodology framework: Border theories and theories of identity constructions are used as theoretical foundations in this research. Such theories provide tools for studying how social borders are established and maintained, and how professional identities are constructed by considering themselves in the light of others. In addition occupation theories are used. In attempting to describe and explain the teachers' movements within the profession, the term breakpoints is used to study how movements across borders in an education system affects the choices made. 40 newly graduated teachers are included in the project, and the methods used are recurring surveys and interviews when they enter the labor market and during their first five years of employment. Main findings: The first survey, answered by the students prior to their graduation, highlights how the students anticipate entering a hybrid profession, and by this facing new dilemmas. They are entering a new and dual professional role where a balance must be maintained between two assignments. To be able to do this balancing, to cross professional borders and to find enough time to combine the assignments, is considered to be the big challenge. In addition, they see a challenge in defining their new profession in the light of the old. The second survey focused on mapping which career trajectories the students took during their first year on the labor market, and is now undergoing analysis. Relevance for Nordic Educational Research: This study puts the spotlight on the Swedish teacher education which is quite unique in a Nordic perspective

  • 17.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    To be or not to be? (A child in transition). 2023In: Children's curiosity, agency and partiocipation: Challenges for professional action and development., 2023Conference paper (Refereed)
  • 18.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Transitions – Times of Reconstructions2013In: International Journal of Transitions in Childhood, ISSN 1833-2390, Vol. 6, p. 16-27Article in journal (Refereed)
    Abstract [en]

    This article reports children’s perspectives of the transitions from preschool to compulsory school via the preschool class. The study indicates that children’s ways of defining themselves, and the ways in which they mark borders between different school forms, change over time. In this process, time and place are crucial. The study highlights how Swedish children make two school starts as they enter the preschool class and then school. Each of these events demands energy in reconstructing identities and understandings of the new school forms.

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  • 19.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Ur barnens perspektiv2015In: Förskoletidningen, ISSN 0348-0364, Vol. 40, no 2, p. 16-18Article in journal (Other (popular science, discussion, etc.))
  • 20.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Övergångar mellan skolformer: Kontinuitet och progression från förskola till skola2016Book (Other academic)
    Abstract [sv]

    Barn gör tidigt i livet flera övergångar mellan skolformer och mellan sociala gemenskaper. Dessa övergångar handlar om att lämna något känt och möta något nytt och okänt, vilket ställer stora krav på barnen, men också på de lärare barnen möter i de olika verksamheterna. Helena Ackesjö ger här exempel på hur lärare i förskola, förskoleklass, fritidshem och skola kan arbeta för att åstadkomma kontinuitet i övergångarna och progression i den undervisning som erbjuds i de olika verksamheterna. Dessutom beskriver hon hur övergångar kan förberedas och organiseras.

  • 21.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Berggren, Jonas
    Kalmar Municipality.
    Dahl, Marianne
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Ellborg, Katarina
    Linnaeus University, School of Business and Economics, Department of Organisation and Entrepreneurship.
    Per-Ola, Friman
    Kalmar Municipality.
    Kari, Koskenkorva
    Kalmar Municipality.
    Entreprenöriell fritidspedagogik: att bygga handlingskraft, mod, självtillit och motivation2017 (ed. 1)Book (Other academic)
  • 22.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Landefrö, Anna
    Föräldrakooperativet Filsan i Vickleby.
    På spaning efter en gräns: Några barns perspektiv på skillnader mellan förskoleklassens och fritidshemmets verksamheter i Sverige.2014In: Barn, ISSN 0800-1669, E-ISSN 2535-5449, Vol. 32, no 3, p. 27-43Article in journal (Refereed)
    Abstract [sv]

    Majoriteten av alla sexåringar deltar i både förskoleklass- och fritidshemsverksamhet, vilket innebär att de dagligen vandrar över gränsen mellan två historiskt och traditionellt skilda arenor. Föreliggande artikel strävar efter att vinna kunskap om några barns perspektiv på skillnader mellan verksamheterna och på vad som utmärker de olika institutionernas identiteter. Empirin består av intervjuer och observationer som har genererats genom en mindre fallstudie. I studien flätas teorier om gränser, övergångar och identiteter samman, och som analytiska begrepp har gränsmarkeringar, skillnader och gränsöverträdanden använts. Resultaten visar att barnen beskriver innehållsliga skillnader mellan verksamheterna; lek och fria val är centralt i fritidshemmet medan skollikt lärande och vuxenstyrning verkar centralt i förskoleklassen. Dock verkar barnen inte med säkerhet kunna avgöra var gränsen mellan de olika verksamheterna dras och när övergången mellan verksamheterna sker. I empirin framträder att lärarna använder delar av fritidshemstiden till att bemästra förskoleklassens åtaganden, vilket bidrar till att gränsen mellan verksamheterna blir svårtolkad för barnen. Även om studien är liten till sin karaktär indikerar den att tydliga institutionella identiteter verkar ha svårt att konstrueras och upprätthållas då lokaler, lärare och aktiviteter för förskoleklass och fritidshem verkar vara i stort sett desamma på båda sidor av gränsen.

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  • 23.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Lindqvist, Per
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    "Att jag kallar mig själv för lärare i fritidshem uppfattar jag skapar en viss provokation": Om de nya grundlärarna med inriktning mot arbete i fritidshem2016In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 86-109Article in journal (Refereed)
    Abstract [en]

    In 2014 the first cohort of (a newly designed group of teachers) ”primary teachers with a specialization in extended school education” graduated from Swedish universities. In addition to the traditional formal qualifications as leisure pedagogues their degree also includes the competency to teach practical/aesthetical subjects in compulsory school up to year six. The newly designed teachers thus have to relate to dual professional identities and try to maintain balance between their work in the traditional socially oriented recreation centers against their teaching in a goal- and results-driven school. In this article we study a group of 40 new teachers before and after graduation, trying to get hold of how they perceive and negotiate their professional identities and how they orient themselves in the professional landscape. The results show that the graduates try to balance their own ideals and professional intentions against traditional professional identities and labor market conditions.

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  • 24.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Persson, Sven
    Malmö Högskola.
    Barns erfarenheter av sociala gemenskaper i övergångarna till och från förskoleklass2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, no 1, p. 5-30Article in journal (Refereed)
    Abstract [sv]

    Tidigare forskning har visat att splittringar i barns relationer är en negativ faktor för barn i övergången från förskola till skola. Syftet med denna studie är att vinna kunskap om hur barn resonerar om övergångarna till och från förskoleklassen, och hur övergångarna inverkar på barnens kamratrelationer och tillhörighet i sociala gemenskaper. Studien är en etnografisk longitudinell studie, där samtal med barnen under 1,5 år i tre olika skolformer utgör det empiriska fundamentet. Resultaten visar att övergångar mellan skolformer innebär en relationell påfrestning för barn, där deras upplevelse av tillhörighet i sociala gemenskaper sätts på prov. I studien presenteras två aspekter av diskontinuitet mellan skolformer; den sociala och den fysiskt rumsliga. I linje med studiens resultat finns fog att vidare reflektera över hur barns tillhörighet i sociala gemenskaper villkoras av ständiga förändringar i gruppsammansättningar i samband med övergångarna, och hur det kan vara möjligt att förebygga ofrivilliga avbrott i barns relationer. I studien framstår förskoleklassen som en plats med begränsade möjligheter för sociala gemenskaper – ett år av övergångar till och övergångar från. Det kan därför vara relevant att vidare reflektera över förskoleklassens uppdrag att främja barns sociala gemenskaper.

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  • 25.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy. Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Persson, Sven
    From the immature six-year-old to the school-obliged pupil – a document analysis2021Conference paper (Refereed)
  • 26.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Persson, Sven
    Malmö University, Sweden.
    Förskoleklassen bortom bron.: Innehåll, mål och mening i undervisningen2017In: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola. / [ed] Anne Lillvist och Jenny Wilder, Lund: Studentlitteratur AB, 2017, 1, p. 79-98Chapter in book (Other academic)
  • 27.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Persson, Sven
    Malmö University.
    The educational positioning of the preschool class at the border between social education and academic demands: An issue of continuity in Swedish early education?2016In: Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016, 2016Conference paper (Refereed)
    Abstract [en]

    The aim is to produce knowledge about the educational position of the preschool-class education. The preschool-class may be regarded as a borderland practice, a school form that cannot be characterised as either school or preschool. Studies and evaluations have shown that there is a lack of clarity regarding the mission of the preschool-class. The preschool-class teachers are active in the construction of their educational field and their teaching in the preschool-class. The concept of educational positioning is related to the framework of curriculum theory. Curriculum theories may be viewed as theories that focus three central questions: how educational goals are formulated, how the knowledge to be learned is chosen, and how methods are developed to teach this knowledge. The study examines the weekly reports that teachers send home to the parents each week. The study comprises 249 weekly letters from eight preschool-classes. The letters contains descriptions of how the teaching is organized. They also include the goals of their activities and which values the activities of the preschool-class are based on. The teachers could choose whetherthey wanted to participate in the studyor not. No names of children or schools are mentioned. The results illustrate how teachers in their weekly reports construct an educational position that is influenced both by the social pedagogical position with an existence-oriented education and the academic school readiness position by preparing children for further schooling. This causes a variation in the preschool-class education. The results raise questions about continuity and equivalence in early education.

  • 28.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Persson, Sven
    Malmö University.
    The Educational Positioning of the Preschool-Class at the Border between Social Education and Academic Demands: An Issue of Continuity in Swedish Early Education?2016In: Journal of Education and Human Development, ISSN 2334-296X, E-ISSN 2334-2978, Vol. 5, no 1, p. 182-196Article in journal (Refereed)
    Abstract [en]

    This study’s overarching aim is to produce knowledge about the educational position of the preschool-class in a changing educational landscape. This position is analyzed through teacher’s own descriptions in the weekly reports they send home to the parents each week. The results illustrate how teachers in their weekly reports construct an educational position for the pre-school class that is influenced both by the social pedagogical position with an existence-oriented education and the academic school readiness position by preparing children for further schooling. This causes a variation in the preschool-class education and raises questions about continuity and equivalence in early education.

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  • 29.
    Adolfsson, Carl-Henrik
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Kunskapsfrågan: En läroplansteoretisk studie av den svenska gymnasieskolans reformer mellan 1960-talet och 2010-talet2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In a society where the labour market is becoming increasingly knowledge intensive and more differentiated, education has assumed greater importance for the capitalist states integrative functions as for the competitiveness in the global economy. As a consequence, the educational system has become a key governing resource for the state to meet and manage different kinds of social changes and problems. Against this background the thesis raises the main question - “what kind of societal problems are the educational reforms studied here considered to be the solution of?” The aim of this thesis is to deepen the understanding of the changes of the formation of knowledge in Swedish upper secondary curriculum between the 1960s and 2010s. In what way attained these changes in view of knowledge legitimacy in relation to the socioeconomic context? And what do these changes mean in terms of the attribution of the positioning of upper secondary school pupils and teachers?

     

    This thesis draws on a “classical” theoretical framework of curriculum theory (i.e. the frame-factor theory) this means that the analytical focus is directed at the relationship between the content of the curriculum and the social context. With theoretical and methodological inspiration from critical realism and critical discourse analysis (CDA) the thesis argue for an alternative way to theoretical and empirical examined this relationship. Three historical reform periods are used to explore the discursive changes in the formation of knowledge in the Swedish upper secondary education reforms.

     

    The results show how changes in socioeconomic conditions, such as economic crisis, over time have acted as important triggers for governing mechanisms embedded in the control of the educational system. These changes and mechanisms, in turn, have resulted in some major discursive knowledge shifts between the reforms studied, from the 1960s combination of an economic-rational and an objective-subject knowledge discourse, through the deregulated goal-rational and socio-cultural oriented knowledge discourse of the 1990s towards the 2010s knowledge discourses that are characterized by an increased focus on learning outcomes and measurability. Against the background of these discursive shifts, the analysis also points to some underlying continuities in terms of a general “reform imperative”, based on a number of overarching values ​​such as efficiency and rationality. The result show how this imperative was embedded in all three educational reforms and has ruled the order of discourses about what was deemed to be legitimate curriculum knowledge, a professional teacher and a desirable pupil.

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  • 30.
    Adolfsson, Mette
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Lindgren, Marie
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Lustfyllt lärande: Hunden - mer än människans bästa vän2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study, based on the sociocultural perspective, aims to show the significance of motivation and feedback concerning pupils with writing problems. The study was based on a writing task which lasted every school day for five weeks. Observations were made during the interventions and along with a survey they create the result. Eighteen pupils in fourth grade from two rural schools participated in the study and in each class were pupils who had special needs education previously. Pupils from school A wrote, read the text to and were given feedback by, a teacher. Pupils from school B wrote, read the text to and were given feedback by a dogassisted teacher. A dogassisted teacher has a living tool, who by the presence only, gives an entry to the pupil’s mind which can be hard for a teacher to achieve oneself. The pupil feels acknowledged by the dog and accept the feedback in a positive way thus the review might be experienced as negative. The study shows that a school dog enforces the confidence by letting the pupil be superior to the dog and at the same time the pupil embraces what the teacher delivers with the voice of the dog. The results of the study show that both pupils in school A and B experienced increased motivation and pleasure in writing. Charts and tests can provide answers regarding the cause of the difficulties but the real challenge is to develop various ways to work that encounters and suits every single pupil. There has been a wish not to pit methods or motivational efforts against each other, rather to find various success factors for pupils with special needs. Because of pupils diversity and hence the teachers methods need to offer alternatives. One of these alternatives could be dogassisted teaching because the study shows that The dog is more that man’s best friend – it could also be the best teacher.

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  • 31.
    Agrell, Carina
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Begreppet "Kreativitet": Teoretisk analys samt studie om pedagogers självskattning ur experimentella perspektiv2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsens syfte är att teoretiskt analysera begreppet ”kreativitet”, liksom att nomotetiskt undersöka pedagogers uppfattning om begreppet ur fem experimentella perspektiv. Ur analysmaterialet har därför en enkät konstruerats. Enkäten, vilken biläggs, består av frågor om självskattning av pedagogernas föreställningar om begreppet kreativitet – genom tre kunskapsdimensioner (varav faktadimensionen presenteras) och fem experimentella perspektiv. Övriga delar av enkäten valdes bort i analyshänseende. Undersökningsgruppen utgörs av 56 respondenter, vilka själva spontant kunde välja att delta i mailundersökningen. Resultatet visar att pedagogerna som grupp, ur perspektivet Kreativitetens uttryckssätt anser sig ha goda kunskaper, och ur perspektivet Kreativitetens förutsättningar och gränser anser sig ha mycket små kunskaper. Med en styrd undersökningsgrupp beträffande respondenternas respektive ämneskategorier och kön för en kontrollerad fördelning, liksom en initial presentation av perspektivens innehåll och betydelse, skulle studien uppnå högre validitet och reliabilitet.

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  • 32.
    Ahlström, Cecilia
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Åtgärdsprogram med sociala mål: En studie om hur behov, mål och åtgärder skrivs fram för elever i grundskolan2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien har varit att belysa vilka behov och mål som beskrivs och vilka åtgärder som föreslås för elever som har åtgärdsprogram för att nå sociala mål.

     

    Studien har baserats på tjugo åtgärdsprogram med fokus på sociala mål. Dessa har samlats in från fyra olika F-9 skolor i två angränsande kommuner. Arbetet inbegriper en hermeneutisk ansats då det innebär att studera texter för att se vilken elev- och kunskapssyn som genom min tolkning framträder i dokumenten.

     

    Åtgärdsprogrammen tolkades utifrån en social och en kunskapsmässig dimension i behovsbeskrivning, mål och åtgärder. Resultatet visar att det är vanligast med mål som relaterar till kunskapsutveckling vilket förekommer 69 gånger i jämförelse med sociala mål som förekommer 16 gånger. Fem åtgärdsprogram innehöll enbart sociala mål, fem åtgärdsprogram innehöll mål inriktade mot kunskapsutveckling och tio åtgärdsprogram innehöll både kunskaps- och sociala mål. De åtgärder som beskrivs i de tjugo insamlade åtgärdsprogrammen är 39 stycken på organisationsnivå, 45 stycken på gruppnivå och 80 stycken på individnivå. I de tjugo insamlade åtgärdsprogrammen är socioemotionella svårigheter den vanligaste orsaken till att åtgärdsprogram upprättas. Resultatet visade även att noteringar om hur, var eller när utvärdering skulle ske saknades helt i sju av åtgärdsprogrammen.

     

    De teorier som ligger till grund för tolkningen av resultatet är främst Deweys (2004, 2009)princip om utbildning som en social process samt det kategoriska och relationella perspektivet (Asp-Onsjö, 2006; Emanuelsson, Persson och Rosenqvist, 2001; Persson, 2013; Isaksson, Lindqvist och Bergström, 2007).

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    Självständigt arbete avancerad nivå
  • 33.
    Alamidi, Imad
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy. distans.
    Måltider som pedagogiska möten i förskolan2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur förskollärare i södra Sverige ordnar/planerar och genomför måltider, samt hur de i fyra förskolor kan se på måltidssituationer som lärandetillfällen. Med tanke på den dagliga stressen och tidsbristen som upplevs på förskolor idag kopplar jag detta till läroplanens mål om vikten av det pedagogiska mötet vid matsituationer. För att uppnå syftet tar jag hjälp av litteraturstudier, intervjuer och observationer. Observationerna visar att lärarna inte har konkreta tankar över hur de planerar eller genomför måltider. Resultatet jag kommer fram till är att lärarna har varierade erfarenheter när det gäller lärandet vid måltidssituationer. Samtalen vid matbordet handlar mest om maten, öppna frågor och i några fall om barnens upplevelser. Öppna frågor kan handla om dagens datum, vädret eller var barnen har gjort under helgen.

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    examensarbete.14.05
  • 34.
    Aleborn Sivertsson, Joakim
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Enocson, Kim
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Att supa sig in i rollen som man: En intervjustudie om manliga studenter och alkohol2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien har haft en hermeneutisk utgångspunkt där semistrukturerade intervjuer av kvalitativ metod har använts för att samla in data från fem studerande män i åldrarna 20-26 år. Syftet med studien har varit att belysa unga universitetsstuderande mäns erfarenheter av den manliga studentrollen i relation till alkoholkonsumtion. Vi har med Goffmans dramaturgiska perspektiv och Connells maskulinitetsteori tolkat resultatet. Det framgår att rollen som student har förväntningar på sig att gestaltas på specifika vis och att detta formar de individer som går in i denna roll. Lika så gäller för rollen som man, där vissa attribut och handlingar krävs av individen för att visa upp och markera tillhörighet till rollen. Vi fann att en handling som är central till både rollen av att vara ung man och student var ett riskabelt drickande av alkohol.

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    Att supa sig in i rollen som man
  • 35.
    Alfredsson, Karin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Att arbeta med förändring: Några svensklärares tankar kring deras sätt att arbeta med Lgr 112014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Tidigare forskning visar att för att en skolreform ska få genomslag i praktiken måste läraren ses som en nyckelfaktor. Lärarna måste förstå varför reformen genomförs och de måste få tid och utrymme att implementera skolreformen i skolans vardag. Syftet med min undersökning är att se hur lärare förändrat sitt arbetssätt sedan införandet av Lgr 11 och vilka uppfattningar lärarna har kring den nya läroplanen. Min undersökning utgår ifrån kvalitativa intervjuer med lärare på en och samma skola, för att se hur lärarna på skolan uppfattat arbetet med Lgr 11. Nästan alla (5 av 6) lärare anser att Lgr 11 är mycket tydligare än vad Lpo 94 var, och samtliga säger att de använder läroplanen mer idag än med tidigare läroplaner. Lärarna tycker att Lgr 11 utgör ett stort stöd i bedömning- och planeringsarbetet. Lärarna berättar att arbetet med implementeringen av Lgr 11 var väldigt tufft och tagit mycket tid och kraft. Lärarna har idag väldigt positiva uppfattningar om läroplanen. De anser att Lgr 11 ställer högre krav på deras arbete men att läroplanen även är ett stöd för dem. Lärarna måste få känna sig delaktiga i arbetet med en skolreform och att de får tid att implementera den i sitt arbete. Detta ställer krav på hur skolan samordnas på organisatoriskt nivå. 

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  • 36.
    Alge, Petter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Lärares bedömning av elevers individuella insats i grupparbete.2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate what strategies teachers use to rate students on individual work they performed in groups. The survey is based on interviews with six teachers and include three overall areas; Organization, Performance and Assessment. The results of the interviews showed that teachers use proven methods when planning and conducting group work at school. The study also shows that teachers believe that the benefits of working with group-work are more long-term based and should not be assessed theoretically. The study also shows that teachers are uncertain of the equitable aspects in how the formative assessment is conducted. Aspects that have emerged are that teachers build their assessments in group work on the student's previous level of knowledge and ability.

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  • 37.
    Ali-Turki, Nacima
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Betyg och bedömning: En begreppsanalys av betyg och bedömning över tid2013Independent thesis Basic level (professional degree), 12 credits / 18 HE creditsStudent thesis
    Abstract [sv]

    I detta examensarbete undersöks, utifrån en beskrivande textanalys, hur begreppen, bedömning och betyg förändrats över tid i läroplanerna Lgr 62, Lgr 80, Lpo 94 och Lgr11. Detta genom att analysera hur betygssystemet från 1960-talet sett ut och förändrats i Sverige och hur begreppen betyg och bedömning används i de nationella läroplanerna.

    Genom att analysera likheter och skillnader med tidigare betygssystem ges en beskrivning av hur det svenska betygssystemet använts och förändrats . En analys görs också av begreppen, betyg och bedömning i de olika läroplanerna.

    Den metod jag använde mig av är en litteraturstudie där har jag gjort en textanalys av läroplanerna och jämfört de olika uppfattningarna om betyg och bedömning.

    Jag har analyserat innehållet i fyra läroplaner med en innehållsanalys och en begreppshistoria synvinkel och har konstaterat att det finns en skillnad mellan de olika läroplanerna och en förändring i synen på betyg och bedömning har skett över tid. Från den normrelaterade bedömningen med relativa betyg till den kriterierelaterade bedömningen med målrelaterade betyg.

  • 38.
    Allen, Christopher
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Berggren, Jan
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Digital literacy and sustainability: a field study in EFL teacher development2016In: CALL communities and culture: short papers from EUROCALL 2016 / [ed] Salomi Papadima-Sophocleous, Linda Bradley, Sylvie Thouësny, 2016, p. 14-19Conference paper (Refereed)
    Abstract [en]

    This project introduces the concept of digital literacy at a practical level to a group of EFL teachers within the context of a single work place; a technologically well-resourced upper secondary school in Sweden. English teachers were provided with a theoretical and practical overview of the digital literacy concept as described by Dudeney, Hockly, and Pegrum (2013) before being given the task of each teaching a lesson. The teachers’ reflective experiences of incorporating digital literacy into advanced level English teaching were then evaluated through a focus group interview. The results obtained show the efficacy of incorporating small scale exploratory practice research projects alongside busy teaching schedules and administrative demands as well as developing teachers’ perspectives on Information and Communications Technology (ICT) in the English as a Foreign Language (EFL) classroom. In addition, the project has promoted synergies and collaboration among a school staff engaged in the long-term goal of continued professional development.

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  • 39.
    Allgren, Ann-Charlotte
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Likvärdig utbildning?: Skolpersonals syn på möjligheter och hinder i skolmiljön för elever med autism i grundskolan.2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med det här examensarbetet är att belysa hur grundskolans personal enligt nu gällande skollag (2010:800) uppfattar att de kan erbjuda elever med autism en likvärdig utbildning. Jag har undersökt personalens syn på elevernas behov samt vilka möjligheter och hinder de ser för att erbjuda en adekvat undervisning som eleverna är i behov av. För att undersöka syftet har jag gjort en kvalitativ undersökning med hermeneutisk ansats samt använt mig av intervjuer som datainsamlingsmetod. Jag har intervjuat personal som arbetar med elever med autism i en grundskola i en kommun i södra Sverige. I och med den gällande skollagen (2010:800) har barn med autism utan diagnostiserad utvecklingsstörning inte rätt att bli mottagna i särskolan, vilket var möjligt tidigare. Det innebär att de här eleverna idag tillhör grundskolan och läser utifrån grundskolans styrdokument. Den teoretiska ramen jag har använt mig av för att analyser mina resultat är Bronfenbrenners (1979) utvecklingsekologiska system och dessutom har jag använt mig av Wings (2012) symtomtriad för att förklara pedagogernas uppfattning av elevernas behov. Jag har kommit fram till att personalen uppfattar att elever med autism har behov av trygghet, tydlighet, flexibilitet, hjälp att tolka samt förutsägbarhet för att förstå sin omvärld. Personalen uppger att de har stora möjligheter att anpassa verksamheten för att eleverna ska få en likvärdig utbildning. Det som däremot ses som hinder är tiden, läroplanen, bristande kompetens och sociala sammanhang. Det här ställer stora krav på kunskaper hos grundskolepersonalen idag vilket både min studie och litteraturen pekar på

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  • 40.
    Alm, Maria
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    När kunskap ska styra: Om organisatoriska och professionella villkor för kunskapsstyrning inom missbruksvården2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on the changed governance of the public sector and what it can entail for professional work in substance abuse treatment. The point of departure is one of these new forms of governing, namely ‘knowledge governance’, which refers to a policy-driven process for promoting the use of evidence-based practice.  The overall aim is to contribute to understanding and knowledge of the meaning and the conditions for knowledge governance in substance abuse treatment. The thesis studies how knowledge is interpreted by professionals and adapted to local practice in relation to organizational and professional conditions. The thesis also highlights the implications that   these conditions may have for knowledge development on a professional and organizational level. The empirical material comprises three studies. Study 1 included a document analysis and a literature review. The document analysis examines how knowledge governance is described in official documents, while the focus of the literature review is on the concept of knowledge management. In Studies 2 and 3 focus group interviews were conducted with professionals who participated in a specific project, and professionals who use structured interview methods in their work (Addiction Severity Index, ASI, or Documentation of clients, DOC). The theoretical perspectives used in the thesis are neo-institutional theory, professional theory and perspectives on workplace learning.

     

    The results of Study 1 showed that knowledge governance embodies a steering of organizations, in comparison with knowledge management as a means for steering in organizations. The analyses from the focus group interviews demonstrate that knowledge governance becomes the subject of translations and edits to a local context. This process was affected by both organizational and professional conditions. The thesis is concluded with a discussion of the conditions that must be present if knowledge governance can lead to development of knowledge. The main result is that strategies must be tailored to each organization's specific condition and must be anchored throughout the organization.

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  • 41. Almazidou, Maria
    et al.
    Anderberg, Mats
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Borg, Mattias
    Dahlberg, Mikael
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Kainulainen, Kari
    Nilsson, Ingegerd
    Saras, Terese
    Williamsson, Oskar
    Maria-mottagningarna i Stockholm, Göteborg och Malmö - Ungdomar i öppenvård år 20132014Report (Other academic)
    Abstract [sv]

    Trestad2 är en nationell satsning där de tre städerna Stockholm, Göteborg och Malmö samarbetar för att minska användandet av cannabis bland ungdomar. Inom ramen för projektet har det skapats en modell för att identifiera och följa trender i de tre storstäderna vad gäller droganvändning och psykosocial situation för ungdomar som påbörjar behandling för missbruksproblem. Framtagandet av relevanta indikatorer har skett i nära samarbete mellan praktiker och forskare utifrån en sammanvägning av forskningsmässiga, metodologiska och kliniskt betydelsefulla utgångspunkter. Underlaget utgörs av uppgifter om 788 ungdomar som inledde öppenvårdsbehandling vid någon av städernas Maria-mottagningar under år 2013 och har inhämtats med intervjumetoden UngDOK.

    Sammanställningen av indikatorer visar att flickor utgör cirka en fjärdedel av det totala antalet ungdomar som påbörjar öppenvård för problem med alkohol eller narkotika. Ungdomarnas medianålder när vårdkontakten inleds är 17 år och mer än hälften av ungdomarna har kommit i kontakt med Maria-mottagningarna via eget eller nätverkets initiativ. Nästan två tredjedelar av ungdomarna uppger att de har eller har haft omfattande problem under sin skolgång och cirka en tiondel av ungdomarna varken studerar, arbetar eller praktiserar. Drygt tre fjärdedelar av ungdomarna anger cannabis som sin primära drog, men nästan hälften av dem har även en riskfylld alkoholkonsumtion. Den genomsnittliga debutåldern för den primära drogen är 15 år. Ungefär en fjärdedel av ungdomarna har tidigare fått vård och behandling för alkohol- eller narkotikaproblem. Förekomsten av besvärliga uppväxtvillkor är hög hos ungdomarna och över hälften av dem har erfarenheter av att ha växt upp med våld, psykiska problem och/eller missbruk i familjen. Drygt en tredjedel av samtliga ungdomar har eller har haft kontakt med den psykiatriska vården.

    Vissa skillnader mellan de tre städernas Maria-mottagningar kan identifieras. Ungdomarna som påbörjar kontakt med mottagningen i Stockholm verkar ha problem av något lindrigare art jämfört med Göteborg och Malmö och utgör mindre andelar både när det gäller komplicerande bakgrundsfaktorer och nuvarande problembeteenden. Det finns även mindre skillnader i åldersstrukturen i de tre städerna, där Stockholm har fler ungdomar under 18 år medan både Göteborg och Malmö har fler som är över 18 år. Det finns även vissa könsskillnader genom att flickorna i samtliga tre städer tycks ha en tyngre problematik i jämförelse med pojkarna. Flickorna saknar i högre grad sysselsättning, anger oftare problem i skolan, har haft svårare uppväxtvillkor och har i större utsträckning haft kontakt med psykiatrin i jämförelse med pojkarna.

    Att sammanställa och rapportera deskriptiva indikatorer om individer som påbörjar behandling för alkohol- och narkotikaproblem kan ha flera fördelar. En sådan är att informationen kan ligga till grund för en ökad förståelse av ungdomars alkohol- och narkotikaanvändning och dess omfattning. Även om rapportens uppgifter inte är heltäckande, beskriver den en större population av svenska ungdomar med en problematisk användning av alkohol och droger. Föreliggande rapport är således en första ansats till att ge en sammanfattande bild av de ungdomar som påbörjar behandling vid Maria-mottagningarnas öppenvård i Stockholm, Göteborg och Malmö.

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  • 42.
    Altgärde, Therese
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Studiemotivation hos elever på individuella programmet: Med särskilt fokus på föräldrars betydelse2015Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Denna studie utgörs av en kvalitativ undersökning där sex stycken gymnasieelever intervjuas. Eleverna har tidigare gått på det individuella programmet och därefter påbörjat ett nationellt gymnasieprogram. Syftet med studien är att ta reda på vad som motiverar elever på det individuella programmet med fokus på hur elever uppfattar föräldrars möjlighet att påverka studiemotivationen. Respondenterna beskriver vad motivation betyder för dem och vad som motiverar dem i deras studier. Därefter läggs fokus på hur respondenterna upplever att deras föräldrar hjälpt dem i studierna samt föräldrarnas betydelse för studiemotivationen. I resultatet framgår att studiemotivationen påverkas av bland annat elevens viljestyrka, målsättningar, känslor och av andra människor. Resultatet beskriver både inre och yttre motivationsfaktorer. Hur mycket föräldrarna hjälper sina barn varierar, men de elever som får läxhjälp eller uppmuntran i studierna upplever att föräldrarna motiverar dem i studierna. Studiens resultat visar även att en god relation mellan eleven och föräldrarna bidrar både till högre studiemotivation hos eleven och till ökad praktisk hjälp från föräldrarna i elevens studier. För elever med mindre god relation till föräldrarna kan istället andra personer bli betydelsefulla för elevens studiemotivation. 

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  • 43.
    Anderberg, Mats
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Dahlberg, Mikael
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Att upptäcka spelproblem: ett pilotprojekt vid ett socialkontor2015In: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 92, no 4, p. 505-517Article in journal (Refereed)
    Abstract [en]

    This article highlights the obstacles and opportunities in implementing a screening method to identify problem gambling among persons receiving income support within the social services in Gothenburg. The empirical ma-terial was collected through both a study of problem gambling with the two screening instruments NODS and NODS-PERC, and five interviews with ad-ministrators. The study shows that it is possible to identify problem gamblers in social services with both of the screening interviews, but it also illustrates the difficulties that existed under the implementation of this new approach in the social services.

  • 44.
    Anderberg, Mats
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Dahlberg, Mikael
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Experiences of victimization among adolescents with Substance Abuse Disorders in Sweden2016In: Scandinavian Journal of Child and Adolescent Psychiatry and Psychology, E-ISSN 2245-8875, Vol. 4, no 3, p. 123-131Article in journal (Refereed)
    Abstract [en]

    Background: Adolescents who initiate treatment for substance abuse often have a history of victimization in the form of physical, psychological, or sexual abuse. These experiences can have serious adverse consequences that may affect their livesand social functioning.

    Objective: This article describes and analyzes victimization among adolescents who are in outpatient treatment for substance abuse disorders with respect to gender, social circumstances, alcohol and drug abuse, and mental health.

    Method: This cross-sectional study is based on structured interviews with 748 adolescents from seven outpatient clinics in Sweden. Chi-squared tests were performed to examine significant differences between gender and victimization (or lack of victimization). The study also included a quantitative content analysis of interview utterances.

    Results: The analysis showed that more than half of the adolescents had experienced violence or another type of abuse. There are also significant gender differences: two thirds of the girls and slightly less than half the boys had experienced abuse in some form, and the girls had more severe needs at treatment admission.

    Conclusion: This study established that experiences of victimization and exposure to violence are widespread among adolescents with substance abuse disorders in Sweden. This is an important issue that requires attention and action, with preventive and therapeutic interventions needed to provide support for both substance abuse disorders and psychiatric symptoms.

  • 45.
    Anderberg, Mats
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Dahlberg, Mikael
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Riskfylld alkoholanvändning hos ungdomar med cannabisproblem2015In: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 92, no 4, p. 484-494Article in journal (Refereed)
    Abstract [en]

    Adolescent who use cannabis, also drink alcohol frequently. This article il-lustrates how risky alcohol consumption among adolescents entering treat-ment at the Maria clinics in Stockholm, Göteborg and Malmö for abuse of cannabis, is related to drog use patterns and to different background and risk factors. The study is based on structured interviews with 887 adolescents and the analysis distinguishes nine different risk factors that are strongly related to their combined use of cannabis and alcohol. A conclusion is that it is important to pay attention to adolescents risky alcohol consumption and, if necessary, also providing specific interventions targeting alcohol problems.

  • 46.
    Anderberg, Mats
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Dahlberg, Mikael
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Ungdomar med missbruksproblem: en deskriptiv studie av Maria-mottagningarna i Stockholm, Göteborg och Malmö2014In: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 91, no 4, p. 348-359Article in journal (Refereed)
    Abstract [en]

    There is a lack of knowledge about the adolescents who are in contact with the outpatient care in Sweden for alcohol and drug problems. The purpose of this article is to describe the adolescents who receive treatment at Maria outpatient care in Stockholm, Gothenburg and Malmö, on the basis of an empirical material from the structured interview UngDOK. The descriptive cross-sectional study is based on a material on 755 adolescents who had begun a treatment contact. The study highlights the importance to include several risk and protective factors in the screening and assessment instruments addressed to adolescents entering care and treatment for substance abuse problems, to identify and pay attention to these factors in the treatment process.

  • 47.
    Andersson, Berth
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Anderberg, Mats
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Undervisning om alkohol, narkotika, dopning och tobak (ANDT): en praktiknära litteraturgenomgång2013Report (Other academic)
  • 48.
    Andersson, Emelie
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Biverstrand, Thomas
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Substitutionsbehandling: Mer än bara läkemedel2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syftar till att belysa yrkesverksammas tankar och erfarenheter gentemot substitutionsbehandling utifrån ett etiskt perspektiv. Den metodologiska utgångspunkten i studien är hermeneutiken, kvalitativ metod med semistrukturerade intervjuer. Sex stycken yrkesverksamma på LARO mottagningar intervjuades runt om i Sverige. De teoretiska utgångspunkterna i studien är konsekvensetiken och rättvisa begreppet och resultatet har analyserats utifrån dessa teorier. De viktigaste slutsatserna är att substitutionsbehandling är mer än bara läkemedel då det enbart är en del av det stora hela. Substitutionsbehandling gynnar såväl individerna i behandling som samhället genom att kriminaliteten minskar samt att hälsan förbättras för individer med ett opioidberoende. En annan slutsats är att revideringen av socialstyrelsens riktlinjer har visat sig att ge en god effekt i praktiken.

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    Substitutionsbehandling
  • 49.
    Andersson, Gabriel
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy. Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
    Graae-Nielsen, Jan
    Linnaeus University, Faculty of Social Sciences, Department of Sport Science. Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Manlig eller kvinnlig lärare i idrott och hälsa - spelar det någon roll vid betygsättning?: En kvantitativ studie av könets betydelse vid betyg och bedömning2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish school is, especially in the earlier years, a gender-segregated workplace. Particularly in the subject Physical Education in the upper secondary school there are about twice as many men as women working as teachers. Historically the male students have been dominating in both the grades and impact on the content. The purpose of this paper is to try to highlight eventual correlation between the gender of the teacher, gender of the student and thegrade in Physical Education, followed by comparing those results with arts, where men are also in majority among teachers.

    This writing has a quantitative approach, where the empirical data is taken from the municipality of Stockholm and their database “Hanna”. The statistical analyses show that there is a correlation between the gender of the teacher and the student regarding the highest and lowest grades. Male teachers tend to grade girls higher than female teachers do, juxtaposed to female teachers where boys are graded higher than girls. In grade average we do not find any correlation, nor in between the courses based upon grades.

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    Manlig eller kvinnlig lärare i idrott och hälsa - spelar det någon roll vid betygsättning?
  • 50.
    Andersson, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Upprepad läsning i individuell undervisning: En interventionsstudie av en läsmetods effekt på läsförmågan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte var att undersöka hur läsförmågan påverkas av en undervisningsperiodmed upprepad läsning i individuell undervisning. En försöksgrupp på fyra elevertränade upprepad läsning under tre veckor. De fick enskild handledning av en pedagogvid alla träningstillfällen. I undersökningen deltog också en kontrollgrupp med eleversom fick traditionell lästräning under samma period. Vid interventionens början och sluttestades ordavkodningsförmågan hos alla elever som deltog med testet Läskedjor.Försöksgruppen gjorde även testet H4. Resultatet visar att tre veckors intensiv upprepad läsning förbättrar ordavkodningen hoselever i lässvårigheter. Genom interventionen minskade gapet i läsförmåga mellanförsöksgruppens elever och deras jämnåriga kamrater. Ett lästest som genomfördes tolvveckor efter interventionens slut visade att försöksgruppens elever fortfarande hade enbättre läsförmåga än innan interventionen. Detta skulle kunna tyda på att entreveckorsperiod med intensiv, individuell träning i upprepad läsning varaktigt kanförbättra läsförmågan hos elever i lässvårigheter.

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