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  • 1.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Borde svenska lärare bli mer franska?: En essä med reflektioner över lärararbetets gränser, structure och communitas2019In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 24, no 2, p. 70-83Article in journal (Other academic)
    Abstract [sv]

    I denna essä diskuteras lärarprofessionens gränser. Bakgrunden hämtas ifrån att allt fler larmrapporter om sjukskrivna lärare, den hotande lärarbristen och lärares upplevt minskade  handlingsutrymme  når  oss.  Lärare  har  fått  ett  utsträckt  uppdrag  och  diskussioner förs om hur professionen kan avlastas. I essän jämförs exempel från den svenska  skolan  med  exempel  från  den  franska.  Avsikten  är  föra  en  kontrasterande  och  teoretisk  diskussion  om  lärarprofessionens  gränser.  I  beskrivningarna  används  teorier  om  communitas  och  structure  som  förklaringsmodeller  för  skolan  som  system. Inom communitas betraktas alla individer för vilka de är; här faller rang, titlar och formalia bort. Communitas baseras istället på närhet, intimitet och känslor. Alla har huvudrollen och är lika viktiga. Inom structure är förhållandet det motsatta. Här uppträder människorna i förhållande till och i enlighet med regler och rutiner på en spelplan.  Inom  structure  synliggörs  skillnader  och  hierarkier  och  man  uppträder  formellt och i överensstämmelse med olika roller, vilka har väldefinierade positioner på spelplanen. Det är värt att reflektera över hur de olika teoretiska strukturerna kan inspireras  av  varandra  i  syfte  att  avlasta  lärarna  en  del  av  det  utsträckta  uppdraget.  Vad händer om man tydligare skiljer på spelplanerna hem och skola samt rollerna elev, lärare  och vårdnadshavare?  Avslutningsvis  förs  en  diskussion  om  ifall  stärkta  gränser  skulle kunna leda till avlastning av lärare, och möjligen också till ökad auktoritet och professionalitet.

  • 2.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Den nya professionen i fritidshemmet – en diskussion om mellanrummets hybriditet2019In: Lärarprofession i en tid av förändringar. : Konferensvolym från den tredje nationella ämneskonferensen i pedagogisktarbete / [ed] E. Reimers, M. Harling, I. Henning Loeb & K. Rönnerman, Göteborg: Göteborgs universitet, 2019, p. 45-64Chapter in book (Refereed)
  • 3.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Fritidshemmet som ett samhällsprojekt: - det viktiga men svåra kompensatoriska uppdraget2020Other (Other (popular science, discussion, etc.))
  • 4.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy. Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Markeringar av lärararbetets gränser.: Territorium i omförhandling via införandet av lärarassistenter.2020In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345Article in journal (Refereed)
    Abstract [sv]

    Politiska initiativ har tagits under senare år för att minska trycket mot lärarna, ”så att lärare kan vara lärare” och ”fokusera på sitt kärnuppdrag” – exempelvis genom att införa lärarassistenter. I artikeln studeras hur lärarprofessionens territorium (om-) förhandlas när avlastande tjänster införs. Resultaten visar att gränserna runt lärarprofessionens territorium förflyttas då lärarassistenterna tar över delar av territoriet och blir resurser till lärarprofessionen då de kompletterar på andra platser än i klassrummet. Lärarna positionerar sig på nytt inom sitt professionella territorium men resultaten visar även att gränsdispyter mellan lärarassistenter och lärarprofessionen kan förekomma. Resultaten visar att lärarassistenters arbete kan innebära att lärarprofessionens territorium kan renodlas och förtätats samtidigt som skolans territorium riskerar att utökas då nya arbetsområden tillförs skolan via lärarassistenterna.

  • 5.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Skolförberedda barn – barnförberedd skola?: Vårdnadshavares perspektiv på sina barnsövergång från förskola till förskoleklass.2018In: Cepra-striben - tidsskrift for Evaluering i Praksis, ISSN 1903-8143, no 23, p. 4-13Article in journal (Refereed)
    Abstract [sv]

    I denna text diskuteras svenska vårdnadshavares förväntningar på sina barns kommande övergång från förskola till förskoleklass. Empirin består av 176 enkäter besvarade av vårdnadshavare vars barn var på väg att göra denna övergång. Resul-taten visar att många vårdnadshavare beskriver sina barn som ”redo för skolan” medan andra ger uttryck för att det snarare är skolan som måste vara redo för deras barn. Resultaten visar att övergångar mellan skolformer måste betraktas ur ett sociokulturellt perspektiv baserat på dialog mellan individ, hem och de olika institutionerna i skolsystemet. Först då kan ”school readiness”-begreppet utgöra en rättighetsdiskurs – dvs. barns rätt till anpassad fortsatt skolgång.

  • 6.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Transitions as a two-way window: separation and adjustment in transitions through the eyes of children starting school.2019In: Listening to children’s advice about starting school and school age care / [ed] Sue Dockett, Johanna Einarsdottir, Bob Perry, New York and Abingdon: Routledge, 2019, 1, p. 42-54Chapter in book (Refereed)
    Abstract [en]

    When children make a transition to a new arena - a new school form or a new school house - they need not only adapt and adjust to the new context. The transition also involves a separation from the old. By this, a transition becomes a two-way window; a simultaneous process of adjustment and separation. This simultaneous process involves implications for practice. All teachers have a responsibility in enabling the transition process for the children, by helping them not only to adjust to the new but also to disengage from the old context. How can priming events in transition work in both directions? How can teachers be active in children’s disengagement and separation processes? These are questions this chapter address. The chapter has a practical focus and is building on children’s voices and narratives about the transition from preschool to school in Sweden. Special focus is put on children's separation processes since this is an area that seldom is in focus when discussing about or working with children’s transition.

  • 7.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Uppdrag: Förskoleklass2018In: Grundskoletidningen, ISSN 1402-7135, no 7, p. 9-11Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Förskoleklassen blir obligatorisk och erkänns som en viktig skolform med ett eget innehåll vilket ökar möjligheten till en nationell likvärdighet för alla elever. Läroplanens skrivningar gör uppdraget tydligare och det blir också tydligt för lärarna vilka förmågor eleverna ska utveckla under året.

  • 8.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lago, Lina
    Linköping university, Sweden.
    Låt reformpennan vila!2019Other (Other (popular science, discussion, etc.))
  • 9.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lindqvist, Per
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    “Betwixt and Between”: Leisure-time Teachers and the Construction of Professional Identities2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 6, p. 884-898Article in journal (Refereed)
    Abstract [en]

    In 2014, a newly formed group of teachers graduated from Swedish universities. In addition to their qualification as leisure-time pedagogues, their degree includes teaching practical/aesthetical subjects in compulsory school. This group of teachers thus has to relate to dual professional identities and to maintain a balance between the socially oriented leisure-time centres and a goal- and results-driven school. In this article we describe their first two years after graduation, trying to get hold of their negotiation of professional identities and orientation in the professional landscape. Results shows that the graduates try to balance own ideals and hybrid professional intentions against traditional professional identities and labour market conditions and that position in a liminal phase might be crucial for the outcome.

  • 10.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Persson, Sven
    Malmö University, Sweden.
    The schoolarization of the preschool class – policy discourses and educational restructuring in Sweden2019In: Nordic Journal of Studies in Educational Policy, E-ISSN 2002-0317, Vol. 5, no 2, p. 127-136Article in journal (Refereed)
    Abstract [en]

    Our aim in this article is to examine policy discourses that promote positional changes for the preschool class in the Swedish educational system. The preschool class is currently going through a watershed period, which is characterized by uncertainty regarding its position in the education system. In this article, we explore changes in the Swedish education system by analysing policy documents from 1997 to 2017 with a specific focus on the positional shift of the preschool class. The departure point for our study is that policy relates to the concepts of subjectification, qualification and socialization. In addition, we examine how these goals in education are to be achieved and the educational restructuring required to do this. The findings show that policy discourses about the preschool class have shifted from pedagogical arguments about the benefits of pedagogical integration, consensus and the move of preschool pedagogy into school education, to more school- oriented, knowledge-economy arguments about increased goal achievement. Schoolarization describes a positional shift in the education system that contains two collaborative processes: an approach towards school content, goals and forms for teaching and a distancing to the content and goals formulated for Early Education and Care.

  • 11.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Persson, Sven
    Malmö university, Sweden.
    Lago, Lina
    Linköping University, Sweden.
    Förskoleklassen i en brytningstid. Konsekvenser av positionsförskjutningar i ett reformerat utbildningslandskap.2019Conference paper (Refereed)
    Abstract [sv]

    2016 tillkom ett nytt läroplanskapitel för förskoleklassen. 2018 blev förskoleklassen obligatorisk när skolstartsåldern sänktes och skolplikt för sexåringarna infördes. 2019 införs en åtgärdsgaranti för tidiga insatser, vilket bland annat innebär obligatorisk kartläggning av alla sexåringars kunskaper. Förändringarna i läroplanen indikerar att förskoleklassen befinner sig i en brytningstid - en tid av positionsförskjutning i det svenska utbildningslandskapet från en tydligt lek- och förskoleorienterad till en mer kunskapsorienterad och skolförberedande verksamhet.

    I projektet undersöker vi betydelsen av denna positionsförskjutning och vilka konsekvenser förändringarna får för lärares och skolledares förståelse av uppdraget samt för den pedagogiska praktiken och undervisningen. Teoretiskt belyser projektet konsekvenserna av positionsförskjutningen genom att analysera aspekter av och förändringar i undervisningen som policyhändelser. Mer specifikt ställer vi teoretiska frågor om hur policy blir pedagogisk praktik, samtidigt som den pedagogiska praktiken formerar nya innebörder av policy.

    Betydelsen av att söka kunskap om konsekvenser av förskoleklassens positionsförskjutning i det svenska utbildningsväsendet är både empirisk och teoretisk. Empiriskt behövs ny kunskap om en delvis marginaliserad skolforms verksamhet i ett utbildningspolitiskt gränsland under stark förändring. Teoretiskt behöver vi förstå hur policy och pedagogisk praktik påverkar varandra ömsesidigt som en del av en historisk utbildningspolitik process. Projektet baseras på policyetnografi vilket innebär en bred ansats med flera olika metoder; bland annat intervjuer, observationer och dokumentanalys.

  • 12.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Persson, Sven
    Malmö University, Sweden.
    Lago, Lina
    Linköping University, Sweden.
    Images of the child in the educational landscape.2019In: 29th EECERA ANNUAL CONFERENCE, Early Years: Making it Count, Thessaloniki, Greece 20th – 23rd August 2019: ABSTRACT BOOK, 2019, p. 240-Conference paper (Refereed)
    Abstract [en]

    This study is a part of a research project, which aims to analyse consequences of educational policy change in Sweden. The overall policy change in Sweden is related to economy (Heckman 2000), to increase quality in education and to qualify children for further studies (Riddersporre & Persson, 2010). These changes are related to a global knowledge economy that enhances education for the youngest (Persson, 2010). Policies can be seen as narratives about progress and salvation, about ‘finding the better life’ and about ‘making’ the new citizen through schooling (Lindblad & Popkewitz, 2004). The descriptions of the child in the selected policy documents has therefore been analysed from the point of view of creating a new citizen as well as good education for children using Biesta’s (2009) concepts of subjectification and qualification. In this study, focus is to examine descriptions of the child, the school start, school readiness and mandatory school attendance through analysing national policy documents from 1940-2017. Even if document analysis includes limited ethical issues, the results may implicate consequences in educational practice. The most prominent and recurring description of the child is school ready child vs the immature child. Descriptions of power and control over children and the obedient and silenced child appears in almost all policy texts. The process of learnification in an individual performative school culture is an overarching and still standing theme. Societal ideas of children and how these are expressed in policy can be assumed to influence educational practice.

  • 13.
    Ahlbäck, Tor
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Digitala skrivtavlor - till vad, hur och varför?: En studie om den digitala skrivtavlans betydelse för grundskolans digitalisering utifrån ett lärarperspektiv2018Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of this thesis is to examine in what aspects the interactive whiteboard (IWB) has contributed to the digitalization of our schools, and how it may have changed the actual teaching in the classroom. This research explores this question from a didactic perspective, as well as from the perspective of the teachers’ reflections. The main research questions are: What do teachers use the IWB for? How do teachers use the IWB? Why do teachers use the IWB? These questions have been analyzed within a didactic framework, which is based on the expanded didactic triangle (Hudson & Meyer 2011) and the logic of events (von Wright 1983). Data was collected by interviews and surveys. The analysis was done abductively, based on a mixed methods approach. The results show that the IWB has the function of a digital hub in whole-class teaching, being mainly used as a computer projector, film projector and digital whiteboard. The main value of the IWB according to the study is that it provides the teacher access to digital information during a class. In their response, teachers express a wish to vary and adapt the teaching to include the IWB, in order to increase student motivation and participation. The study shows major differences with regards to the extent and the ways that the IWB is used in relation to teacher and school, leading to differences in pupils’ learning. Moreover, the complexity of teaching increases with the introduction of the IWB, as it requires the development of the teacher’s knowledge and skills. The study indicates that the use of the IWB implies a shift of the norm in school’s whole-class teaching to become more digital. The results are further discussed through four aspects of education: classroom practice, teachers, the school as an organization and society as a whole. The results imply that in order to develop teachers’ didactic repertoire, teachers need to be given clear assignments as well as opportunities for investigating the possibilities and limitations of digital tools, including developing and describing different methods and their advantages and disadvantages. This is proposed to be an area for further research in general and subject didactics, through action and participatory research.

  • 14.
    Anderberg, Mats
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    In search of a social pedagogical profession in schools. Missions androles under reconsideration.2020In: International Journal of Social Pedagogy, Vol. 9, no 1, p. 1-19Article in journal (Refereed)
    Abstract [en]

    School is one of the areas where social pedagogy has taken on an increasingly important function.Supported by available literature, the aim of this literature review is to describe and analyse how the workof social pedagogues in schools can be manifested. The literature review shows that social pedagogicalwork in schools is common in many countries and emerging in others. The study shows a wide variationboth between and within countries with regard to the mission and goals, status, role and function, tasksand activities of social pedagogues. The primary mission is inclusion of pupil groups or individualswith various types of psychosocial problems or school-related difficulties, followed by preventive workaimed at all pupils to counteract social exclusion in school, disciplining groups of pupils who are invarious ways disrupting or breaking school norms, a consciousness-raising and mobilising mission anda more general teaching mission aimed at citizenship and democratic upbringing. The literature reviewshows that social pedagogy as a profession enjoys high currency and relevance in schools with a view topreventing the segregation and exclusion of pupils.

  • 15.
    Anderberg, Mats
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Dahlberg, Mikael
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Gender differences among adolescents with substance abuse problems at Maria clinics in Sweden2018In: Nordic Studies on Alcohol and Drugs, ISSN 1455-0725, E-ISSN 1458-6126, Vol. 35, no 1, p. 24-38Article in journal (Refereed)
    Abstract [en]

    Aim: The article describes similarities and differences regarding various risk factors between girls and boys with substance abuse problems who begin outpatient treatment at the Maria clinics in Sweden. Potential hypotheses and some implications are also discussed. Methods: This cross-sectional study was based on interview data from 2169 adolescents obtained over three years from outpatient clinics in 11 Swedish cities. Results: Girls appear to consistently have more difficult family and childhood environments than boys, and are more likely to have problems related to school, more serious substance abuse problems, and more severe mental health problems. Criminal activity is significantly higher among boys. Conclusions: The study shows that girls entering treatment generally have significantly more risk factors than boys and thus more extensive problems in several aspects of life, which in turn increases the risk of developing serious drug and alcohol problems in adulthood. The study supports the gender-paradoxical relationship in which a smaller proportion of girls than boys enter treatment for substance abuse, even though girls tend to have more problematic life situations.

  • 16.
    Anderberg, Mats
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Dahlberg, Mikael
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Homelessness and Social Exclusion in Two Swedish Cities2019In: European Journal of Homelessness, ISSN 2030-2762, Vol. 13, no 1, p. 31-58Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to describe the living conditions of homeless people in the cities of Gothenburg and Karlskrona in Sweden and to analyse their level of social inclusion and social exclusion. The empirical basis of the study was interview responses from 1 148 individuals in connection with initial contact with municipal housing programmes. The study clarifies that people in these programmes are a heterogeneous group in terms of gender, background and current living situation. A majority of the homeless people are living in difficult conditions and are in extremely exposed positions. Three different groups emerged in the analysis of the study population: individuals who are socially included (15%), marginalised (65%) or socially excluded (19%). The article also discusses the various groups’ discrete needs and their implications for preventive as well as more interventional actions on the political and practical levels.

  • 17.
    Anderberg, Mats
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Dahlberg, Mikael
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Boson, Karin
    Psykologiska institutionen, Göteborgs universitet.
    Fahlke, Claudia
    Psykologiska institutionen, Göteborgs universitet.
    Melander Hagborg, Johan
    Psykologiska institutionen, Göteborgs universitet.
    Mer än varannan ungdom med alkohol- och narkotikaproblem i öppenvården har erfarenhet av utsatthet i barndomen2020In: Socialmedicinsk Tidskrift, ISSN 0037-833X, ISSN 0037-833X, Vol. 97, no 6, p. 786-799Article in journal (Refereed)
    Abstract [en]

    Few Swedish studies investigated experiences of childhood maltreatment inadolescents with substance use problems, especially in outpatient care. Thisstudy analyzed experiences of neglect and abuse during childhood in adolescents(mean age 18 years) who started outpatient treatment for substanceuse problems. The results showed that several of them had experience ofchild maltreatment. Child maltreatment was also related to perceived problemsin the upbringing family, e.g. financial difficulties, substance use problems,mental illness and violence in the family. This indicate the importanceto investigate experiences of child maltreatment among adolescents in treatmentfor substance use problems, especially since there is evidence todaythat psychiatric co-morbidity (e.g. trauma reaction and drug problems)should be treated simultaneously to achieve the best effect.

  • 18.
    Anderberg, Mats
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Dahlberg, Mikael
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Hellberg, Kristina
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Ökad förekomst av ADHD-diagnos bland ungdomar med alkohol- och narkotikaproblem2018In: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 95, no 1, p. 71-85Article in journal (Refereed)
    Abstract [sv]

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

  • 19.
    Andersson, Carina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Beckne, Jenny
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Upplevelsen av läs- och skrivsvårigheter/dyslexi ur ett livsberättelseperspektiv: Berättelser från fyra elever i årskurs 92019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med föreliggande studie är att undersöka hur elever i läs- och skrivsvårigheter/dyslexi har upplevt sin skoltid i grundskolan gällande bemötande från skola, familj och kamrater, vilka insatser och stöttning som gjorts eller kunde ha gjorts samt om och i så fall hur elevernas självbild har påverkats av svårigheterna.

    Studien utgår ifrån en kvalitativ intervjumetod av narrativ karaktär, där fyra elever i årskurs 9 har fått berätta om sin skolgång utifrån studiens frågeställningar. Resultatet visar på betydelsen av tidiga insatser samt vikten av lärarens kunskap och engagemang. Genom att läraren har ett relationellt förhållningssätt med höga förväntningar skapas bättre förutsättningar för eleverna att lyckas. Dessa aspekter stärker även elevernas självbild då de upplever en känsla av att lyckas.

     

  • 20.
    Andersson, Lina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Isacsson, Klara
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Tiden räcker inte till.: En kvalitativ studie om faktorer som påverkar det skolkurativa arbetet på högstadieskolor.2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I studiens inledning lyfts psykisk ohälsa som ett folkhälsoproblem. Professionella inom skolväsendet får en betydelsefull roll för eleverna då det är vanligt förekommande att den psykiska ohälsan debuterar i ungdomsåren. Skolverket redogör för stora brister i elevhälsan där majoriteten av de granskade skolorna hade en ofullständig elevhälsa. Det framgår att skolkuratorn är den minst beforskade yrkesgruppen inom elevhälsan. Syftet med studien är att skapa en ökad förståelse om faktorer som påverkar skolkuratorers arbete på högstadieskolor. Studien syftar till att undersöka vad skolkuratorerna upplever för utmaningar, begränsningar samt möjligheter i arbetet. Studiens metod har en kvalitativ ansats med hermeneutiskt perspektiv. Studiens syfte och frågeställningar besvarades genom sex semistrukturerade intervjuer med informanter som hade yrkestiteln skolkurator och arbetade på högstadieskolor i olika tre kommuner. Lipskys teori om gräsrotsbyråkratens handlingsutrymme var studiens teoretiska utgångspunkt. Resultatet visade faktorer som påverkar skolkuratorers arbete på flertal nivåer. De framträdande faktorerna var på politisk-, organisatorisk-, individ- och gruppnivå. Faktorer som lyftes fram var exempelvis en hög arbetsbelastning och en tidsbrist i det skolkurativa arbetet vilket påverkade relationen till eleverna. Slutsatsen är att det skolkurativa arbetet är i behov av utveckling och behöver uppmärksammas av politiker och forskare. 

  • 21.
    Andersson, Linnea
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Karlsson, Julia
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Förskollärares erfarenheter om metoder och hjälpmedel i kommunikationen med vårdnadshavare med annat språk än svenska: En undersökning om förskollärares erfarenheter med vårdnadshavare som inte pratar svenska2020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med undersökningen var att undersöka förskollärares möjligheter till kommunikation med icke svensktalande vårdnadshavare. Undersökningen är en intervjustudie med verksamma förskollärare, för att få en bild av hur verkligheten ser ut i förskolan. En studie som är genomförd i en medelstor stad i Sverige. Resultatet visar att olika uttrycksformer kan göra så missförstånd minskas när språkbarriären gör att den verbala kommunikationen inte fungerar fullt ut.

    De olika uttrycksformerna utifrån förskollärarna i studien skulle kunna vara kroppsspråket, översättningsappar, bilder och att en översättare översätter åt förskollärarna. Vi anser att det behövs forskning kring ämnet eftersom det är aktuellt och många uttrycker svårigheter i kommunikationen med vårdnadshavare när språkbarriärer finns. Men även för att vi själva har upplevt osäkerheten och verksamma förskollärares osäkerhet på hur man på bästa sätt ska kunna kommunicera med vårdnadshavare som inte pratar det svenska språket.

  • 22.
    Andersson, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Långh, Theodolinda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Att bygga broar - Dialog och samverkan i styrkedjan för elevens bästa.: En kvalitativ studie om hur arbetet med att skapa förutsättningar för inkluderande lärmiljö fungerar i två kommuner.2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att undersöka hur arbetet med att skapa förutsättningar för inkluderande lärmiljöer fungerar i två kommuner. Fokus ligger på dialog och samverkan som sker mellan aktörerna på de olika nivåerna i styrkedjan: bildningsnämnder, bildningsförvaltningar, rektorer och specialpedagoger.

    Ramfaktorteorin används som teoretisk analysram. I ramfaktorteorin speglas faktorer på olika nivåer i samhället och hur dessa samspelar och/eller påverkar varandra. Ramfaktorteorin kopplas samman med styrkedjan genom makro-,meso- och mikronivå där aktörer och deras roller/funktioner också samspelar och/ eller påverkar varandra. Två teoretiska begrepp används också: tillit för att förstå relationer mellan aktörer och dialog som blir en viktig förutsättning för att kunna skapa en samverkanskultur.

    Studien har en kvalitativ ansats. Underlag till det empiriska materialet har samlats in genom intervjuer med olika aktörer i styrkedjan. Specialpedagogerna intervjuades i fokusgrupper. Efter transkriberingarna kategoriserades det empiriska materialet och därefter påbörjades arbetet med resultat och analys. Studien har tagit hänsyn till de fyra forskningsetiska principerna:informationskravet,samtyckeskravet,konfidentialitetskravet och nyttjandekravet.

    Resultatet visar att det inte finns någon tydlig rutin för dialog och samverkan mellan nämnd och specialpedagoger. Det finns inte heller någon struktur för nätverk/kanaler där alla aktörer i styrkedjan involveras samtidigt. De nätverk som finns sträcker sig oftast endast en eller två nivåer upp eller ner. Resultatet ger en bild av att det administrativa, organisations- och resursrelaterande ramar som påverkar förutsättningar för arbetet med inkluderande lärmiljöer. Konsekvenser för barn och elever kan bli att de inte får tillgång till den undervisning de har rätt till utifrån sina olika förutsättningar.

  • 23.
    Andersson, Marie
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Mentorer och uppfyllelse av studiemål: En specialpedagogisk analys av elevernas berättelser2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att analysera hur elever på gymnasiet som är i behov av stöd i någon form uppfattar mentorers betydelse för uppfyllelse av studiemål. Följande frågeställningar har undersökts: Hur berättar eleverna om skolans åtgärder?, Hur berättar elevernas om stödbehovet?, Hur berättar elevernas om sin relation med mentor?, Hur berättar eleverna om förväntningar på mentor? En fenomenologisk ansats antogs där elevernas uppfattningar undersöktes. En kvalitativ studie genomfördes bestående av sju intervjuer av elever på gymnasiet på en gymnasieskola i södra Sverige. Resultatet visar bland annat att kommunikation i skolan inte alltid får förväntad effekt. Elevers stödbehov hade oftast inte uppmärksammats av mentor och analysen visar att överlämningsrutiner och bristande samverkan mellan olika kommunikativa sammanhang får negativa konsekvenser för elevers skolgång. Flera positiva relationer med mentor beskrevs där mentor fungerar som en samarbetspartner med ett aktivt deltagande i elevernas lärande men en elev beskrev dock en problematisk relation med mentor som inte fungerar. Eleverna hade svårt att beskriva sina förväntningar på mentor och eleverna hade i regel uppfattningen att mentorer arbetar på olika sätt med sitt mentorsuppdrag.

  • 24.
    Andersson, Petra
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Theresa, Lindahl
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Student bortom campus: En kvalitativ studie baserad på intervjuer med studenter om att distansstudera på universitetsnivå2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Today, with more digitization in society the distance education increases fast and is available at most universities. More people choose to study at a distance why this study was made to examine what obstacles and how the University's approach is experienced by distance students, as this affects the student's ability to carry out and complete their studies in a good way. The study was conducted by means of semi-structured interviews with 8 distance students.The results of the study clearly shows that how the seat of learnings platform, communication and availability are important for success, but also the motivation and self-discipline from the student's side also plays a major role in order to carry out and complete their studies.

  • 25.
    Andersson, Robert
    et al.
    Linnaeus University, Faculty of Social Sciences, Institute of Police Education.
    Wahlgren, Paula
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Ledelse og reform av svensk politi - fra sosial ingeniörskunst til postpolitik2018In: Politireformer: Idealer, realiteter, retorik og praksis / [ed] Vanja Lundgren Sörli & Paul Larsson, Oslo: Cappelen Damm AS, 2018, 1, p. 303-324Chapter in book (Refereed)
  • 26.
    Andersson, Wynette
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Wramhult, Camilla
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Elevhälsa i praktiken: Specialpedagogisk analys av främjande, förebyggande och åtgärdande arbete i elevhälsoteam2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med föreliggande studie är att analysera det främjande, förebyggande och åtgärdande elevhälsoarbetet utifrån ett salutogent och patogent förhållningssätt samt vilka insatser på organisations-, grupp- och individnivå som uppmärksammas under samtal på två skolor i en kommun i Sverige. Semistrukturerade kvalitativa intervjuer med professionerna rektor, specialpedagog och kurator från elevhälsan på två skolor genomfördes för att kunna besvara studiens frågeställningar. Informanternas beskrivningar av elevhälsoarbetet sammanställdes utifrån premisserna i kvalitativ metod och resultatet analyserades sedan utifrån de analytiska utgångspunkterna interaktionistiskt och relationellt perspektiv, samt salutogent förhållningssätt.

     

    Informanternas berättelser målar upp bilden av ett strukturerat elevhälsoarbete där formerna för arbetet har förändrats en del under senare år, så att elevhälsoteamet har möten med olika syften och utformning. Elevhälsoarbetet bygger på samspel, där språket används som verktyg och interaktionen mellan individer har betydelse för resultatet. Informanterna uppmärksammar att elevhälsoarbetet består av främjande, förebyggande och åtgärdande insatser på organisation- grupp- och individnivå. En del av interaktionerna leder till meningsskapande möten där ett lärande kan ske. Andra insatser fokuserar istället på individen och dess egenskaper och skulle kunna syfta till att åtgärda brister hos eleven. Kommunens elevhälsoplan upplevs till stor del vara ett stöd i elevhälsoarbetet. Informanterna beskrev att det förekommer samverkan mellan elevhälsans professioner samt med andra aktörer. Informanterna önskade bland annat ett utökat samarbete med lärare. Elevers och vårdnadshavares delaktighet nämns i intervjuerna inom elevhälsoteamets främjande, förebyggande och åtgärdande arbete, men de verkar finnas i en interaktionistisk skugga, i bakgrunden, i det främjande och förebyggande arbetet. Elevhälsans arbete är ett arbete under utveckling.

  • 27.
    Ankargren, Sofia
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Sjöö, Anna
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Elevhälsans arbete mot mobbning: Det förebyggande och åtgärdande arbetet2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studien är att få en ökad kunskap för elevhälsans arbete mot mobbning samt vad elevhälsan har för syn på mobbning gällande bidragande faktorer och konsekvenser. Vi avgränsade oss till att endast intervjua elevhälsan på låg- och mellanstadiet. Vi har valt att göra en kvalitativ studie med en hermeneuetisk forskningstradition. Studiens resultat visar på flera förebyggande och åtgärdande insatser som elevhälsan använder sig av, där de främsta insatserna som diskuterades var värdegrundsarbete och samtal med elever. Resultatet visar att den främsta faktorn för att bli utsatt för mobbning är ett avvikande beteende och även vad konsekvenserna av mobbning kan leda till. Vi har utifrån KASAM analyserat vårt resultat och kommit fram till att elevhälsan jobbar utifrån ett salutogent perspektiv. I vår slutsats kom vi fram till att elevhälsan visar ett stort engagemang i att arbeta förbyggande och åtgärdande mot mobbning på flera olika plan.

  • 28.
    Appelqvist, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Edgren, Linnea
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Motivation & kompetensförsörjning: Hur organisationer arbetar med att motivera medarbetare i syfte att behålla kompetens.2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien diskuterar motivationens betydelse för en organisations kompetensförsörjning. Syftet med studien är att ta reda på vad som är viktigt för att en medarbetare ska stanna på sin arbetsplats i syfte att behålla kompetensen i organisationen. Forskning inom området presenteras och två teorier lyfts fram, vidare har en hypotes utformats och prövats genom ett kvantitativt tillvägagångssätt. Hypotesen är att kompetensförsörjning påverkar medarbetarnas motivation som i sin tur är observerbar i något vi benämner som inbäddningseffekt. Resultatet som framkommer är att både inre och yttre motivationsfaktorer har ett positivt samband med inbäddningseffekten, varav yttre har något starkare samband än inre. Resultatet visar att relationen mellan motivation och kompetensförsörjning är komplex och troligen påverkas av olika typer av faktorer. Slutsatsen för studien visar att det kan vara viktigt att organisationen inte enbart fokuserar på generella teorier om motivation och kompetensförsörjning utan kan med fördel se till helheten. Tas detta i beaktande leder det till att det organisatoriska lärandet ökar och chansen att organisationens resultat förbättras samtidigt som medarbetarna trivs. 

  • 29.
    Arthinius, Anna
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Johansson Veström, Kristin
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    LegiLexi Betydelsen av analys för rätt insats2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to explore the use of a Swedish assessment and instruction program called LegiLexi. This new program is free of charge and it provides primary school teachers with assessment data in order to target indiviual needs. Our study shows that teachers are good at using the program in order to test the students but they fail in order to link the data into instructions. The skills in analysing the data into individual instructions is something that has to improve. The need of developing these skills are urgent and it shows the importance of specialeducational competence. By improving this skills, student in need of more support, can be helped to improve their reading abilities.

  • 30.
    Asllani, Muhamed
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Hur resonerar nyexaminerade lärare kring sitt yrkesval?2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att fördjupa förståelsen för hur nyexaminerade lärare har valt att bli lärare. Forskningsfrågorna som besvaras i denna studie är: vilka faktorer påverkar yrkesval i allmänhet, och i synnerhet läraryrket? och hur resonerar nyexaminerade lärare kring sina val av yrke och de specifika ämnena de undervisar i? Teorierna om de kultursociologiska kapitalen och habitus av Pierre Bourdieu och Albert Banduras teori om self-efficacy utgör grunden till undersökningen. Denna baseras på intervjuer av fem nyexaminerade lärare. Resultaten visar att de huvudsakliga faktorerna som påverkar valet att bli lärare i denna studie är en önskan att hjälpa människor, att få arbeta med unga människor, och att få trygga anställningsvillkor. Föräldrarna hade till en viss del påverkat dem. Samtliga lärarna hade minst en lärare som de kommer ihåg inspirerade dem i skolan. Dessa resultat överensstämmer med den tidigare litteraturen. Deltagarna i studien har dessutom generellt lätt för att lära sig och har en positiv bild av sin skolgång. De ämnen de valde att undervisa i visade sig vara deras starka ämnen under deras skolgång. Dessa resultat återfinns inte i litteraturgenomgången. Status på läraryrket och lönen är ingenting som har påverkat deltagarna i denna studie. Bourdieu och Banduras teorier kan relateras till en stor del av det som berättades av deltagarna.

  • 31.
    Atterwall, Adrian
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Amanda, Beuthan
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Mellanchefers behov av kompetensutveckling: En kvalitativ studie om vilka behov mellanchefer upplever att de behöver kompetensutvecklas inom i offentlig och privat sektor2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Kompetensutveckling har blivit ett viktigt verktyg för dagens organisationer, både för verksamhetens framgång och för medarbetarens prestation. Rollen som mellanchef har fått en större betydelse och har blivit allt mer komplex och central i en organisation. Syftet med studien är att undersöka inom vilka områden mellanchefer uppfattar att de har behov av kompetensutveckling, för att sedan jämföra om det finns olika behov inom offentlig och privat sektor. Det empiriska materialet samlades in via intervjuer med jämn fördelning av respondenter från vardera sektor. En tematisk analysmetod med inspiration från hermeneutiken har använts vid analysering av materialet. Som teoretisk referensram har Jarvis teori om erfarenhetsbaserat lärande använts för att analysera resultatet. Resultatet visade att det fanns ett stort behov för mellanchefer att utvecklas inom ledarskap och att de samtidigt bör utveckla och praktisera det individuella ledarskapet. Det kunde inte påvisas några större skillnader utan desto fler likheter av kompetensutvecklingsbehov mellan offentlig och privat sektor. Studien visar att verksamheter, både inom offentlig och privat sektor, är i behov av ledarskapsutbildningar.

  • 32.
    Bahtiri, Armend
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Sahiti, Suad
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Det spelar roll: Behandlares perspektiv på ungdomskulturer som framträder på särskilda ungdomshem2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår studie är att belysa behandlares upplevelse om vilka ungdomskulturer som framträder på särskilda ungdomshem samt hur behandlarna kan påverka dessa.

    Den metodologiska utgångspunkten i studien är hermeneutisk kvalitativ ansats med semistrukturerade intervjuer. Fem behandlingsassistenter har bidragit till det empiriska materialet som ligger till grund för studien.

    Resultatet analyserades med hjälp av teorin om symbolisk interaktionism. Studien visar att det förekommer både negativa och positiva ungdomskulturer på särskilda ungdomshem. Ungdomarna påverkar alltså varandra både negativt och positivt. Den negativa kulturen yttrar sig genom att ungdomarna tar med sig problematiken in på avdelningarna där de i interaktion med andra ungdomar glorifierar ämnen som droger och kriminalitet vilket gör att de tar intryck och lär sig negativa saker av varandra. Den positiva kulturen yttrar sig genom att ungdomarna finner stöd hos varandra och lär sig saker vilket främjar deras utveckling. Vidare ansåg personalen att de har möjlighet att påverka ungdomskulturerna, främst genom ett gott samarbete inom personalgruppen men även att man involverar ungdomen i behandlingen.

  • 33.
    Basic, Goran
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Book Review: Contract Workers, Risk, and the War in Iraq: Sierra Leonean Labor Migrants at U.S. Military Bases. By Kevin J. A. Thomas. Montreal: McGill- Queen’s University Press, 2017. Pp. viii­­­­­+243. $110.00 (cloth); $34.95 (paper)2019In: American Journal of Sociology, ISSN 0002-9602, E-ISSN 1537-5390, Vol. 125, no 1, p. 314-316Article, book review (Other academic)
    The full text will be freely available from 2020-06-27 08:00
  • 34.
    Basic, Goran
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Coherent triads and successful inter-professional collaboration: narratives of professional actors in the Swedish child welfare system2019In: Nordic Social Work Research, ISSN 2156-857X, E-ISSN 2156-8588, Vol. 9, no 3, p. 235-249Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to analyze how and when the professional actors within the Swedish child welfare system portray successful cooperation and determine which discursive patterns are involved in the construction of this phenomenon. The empirical basis for this study is formed by 147 recorded interviews with institution-placed youths, their parents, and different occupational categories within the social services and the Swedish National Board of Institutional Care. Analytical findings with the following themes are presented: (1) coherent vision triad, (2) coherent rhetorically accepted triad, and (3) coherent exclusive triad. The personal interactive aspect of cooperation among professional actors in the care of children is important for successful collaboration. This aspect also appears to be significant for producing and reproducing joint collaboration identities. However, joint collaboration identities and the coherence triad can limit the sphere of cooperation to the entities involved in the care of youths and the juvenile or his/her parents are left out.

  • 35.
    Basic, Goran
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Lund University, Sweden.
    Definicije počinitelja ratnog nasilja i žrtve: Sociološka analiza nasilja u koncentracijskim logorima za vrijeme rata u Bosni i Hercegovini: (Definitions of the perpetrator of war violence and the victim: Sociological analysis of violence in concentration camp during the war in Bosnia and Herzegovina)2018In: Proceedings of the Faculty of Law in Tuzla, ISSN 2303-8632, Vol. 4, no 2, p. 44-73, article id UDK: 316.624:343.819.5(497.6)Article in journal (Refereed)
    Abstract [en]

    This article analyzes the experiences retold by former concentration camp detainees who were placed in  concentration camps like civilians at the beginning of the Bosnian war in the 1990s. The article aims to analyze the narratives of war violence in concentration camp as well as identifying how the perpetrators of war violence and victims are symbolically defined in stories. In these descriptions, the perpetrator is defined as a dangerous, evil, and ideal enemy. He is portrayed as a real and powerful yet alien criminal. When informants emphasize extermination and the systematization of war violence in the camps during the war, they produce and reproduce the image of violence that is organized and conducted on a daily basis. The aim of this verbalb emphasis seems to be that the described acts of violence in the camps, after the war obtain the status of an organized war violence - genocide. By defining the perpetrators of war violence, the interviewed in the study implicitly point out the complementary opposition of the perpetrator - a victim of violence. The victim is presented as pre-war acquaintance, friends and neighbors of the perpetrators of violence. Victim of violence is defined as tired, dying in agony, inferior, de-humanized, stamped and helplessly left to the mercy of the perpetrators of war violence. Leading people to only one primary (deadly) collective identity exists at every place where the “ethnic identity” of people is considered more important than their personal, individual, civic, professional human identity. The merging of ethnonational identities into a completely homogeneous, massive, unique collective identity, which is substantially or (totally) different from some others - perfectly matches reproduction and the creation of new forms of violence.

  • 36.
    Basic, Goran
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Lund University.
    Konstruktion av normupplösning och moralisk panik. Etnografisk analys av underrättelse-, operativt polis- och gränsbevakningsarbete (Construction of norm resolution and moral panics. Ethnographic analysis concerning intelligence and operational police and border guards’ work)2018In: Nordic Journal of Studies in Policing, ISSN 1104-2176, E-ISSN 2242-458X, Vol. 4, no 1, p. 50-69Article in journal (Refereed)
    Abstract [en]

    The aim of the study is to analyze how intelligence and operative personnel in the Baltic Sea area describe the category “Russian criminals” and which discursive patterns cooperate with the construction of the category “norm-resolving Russian.” The analytical findings of a study are presented in the following themes: (1) Construction of norm resolution and moral panics: example criminal, (2) Construction of norm resolution and moral panics: example spy and (3) Construction of norm resolution and moral panics: example military invasion. The presentation of intelligence and operational police and border guard work as having varying morals and strengthening the argument for the need to fight against the other (“Russian”) can be interpreted in different ways. One interpretation is that constructed fear for the norm-resolving Russian and reproduced moralic panic is the expression of a social identity, and it is based on a contrast in relation to the “other”. By building up ideas about "enemies", moral panic is created and recreated, as well as the professional police and border guard professional identities. In addition, it shows in the analysis of the study the image of Russians pointed out by police and border guards in the Baltic region.

  • 37.
    Basic, Goran
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Lund University.
    Language and creativity: unaccompanied young refugees with experiences of war in institutional care in Sweden2018In: New creative approaches in social sciences: the proceedings of CIL 2018: Fifth Edition of International Conference of Humanities and Social Sciences - Creativity, Imaginary, Language, Craiova, Romania, 24-25 May 2018 / [ed] Davian Vlad, Alexandra Iorgulescu, Mihaela Marcu & Aida Cornelia Stoian, Editura Sitech Craiova , 2018, p. 9-23Conference paper (Refereed)
    Abstract [en]

    The purpose of the study is: 1) to analyse the narratives of young people who have experienced a war, fled to Sweden and been taken care of and placed in institutions, 2) to analyse the narratives of institution personnel about the day-to-day work of taking care of young people who have experienced war. The material used in the study has been gathered by means of interviews with young people in care with experiences of war, and interviews with personnel at HVB homes (residential or care homes) who work with these young people. The previous research shows that the social pedagogic perspective is one of the perspectives in social sciences that stresses the importance of including the individual in the community. The individual is given confirmation of his or her identity by participating in the community, and successful interaction between individuals is a fundamental prerequisite for the successful integration of unaccompanied children and young people in Sweden. Analysis of the study’s empirical material shows that there are major variations in what is expected of a social pedagogue in the work with unaccompanied young refugees with experiences of war in institutional care in Sweden. A common denominator is that the mission of a social pedagogue and the context in which the social pedagogue operates appears to be sufficiently flexible to enable an individual to play the role in a wide variety of ways. It is only when the individual social pedagogue adopts an active, assertive, independent, personal and relatively strong posture that he or she has a chance to be of importance to other professional categories and for the client. This means in practice that it is only when the individual social pedagogue transcends the expectations of the role presented above that he or she has a chance to be appreciated by other collaborators.

  • 38.
    Basic, Goran
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Lund University.
    Observed successful collaboration in social work practice: coherent triads in Swedish juvenile care: [Observerad framgångsrik samverkan i socialt arbete. Samstämmiga triader inom svensk ungdomsvård]2018In: European Journal of Social Work, ISSN 1369-1457, E-ISSN 1468-2664, Vol. 21, no 2, p. 193-206Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to analyse observed situations of successful cooperation, even if it unfolds during shorter interaction sequences. The aim is to analyse how and when the actors within juvenile care in Sweden present successful cooperation, and which interactive patterns are involved in the construction of this phenomenon. Forming the empirical basis for this study are 119 field observations of organised meetings and informal meetings before and after organised meetings, during visits to youth care institutions in Sweden, social services offices, and the Swedish National Board of Institutional Care. In this study, markers are used to define successful cooperation in the empirical material, so that actors who belong to at least three different categories will be identified (coherent triad). The professional actors can also shape a coherent triad with young people or parents in cases where past conflicts arise. When some professionals create a distance from other professional partners, conflicts can be erased so as to generate new conditions for coherence of the triad. Construction and reconstruction of collaboration success is an ongoing, interactive process. Presentation of the proper interaction moral is created and re-created during interactions and appears in the myriad of everyday interactions.

  • 39.
    Basic, Goran
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Social pedagogical work with unaccompanied young refugees with experiences of war in institutional care in Sweden: an ethnography-inspired analysis of the narratives of young persons and institution personnel2018In: Social Sciences and Education Research Review, ISSN 2392-9863, Vol. 5, no 2, p. 6-29Article in journal (Refereed)
    Abstract [en]

    The study purpose was to analyse 1) narratives of young people who experienced a war, fled to Sweden and were cared for and placed in institutions; 2) institution personnel narratives about the day-to-day work of taking care of young people who have experienced war; and 3) interactive patterns contributing to constructing the category ‘social pedagogue’. The material was gathered through interviews with young people in care with experiences of war and with personnel who work with these young people at residential or care homes. The social pedagogic perspective in social sciences stresses including the individual in the community, which gives the individual confirmation of an identity through community participation. Successful interaction between individuals is fundamental for achieving community integration of unaccompanied children and young people in Sweden. Analysis of the study’s empirical material reveals major variations in what is expected of a social pedagogue working in institutional care in Sweden with unaccompanied young refugees who have experiences of war. A common denominator is that the mission of and context in which the social pedagogue operates appear flexible enough to enable an individual to play the role in a variety of ways. Only when the individual social pedagogue adopts an active, assertive, independent, personal and relatively strong posture will there be a chance of being important to other professional categories and for the client. In practice, therefore, only when the individual social pedagogue transcends the expectations of the conventional role will there be a chance to be appreciated by other collaborators. 

  • 40.
    Basic, Goran
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Lund University.
    Successful Collaboration in Social Care Practice: Beneficial Success Points of Interest for the Young Person in Swedish Juvenile Care2018In: Journal of Comparative Social Work, ISSN 0809-9936, E-ISSN 0809-9936, Vol. 13, no 2, p. 56-77Article in journal (Refereed)
    Abstract [en]

    The aim of this ethnographic study is to analyse themes for ‘the successful collaborations’ that emerge from the study field notes on youth in Swedish juvenile care, and that can be interpreted as beneficial for these youth. These successful collaborations were observed, for instance, at meetings where the young persons were being discussed, and where an observer could distinguish planning for them that was carried out practically. The empirical base for this study is its total of 119 field observations/notes. The examples analysed reference a completed appointment for an eye test, a practical realization of active leisure, homework help and an internship placement that works. The coherence of three actors belonging to three different categories (coherent triads), and success points of interest that benefit the youth in the situation, create the image of a positive development for them. In this way, common identities of interplay that are useful for the young person are created and elucidated. The physical presence of the young person in these situations is an especially important theme for the ‘successful collaboration’. This study shows that trust and motivation are important aspects for a successful collaboration and inclusion of less powerful individuals and groups of individuals within a community. Young people discussed in this study receive confirmation of their identities by participating in the community, with a successful interaction between actors in juvenile care a prerequisite for successful involvement and integration.

  • 41.
    Basic, Goran
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Lund University, Sweden.
    Delić, Zlatan
    University of Tuzla, Bosnia and Herzegovina.
    Crimes Against Humans and Crimes Against Humanity: Analysis of Documents Produced During Trials at Tribunals After the War in North-West Bosnia and Herzegovina2018In: Book of Abstracts. Crimes Against Humans and Crimes against Humanity. Implications for Modern Criminology. 18th Annual Conference of the European Society of Criminology, European Society of Criminology and University of Sarajevo, Sarajevo, Bosnia and Herzegovina (20180829-20180901)., 2018Conference paper (Refereed)
    Abstract [en]

    The aim of the study is to analyse documents produced during trials at the International Criminal Tribunal for the former Yugoslavia and the Section for War Crimes of the Court of Bosnia and Herzegovina concerning the 1992 war in north-west Bosnia and Herzegovina. The documents construct and reconstruct the categories of victim and perpetrator at a symbolic level. Punishing the offenders for war crimes is a means by which local and international courts attempt to eliminate the ideology on which the atrocities were based. The study interprets the documents as rhetorical warnings to future belligerents. Warfare that targets civilians and lack of respect for human rights are construed as unacceptable. In revealing the scope of war crimes committed during the period, the documents represent an attempt to influence the local and international community. They implicitly define the categories of victim and perpetrator, highlighting the individual and visible punishment to which the latter are subject while implying that their ideology has thereby been eliminated. The documents emphasize the role of individual responsibility in future wars. The presumption is that peer pressure is no excuse for war crimes and that civilians are never to be targeted.

  • 42.
    Basic, Goran
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Delić, Zlatan
    University of Tuzla, Bosnia and Herzegovina.
    Post-genocide Society, Criminology, and Pedagogy of Lifelong Learning: An Analysis of the Empirical Example of Bosnia and Herzegovina2019In: 19th Annual Conference of the European Society of Criminology: ConverGENT, Convergent roads, bridges and new pathways in criminology. Book of Abstracts, Ghent: Ghent University , 2019, p. 315-316Conference paper (Refereed)
    Abstract [en]

    The war in Bosnia and Herzegovina (1992–1995) is the historic background of this paper, as produced inthe reports of the United Nations and documents presented during international and national trialsconcerning war crimes committed during period. A literature review forms the analytical basis andcontains various studies from the domains of war sociology, social epistemology, pedagogy ofemancipation and lifelong learning, and sociology of knowledge. The aim of the paper is to analyse: 1)the negative/dark sides of social capital in the Bosnian–Herzegovinian post-genocide society thatemerged because of decades of symbolic and real war and post-war violence against the people in Bosniaand Herzegovina; and 2) the possibility of social development in the direction of a positive/lighter side ofsocial capital, in the sense of legitimising progressive politics of social development based on thefollowing foundations: a) learning peace, coexistence, and reconciliation; b) acknowledgment thatgenocide was carried out during the war and actively denied after the war; c) condemnation of genocide(both during the war and the post-war period); and d) active work to recognise the status of and obtaincompensation for the victims of the genocide (at the social, organisational/institutional, and individuallevels).

  • 43.
    Basic, Goran
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Delić, Zlatan
    University of Tuzla, Bosnia and Herzegovina.
    Post-Genocide Society, Social Capital, and Pedagogy of Lifelong Learning: An Analysis of the Empirical Example of Bosnia and Herzegovina2019In: Social Sciences and Education Research Review, ISSN 2392-9683, Vol. 6, no 2, p. 31-62Article in journal (Refereed)
    Abstract [en]

    The aim of the paper is to analyse: 1) the negative/dark sides of social capital in the Bosnian–Herzegovinian post-genocide society that emerged because of decades of symbolic and real war and post-war violence against the people in Bosnia and Herzegovina; and 2) the possibility of social development in the direction of a positive/lighter side of social capital, in the sense of legitimising progressive politics of social development based on the following foundations: a) learning peace, coexistence, and reconciliation; b) acknowledgment that genocide was carried out during the war and actively denied after the war; c) condemnation of genocide (both during the war and the post-war period); and d) active work to recognise the status of and obtain compensation for the victims of the genocide (at the social, organisational/institutional, and individual levels).

     

  • 44.
    Basic, Goran
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Delić, Zlatan
    University of Tuzla, Bosnia and Herzegovina.
    Sofradzija, Halima
    University of Sarajevo, Bosnia and Herzegovina.
    Ideology of neo-fascism, education, and culture of peace: the empirical case of Bosnia and Herzegovina2019In: Critical Education, ISSN 1920-4175, E-ISSN 1920-4175, Vol. 10, no 6, p. 1-20Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to critically analyse intellectual conditions for education pertaining to the empirical and normative knowledge dimensions that can oppose the ideologies of neo-fascism. The analytical basis is a literature review of various studies from the domains of sociology of knowledge, war sociology, social epistemology, and critical pedagogy. The article explains the social need for better-quality public education pertaining to the meaning of political, media, and religious use and misuse of “identitarian concepts” and “identitarian terminology.” The privileged strategies of the political application of referential systems and mechanisms of ‘differentiating’ serve as the epistemic foundation to teach the concepts, terminology, taxonomies, and classifications used to separate people into “ours” and “theirs.” The genocide of Bosnian Bosniaks in the war against the Bosnian-Herzegovinian multicultural society conveys the need to create peaceful emancipatory identity politics and for a new pedagogy of emancipation of many of the oppressed and disenfranchised who are difficult to explicitly name. Conceptual problems, related to certain obvious paradoxes intrinsic in the politics of the collective representation of citizens after genocide, are linked to these processes.

  • 45.
    Basic, Goran
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Doumas, Kyriaki
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Ekberg, Margareta Stigsdotter
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Unaccompanied young refugees with experiences of war in institutional care in Sweden: A social pedagogical analysis of the narratives of young persons and institution personnel2018In: Social Pedagogy and Social Education : Bridging Traditions and Innovations. International Conference, Puebla, Mexico, February 22-24, 2018: Pedagogía Social y Educación Social : Conectando Tradiciones e Innovaciones. Congreso Internacional, Puebla, México, 22-24 de febrero, 2018, Phoenix: Social Pedagogy Association , 2018, p. 12-23Conference paper (Refereed)
    Abstract [en]

    The purpose of the study is: 1) to analyse the narratives of young people who have experienced a war, fled to Sweden and been taken care of and placed in institutions, 2) to analyse the narratives of institution personnel about the day-to-day work of taking care of young people who have experienced war. The material used in the study has been gathered by means of interviews with young people in care with experiences of war, and interviews with personnel at HVB homes who work with these young people.

    The previous research shows that the social pedagogic perspective is one of the perspectives in social sciences that stresses the importance of including the individual in the community. The individual is given confirmation of his or her identity by participating in the community, and successful interaction between individuals is a fundamental prerequisite for the successful integration of unaccompanied children and young people in Sweden. The researchers highlight the importance of interaction between those already established in the community and the individual who is on its margin. One of the most important dimensions from a social pedagogical perspective is to analytically investigate relationships between individuals needing help and the professional participants tasked with helping these individuals as part of their professional role.

    A social pedagogue works in a variety of social contexts in which individuals need professional help with integration and success in those contexts. This can involve students in school; inmates at youth institutions and prisons; children, young people and adults who are the subjects of intervention by social services; patients undergoing psychiatric treatment; and other individual categories where people find themselves in critical life situations and need professional help to overcome them.

    The writings of for example Lisbeth Eriksson, Juha Hämäläinen and Xavier Ucar provide insights into some expectations that come into play in the various social contexts of the role of a “social pedagogue.” A social pedagogue is portrayed as an expert who works with a specific and defined goal. The goal is to help/guide the client to overcome obstacles that hamper integration and success in the context. In order to do this, social pedagogues are expected to possess specific professional qualifications in order to support and motivate their clients in overcoming obstacles and meeting their goals. A social pedagogue works in a socially oriented way and plays an educational fostering role. It is anticipated that this will help the client develop an understanding of how to act in accordance with desired expectations, norms and values and to resist peer pressure and involvement in anti-social activities. A social pedagogue is also expected to supervise other professional categories in the context of the various issues related to the client’s living conditions. In addition, the social pedagogue is expected to act as a link between different professions with the goal of facilitating collaboration that supports the client’s social and educational development (when the client is a child or young person, the social pedagogue is expected to also collaborate with parents). The social pedagogue sometimes has a limited scope for action; the role has low status and standing in relation to other professional categories involved. The role of the social pedagogue is portrayed as diffuse, unspoken and full of contradictions in relation to other professional categories in the organizational hierarchy. The role of social pedagogue tends to assume a controlling and repressive function as support for other professional categories in the context.

    In conclusion, there are major variations in what is expected of a social pedagogue. A common denominator is that the mission of a social pedagogue and the context in which the social pedagogue operates appears to be sufficiently flexible to enable an individual to play the role in a wide variety of ways. It is only when the individual social pedagogue adopts an active, assertive, independent, personal and relatively strong posture that he or she has a chance to be of importance to other professional categories and for the client. This means in practice that it is only when the individual social pedagogue transcends the expectations of the role presented above that he or she has a chance to be appreciated by other collaborators.

    Lisbeth Eriksson and Juha Hämäläinen illustrate four important dimensions of the social pedagogical perspective. The first of these focusses on goals in the context to be achieved by means of social pedagogy. In this dimension, the importance of the participants’ socialisation is brought to the fore in the context by, among other things, integration and mobilisation of all forces in the community with the aim of helping the individual who is on the margin of the community. The second dimension focusses on the correct social pedagogic approach, especially in the relationship between the professional participants and the individual in need of help. The professional participants working in accordance with the social pedagogic perspective are empathic towards the individual requiring help, while also being aware of the specific expectations of the professional role. The third dimension focusses on appropriate social pedagogic methods in the work with the individual who is in need of help. Methods considered to be appropriate are the dynamic methods based on the individual as part of the group and part of a wider social context (such as environmental therapy). The fourth dimension focusses on social pedagogy as a resource for professional work with the individual who is on the margin of the community and in need of help. In this dimension, there is emphasis on the importance of the correct approach by the professional participants, with the goal of creating progress in the relationship with the individual in need of help by means of well thought-out dialogue and action.

    If we borrow analytical glasses from Hämäläinen and Eriksson, we can read the following from this study: 1) social pedagogic target groups - as represented by a) young people in care who have experiences of war and who were subsequently placed in HVB homes in Sweden, b) personnel at HVB homes who work with these young people; 2) social pedagogical arenas - as represented by various contexts that are brought to the fore in the study’s empirical material (war context, migration context while fleeing to Sweden, migration context during integration into Sweden, institution context, school context etc.; 3) social pedagogical roles - as represented by various roles that are brought to the fore in the study’s empirical material (victim of war, student, homosexual, empathic personnel, competent personnel, incompetent personnel etc.). 

    Analysis of the study’s empirical material shows that the lives of young people in Sweden are characterised by uncertainty; they do not know if they will be allowed to stay in Sweden, whether they will have the opportunity to keep attending school or whether they will ever get to see their parents again. The material provides a picture of a waiting period that involves a considerable adjustment for these young people, regardless of whether or not they are given leave to remain in Sweden.

    The time after first arriving in Sweden can seem like a prelude to starting a new life, a prelude which is sometimes characterised by a continuing flight. The war goes on and is present in stories. Interviews with personnel at HVB homes and young people in this study are sometimes extremely emotionally charged. There may be painful stories about, for example, someone’s entire family and everyone living in the village fleeing from a Taliban attack, about how their best friend was killed in a suicide attack, about how Russian and government forces in Syria harass women (“sisters”). The stories are also about friends and relatives who are taken away and never return, a father who was executed, a difficult journey to Sweden, as well as about personnel at HVB homes who are empathic, who understand and try to help young people, but also about others who belittle and abuse young people and even contribute to the risk of worse mental health in young people.

    Analysis of empirical material has crystallised out the following themes in interviews with young people: a) war as a permanent social condition; b) school in the home country becomes demonstration, demonstration becomes school; c) learning war (war as pedagogical practice); d) normalising/ neutralising the condition of war (“playing football”, “as normal”); e) flight from war is also war – or part of the war (deprivation of liberty/abduction, slave labour); f) the future in Sweden (struggle for social recognition/recognition of identity – for example as student, employee, person, breadwinner and homosexual).

    In interviews with institution personnel, the following themes have crystallised out: a) previous chaos in reception centres in Sweden, now more orderly; b) young people singled out and stigmatised by society; c) importance of empathic attitudes and humanity; d) no treatment is offered or given in the institution; e) main task: to help young people to integrate in society; f) there is collaboration with other professional categories, but it is limited (no more than what is essential); g) young people’s age as a problem; h) young people are described as greedy (reason for coming to Sweden); i) maltreatment in institutions; j) (in)competence of personnel.

  • 46.
    Basic, Goran
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Lund University, Sweden.
    Johnsson, Anna
    Sunnadalskolan Karlskrona, Sweden.
    Blivik, Gerd
    Af Chapmangymnasiet Karlskrona, Sweden.
    Nyanlända föräldrar och samverkan i svensk grundskola. En interaktionistiskt och etnometodologiskt inspirerad analys av framställda samverkansallianser och triader (Newly arrived parents and collaboration in Swedish elementary school. An interactionally and ethnomethodologically inspired analysis of proposed collaborative alliances and triads)2018Conference paper (Refereed)
    Abstract [en]

    The purpose of this study is to analyse newly arrived parents’ narratives about collaboration in Swedish elementary school. The study's analysis is based on secondary empirical material (empirical sequences from previously published qualitative analyses). Preliminary analysis shows that the parents’ narratives paint a picture of the teachers focusing on collaboration in the form of a distanced participation on the part of the parents rather than face-to-face interaction. The parents dramatise the need for collaboration between teachers and parents and construct and reconstruct collaborative alliances and triads in their narratives. Members who appear in these interactions are parents, children and teachers. In the parents’ narratives about the collaboration a picture emerges of an invitation to teachers to form an alliance partnership. The alliance partnership sought seems to both strengthen stability in the triad with the objective of creating a successful collaboration in the children’s best interests and draw attention to the importance of parents’ participation in collaboration in the school context. From a methodological aspect, the need to collect and analyse primary ethnographic empirical material in the form of interviews, field notes and documents from elementary school practice is discussed.

  • 47.
    Basic, Goran
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Lund University.
    Nilsson, Carina
    Sunnerbogymnasiet, Ljungby.
    Svensson, Anette
    Sunnerbogymnasiet, Ljungby.
    Förskollärarnas yrkesidentitet och deras praktiska arbete med flerspråkiga barns språkutveckling (Pre-school teachers’ professional identity and their practical work with multilingual children’s language development)2018Conference paper (Refereed)
    Abstract [en]

    The purpose of this study is to analyse pre-school teachers’ narratives about their practical work with multilingual children’s language development. The study's analysis is based on secondary empirical material (empirical sequences from previously published qualitative analyses). Preliminary analysis shows that pre-school teachers in their narratives emphasise the importance of everyday practical interactions for multilingual children's language development. Interactions that are described in the narratives refer to playing, food intake, putting on and taking off clothes, pictures and books. In these narratives the pre-school teachers present themselves as competent actors based on their expertise, among other things through interaction with multilingual children. This makes interaction with multilingual children a fundamental dimension for creating and re-creating pre-school teachers’ professional identity. From a methodological aspect, the need to collect and analyse primary ethnographic empirical material in the form of interviews, field notes and documents from pre-school practice is discussed.

  • 48.
    Bengtsson, Anna
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Torstensson, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Övergång och samverkan till och från förskoleklass2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I studien granskas övergången till och från förskoleklass utifrån övergångsplaner som finns i en utvald kommun. Syftet med studien är att få svar på om pedagogerna i förskoleklass anser att övergångsplaner och information som delas med dem inför ett nytt läsår är till hjälp för dem i deras fortsatta arbete med en ny elevgrupp, samt hur elever i behov av särskilt stöd synliggörs i övergången. Den teori som används är ramfaktorteorin. Studien genomförs även för att se sambandet mellan formulerings- realiserings- och transformeringsarenan. Metoder för att besvara frågeställningarna är; webbaserad enkät som skickats ut till samtliga förskoleklasspedagoger i studerad kommun, insamling och granskning av skriftliga övergångsplaner, observationer på en enhet samt intervjuer. Resultatet visar att det finns en enhetlighet i övergångsplanerna i kommunen till viss del, men att pedagoger har förslag på förbättringsområden i övergångsarbetet. Den enhet som observerats är den enhet som tydligast visar att formuleringsarenan och realiseringsarenan inte hänger ihop, och genom intervju med biträdande rektor på enheten framkommer det att det beror på organisatoriska omständigheter det senaste året. I övergångsplanerna för alla enheter finns det med en punkt som rör barn i behov av särskilt stöd och hur de barnen ska synliggöras via olika möten innan skolstarten. Däremot framkommer det i enkätsvar att det tenderar vara fler barn som är i behov av särskilt stöd efter skolstart än vad som flaggats för i överlämningen. Det kan kopplas till ett relationellt förhållningssätt och väl fungerande metoder i det vardagliga arbetet på förskolan – då behovet inte blir lika tydligt. Överlag har skolorna som granskats bra och fungerande rutiner och dokument för överlämningen och informationsflödet som efterfrågas i studien.

  • 49.
    Bengtsson, Olle
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lundin, Johan
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Fysisk aktivitet som behandlingsinslag vid substansbrukssyndrom: En kvalitativ studie om behandlares uppfattningar och erfarenheter2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår studie var att undersöka hur behandlare som arbetar med fysisk aktivitet som inslag vid behandling av substansbrukssyndrom uppfattar behandlingsformen. Den metodologiska utgångspunkten var en hermeneutisk kvalitativ ansats med semi-strukturerade intervjuer. Totalt fyra behandlare från fyra olika verksamheter har intervjuats. Resultatet har analyserats med hjälp av Antonovskys teori om salutogenes och känsla av sammanhang. Resultatet i studien har visat att fysisk aktivitet används på en rad olika sätt i behandlingsarbetet och bidrar till ett bättre behandlingsresultat och utgör en viktig del i ett holistiskt förhållningssätt i synen på vad som krävs för att en klient skall uppnå ett gott välmående. De behandlare som arbetar med fysisk aktivitet är positivt inställda till behandlingsformen. En av studiens slutsatser är att fysisk aktivitet kan verka på ett flertal olika sätt och användas som ett verktyg av behandlare för att uppnå ett gott behandlingsresultat och skapa goda förutsättningar för klienten efter avslutad behandling.

  • 50.
    Berg, Åsa
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Nurminen, Anne-Maria
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Specialpedagog i förskolan: -förväntningar från förskolans pedagoger2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien undersöker förskolans pedagogers förväntningar på specialpedagogens uppdrag och yrkesroll. Syftet med studien är att undersöka om förväntningarna stämmer med examensordningen för specialpedagoger. Specialpedagogens yrkesroll formas i mötet med verksamheten.  Förhoppningen är att klargöra vilka förväntningar som ställs på specialpedagogen i det kommande uppdraget. För att få svar på vilka förväntningar som råder så har en kvantitativ metod använts i form av enkät. Urvalsgruppen består av verksamma pedagoger i förskolan. Resultatet visar på att det finns höga förväntningar från pedagogerna i förskolan på specialpedagogens yrkesroll. Förväntningarna gäller dock inte hela bredden av specialpedagogens examensordning.   

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