lnu.sePublications
Change search
Refine search result
1 - 9 of 9
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Enever, Janet
    et al.
    Umeå University.
    Lindgren, EvaUmeå University.Lundberg, GunBaker, JohnGheitasi, ParvinVu, TrangIvanov, SergejUmeå University.
    Early Language Learning: Theory and Practice in 2014 : Umeå University, Sweden, 12th–14th June, 2014 : Abstracts2014Conference proceedings (editor) (Other academic)
  • 2.
    Ivanov, Sergej
    Umeå University.
    A Transnational Study of Criticality in the History Learning Environment2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study examines conceptions of criticality and its instruction in the History learning environ- ment in Sweden, Russia, and Australia as evidenced in one sample upper secondary class in each country. To achieve this, data were collected at macro, micro and meso levels. At the macro level, elements of curriculum theory were used to analyse the policy framework provided to develop students’ criticality in the upper secondary History classroom and to identify the conceptions of criticality as manifested in the policy documents. At the micro level, a content-based, thematic analysis was used to examine how the teachers and student focus groups conceptualise criticality and the ways of its teaching and learning. At the meso level, the conceptions of criticality and its instruction modes identified in the policy documents and interviews were used to analyse the class- room data collected in the selected classes.

    The combined findings from the three levels of analysis provide a transnational account of criticality and its instruction. They suggest that criticality is conceptualised as a generic skill of questioning at the overarching curriculum level, whereas it is reconceptualised as a discipline- specific skill at the subject level. Discipline-specific conceptions include criticality as source criti- cism, as meaning making from historical evidence, as questioning historical narratives, and as educating for citizenship. The findings indicate that the visionary criticality objectives of the curricula might be obstructed at other policy levels and by the interviewees’ conceptions of criticality as well as the classroom practicalities.

    Based on the transnational findings, it is proposed that harmonisation between the curriculum contents and time allocation might contribute to the promotion of narrative diversity. As argued in the study, narrative diversity is a prerequisite for criticality as questioning historical narratives. To nurture this form of criticality, the policy makers might consider a shift of attention towards the lower stages of schooling that could equip upper secondary students with necessary background knowledge. Further, harmonisation between the teaching objectives and learning outcomes of basic History courses might help avoid excluding certain groups of students from receiving criticality instruction on unclear grounds. This might ensure the equity of education with regard to criticality instruction for all upper secondary students, as required in the national curricula in Sweden, Russia and Australia. 

  • 3.
    Ivanov, Sergej
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Criticality in policy, attitudes and practices: Evidence from upper secondary History classrooms in Sweden, Russia and Australia2017In: Criticality in Education (Research): Definitions, Discourses and Controversies: Booklet of abstracts, University of Helsinki, 2017Conference paper (Refereed)
    Abstract [en]

    This paper examines conceptions of criticality in the History learning environment in Sweden, Russia, and Australia as evidenced in one sample upper secondary school in each country. The combined findings of the analysis of policy, interview and classroom data provide a transnational account of criticality and its instruction and reveal some inconsistencies in the articulated value of criticality for different groups of students. Based on the transnational findings, some harmonisation measures are proposed to ensure the equity of education with regard to criticality instruction for all upper secondary students, as required in the national curricula in Sweden, Russia and Australia. 

  • 4.
    Ivanov, Sergej
    Umeå University.
    Critiquing Criticality: Policy Intentions, Teachers and Students' Perceptions and the Actual Practice in the Upper-Secondary History Classroom in Sweden, Russia and Australia2015In: 13th Annual Hawaii International Conference on Education, 2015Conference paper (Refereed)
    Abstract [en]

    This poster illustrates how policy intentions regarding criticality and teachers and students’ perceptions of criticality are reflected in the classroom discourse in upper--‐ secondary history sessions. It provides a comparative perspective on criticality in three national contexts: Sweden, Russia and Australia, as evidenced by the data that were collected in three sample schools. 

  • 5.
    Ivanov, Sergej
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Kritiskt tänkande av yttersta vikt i ett samhälle utan sanning2017In: Dagens samhälle, ISSN 1652-6511, no 10, p. 10-10Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Vad är ”kritiskt tänkande” i skolsammanhang? I sin avhandling jämför Sergej Ivanov tre länders historieundervisning på gymnasienivå. I ryska och australiska klassrum finner han flera motstridiga perspektiv på historien, medan svensk undervisning erbjuder ett enda narrativ – samt en ambition att fostra eleverna till goda medborgare. Kritiskt tänkande tenderar också att nedprioriteras för vissa elever, exempelvis på yrkesförberedande program.

  • 6.
    Ivanov, Sergej
    Umeå University.
    Russia: 2 Theoretical underpinnings and ideals2013In: Observing language teaching practices in Saint Petersburg and Malmö: A two-year intercultural project involving students and faculty members from the State University of Saint Petersburg and Malmö University / [ed] Bo Lundahl, Malmö: Malmö University , 2013, p. 19-20Chapter in book (Other academic)
  • 7.
    Ivanov, Sergej
    St. Petersburg State University, Russia.
    Обучение дискурсному чтению на иностранном языке студентов социально-политических специальностей2010In: Вестник Тверского государственного университета, ISSN 1999-4133, Vol. 3, no 23, p. 150-156Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to introduce the term 'discourse reading' identifying its niche in teaching a foreign language to sociopolitical students. The article also aims at describing the taxonomy of discourse reading skills and provides some instructions to conduct its teaching.

  • 8.
    Ivanov, Sergej
    et al.
    Umeå University.
    Deutschmann, Mats
    Umeå University.
    Enever, Janet
    Umeå University.
    Researching language-in-education policies: evidence from the Seychelles, Russia and the European Union2015In: Språkdidaktik: researching language teaching and learning / [ed] Eva Lindgren, Janet Enever, Umeå: Department of Language Studies, Umeå University , 2015, p. 85-101Chapter in book (Refereed)
  • 9. Ivanov, Sergej
    et al.
    Komarova, Yulia
    Herzen University, Russia.
    Место и роль дискурсного чтения в обучении профессионально направленному иностранному языку студентов социально-политических специальностей2016In: Обучение чтению на иностранном языке в современном университете: Теория и практика / [ed] N. V. Bagramova, N. V. Smirnova, I. Y. Schemeleva, St Petersburg: Златоуст , 2016, p. 36-50Chapter in book (Refereed)
1 - 9 of 9
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf