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  • 1.
    Alatalo, Tarja
    et al.
    Högskolan i Dalarna.
    Frank, Elisabeth
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Divergent views among Swedish preschool teachers and primary school teachers regarding exchange of information on children's linguistic development in the sensitive transition from preschool to school2013Conference paper (Other academic)
  • 2.
    Alatalo, Tarja
    et al.
    Dalarna University.
    Meier, Joanna
    Dalarna University.
    Frank, Elisabeth
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Information Sharing on Children’s Literacy Learning in the Transition From Swedish Preschool to School2017In: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 31, no 2, p. 240-254Article in journal (Refereed)
    Abstract [en]

    Collaboration and continuity between school types are important factors

    that favor long-term learning and that need to be given attention in the

    transition between early childhood school institutions. This study highlights

    teachers’ experiences of information sharing during the transition from

    Swedish preschool to preschool class (i.e., from the child care to school)

    with regard to children’s literacy learning. To find out and evaluate the

    individual child’s development, the child’s actual and proximal development

    zones needs to be taken into account in the transition. It appears that

    some preschool teachers wish to share information on children’s literacy

    learning, but it is mainly about the children’s interest in literacy activities.

    Also the preschool class teachers’ wishes to know more about the children’s

    literacy learning are too much on a general level to be able to provide a

    good enough basis for planning literacy activities that fit every individual

    child. A large part of the outcomes derives from the preschool tradition that

    has viewed care as being core to its work and considered learning and

    achievement as domains associated with compulsory school. This article

    discusses whether the training of teachers in early childhood education

    needs a stronger focus on literacy learning.

  • 3.
    Alatalo, Tarja
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education. Dalarna University.
    Meier, Joanna
    Dalarna University.
    Frank, Elisabeth
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Transition between Swedish preschool and preschool class: a question about interweaving care and knowledge2016In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 44, no 2, p. 155-167Article in journal (Refereed)
    Abstract [en]

    This study highlights teachers’ experiences with transition from Swedish preschool to preschool class, i. e. from the daycare centre to the formal school. One assumption was that transition activities, to favour continuity in the long-term, need to focus on children’s learning within the target areas that the policy documents specify for preschool. Empirical data were collected through a combination of a questionnaire and interviews. The study shows that transition activities occur between institutions. These are in place to allow for a safe transition for children rather than to allow for continuous and long-term learning in the target areas in the curriculum. Care for children and beliefs about the types of school activities have an impact on the activities and standpoints in the transition processes. Professional assessment of children’s learning and the need for greater consensus within various types of schools in terms of the learning of the individual child in different fields are discussed.

  • 4.
    Alatalo, Tarja
    et al.
    Högskolan Dalarna.
    Meier, Johanna
    Frank, Elisabeth
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Överlämningar från förskola till förskoleklass2014In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, no 13, p. 30-52Article in journal (Refereed)
    Abstract [en]

    Syftet med studien var att synliggöra verksamma förskollärares erfarenheter av överlämning från förskola till förskoleklass. Ett antagande var att överlämningen, för att gynna kontinuitet och långsiktighet, behöver fokusera barns lärande inom målområden som styrdokumenten anger för förskolans verksamhet. Empirisk data samlades in genom en kombination av frågeformulärmetod och intervjumetod. 36 förskollärare i förskolan och 38 förskollärare i förskoleklassen besvarade en enkät, medan fyra förskollärare i respektive verksamhet intervjuades. Analysen genomfördes abduktivt genom att studiens teoretiska utgångspunkter och frågeställningar utgjorde grund för teman som identifierades i det empiriska materialet. Studien visar att det genomförs överlämningar mellan verksamheterna. Dessa görs för att ge barnen en trygg övergång snarare än för att gynna kontinuerligt och långsiktigt lärande inom angivna målområden. Omsorg om barnen och föreställningar om skolformernas verksamhet ger avtryck på agerande och ställningstagande i överlämningarna. I artikeln diskuteras professionell bedömning av barns lärande samt behovet av ökad samsyn inom förskola och förskoleklass vad gäller enskilda barns lärande inom olika områden.

  • 5.
    Bergh Nestlog, Ewa
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Emilson, Anette
    University of Kalmar, School of Human Sciences.
    Frank, Elisabeth
    University of Kalmar, School of Human Sciences.
    Folkesson, Anne-Mari
    University of Kalmar, School of Human Sciences.
    Herrlin, Katarina
    University of Kalmar, School of Human Sciences.
    Så här gjorde vi!: Erfarenheter från ett arbetslag2007In: "Säjer dom vetenskapligt en gång till så spyr jag!": Erfarenheter av att handleda examensarbeten, Kalmar: Institutionen för Hälso- och Beteendevetenskap, Högskolan i Kalmar , 2007, 5Chapter in book (Other academic)
  • 6.
    Frank, Elisabeth
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Att tillgodose ett intresse utan att skada ett annat2015In: Forskare bland personal och elever: Forskningssamarbete om språk- och identitetsutveckling på en flerspråkig skola / [ed] Lindgren, Maria, Svensson, Gudrun & Zetterholm, Elisabeth, Växjö: Linnaeus University Press, 2015, p. 57-68Chapter in book (Other academic)
  • 7.
    Frank, Elisabeth
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Förord - Att erövra skriftspråket : en utmaning för barn och lärare2012In: Vips Lärarhandbok / [ed] Lena Hultgren, Liber, 2012, p. 4-5Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    I mitten på 1960-talet skulle jag börja på lekis. Så spännande det skulle bli! Dock blev den allra första dagen en besvikelse, och det beroende på en bild. Ytterkläderna och påsen med sockiplast skulle jag hänga på den krok som blev min ett år framöver. Hängaren var märkt med en jordgubbe. En röd. Så blev jag Jordgubben i lekisgruppen. Avundsjukt sneglade jag på pojken som hade fått den för mig så hett eftertraktade Hästkroken. Att han också hade ett namn och hette Peter visade det sig så småningom. I lekis höll jag mest till i snicken och bygghörnan när jag inte virkade tömmar eller gjorde äggkoppar av hårt virade serpentiner. Att klappa stavelser eller lyssna ut språkljud i ord var det inte tal om och inte heller att skriva bokstäver eller mitt namn. I slutet av lekis fick hela förmiddagsgruppen som jag tillhörde gå till den stora skolan och göra ett skolmognadsprov. Om man inte var mogen fick man gå ett extra år på lekis. Jag tror att det blev så för Peter. Vi andra började ettan och fick klippa ut bokstäver ur tidningar och läsa om Li och Lo.

    Allt hände för så länge sedan och mycket har naturligtvis förändrats sedan dess. Skolmognadsproven är borta och symbolerna över klädkrokarna har som regel bytts till skyltar med barnens namn vilka de många gånger också fått skriva själva. Och att språklekar som en förberedelse för att ”knäcka” läs- och skrivkoden numera förekommer på bred front i landets förskoleklasser går väl heller inte att ta miste på.

  • 8.
    Frank, Elisabeth
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Home and school cooperation - an indicator of teacher competence.2010Conference paper (Other academic)
  • 9.
    Frank, Elisabeth
    Göteborgs universitet, Institutionen för pedagogik och didaktik.
    Läsförmågan bland 9-10-åringar. Betydelsen av skolklimat, hem- och skolsamverkan, lärarkompetens och elevers hembakgrund2009Doctoral thesis, monograph (Other academic)
  • 10.
    Frank, Elisabeth
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    On the Importance of a Safe School and Classroom Climate for Student Achievement in Reading Literacy.2010Conference paper (Refereed)
  • 11.
    Frank, Elisabeth
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Teacher competence. Multilevel construct - multilevel analysis2011Conference paper (Other academic)
  • 12.
    Frank, Elisabeth
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Alatalo, Tarja
    Högskolan i Dalarna.
    Exchange of information on children’s linguistic development in the transition from preschool to preschool class. A pilot study.2013Conference paper (Refereed)
  • 13.
    Frank, Elisabeth
    et al.
    University of Kalmar, School of Human Sciences.
    Emilson, Anette
    University of Kalmar, School of Human Sciences.
    Herrlin, Katarina
    University of Kalmar, School of Human Sciences.
    Om ni säger vetenskapligt en gång till så spyr jag, examensarbete i den nya lärarutbildningen2005Conference paper (Refereed)
  • 14.
    Frank, Elisabeth
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Herrlin, Katarina
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Avkodning2016In: Läsundervisningens grunder / [ed] Tarja Alatalo, Gleerups Utbildning AB, 2016, p. 55-70Chapter in book (Other academic)
  • 15.
    Frank, Elisabeth
    et al.
    University of Kalmar, School of Human Sciences.
    Herrlin, Katarina
    University of Kalmar, School of Human Sciences.
    Den motsägelsefulla distansutbildningen.2006Conference paper (Refereed)
  • 16.
    Frank, Elisabeth
    et al.
    University of Kalmar, School of Human Sciences.
    Herrlin, Katarina
    University of Kalmar, School of Human Sciences.
    Den motsägelsefulla distansutbildningen2006Conference paper (Refereed)
  • 17.
    Frank, Elisabeth
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Herrlin, Katarina
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Lärarstudenters språkliga medvetenhet.2013Conference paper (Other academic)
  • 18.
    Frank, Elisabeth
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Herrlin, Katarina
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Läsförberedd och skrivförberedd - lustfyllda nycklar till skriftspråket2013Conference paper (Other (popular science, discussion, etc.))
  • 19.
    Frank, Elisabeth
    et al.
    University of Kalmar, School of Human Sciences.
    Herrlin, Katarina
    University of Kalmar, School of Human Sciences.
    När och fjärran – En studie kring genomströmning i utbildning på distans. Rapport från Institutionen för Hälso- och Beteendevetenskap, 2006:1.2006Report (Other academic)
  • 20.
    Frank, Elisabeth
    et al.
    University of Kalmar, School of Human Sciences.
    Herrlin, Katarina
    University of Kalmar, School of Human Sciences.
    När och fjärran: en studie kring genomströmning i utbildning på distans2006Report (Other academic)
  • 21.
    Frank, Elisabeth
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Herrlin, Katarina
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Skriftspråksutveckling i förskolklass2017In: Skriv! Les!, Trondheim, Norweig, 9-11/05, 2017, 2017Conference paper (Refereed)
  • 22.
    Frank, Elisabeth
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Herrlin, Katarina
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Stavning – bokstavlig begrundan: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Tidig skrivundervisning, Del 2: Stavning - bokstavlig begrundan, årskurs F-3 ]2018Other (Other academic)
    Abstract [sv]

    I denna del uppmärksammas stavningskonventionerna och hur eleverna ökar sin medvetenhet från att upptäcka hur fonem och morfem hänger ihop till att se att det finns regler för stavning som stöttar det egna skrivandet. Syftet är att väcka tankar och diskussion kring vad, hur och i vilka sammanhang lärare ska använda sin egen förtrogenhet med stavningsregler i undervisningen och mötet med eleverna.

    I delen ingår även en inriktningsartikel om att stimulera skrivande i förskoleklass. 

    I undervisningsaktiviteten kan ni bland annat låta eleverna arbeta med skriftspråkskonventioner genom att uppmärksamma versal och skiljetecken i ord och texter på olika sätt.

  • 23.
    Frank, Elisabeth
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Herrlin, Katarina
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Teacher students' understanding of, and knowledge about, linguistic awareness2013Conference paper (Other academic)
    Abstract [en]

    Purpose The aims of the study are: - to examine k-3 teacher students' linguistic awareness, and the relationship between their actual and perceived knowledge - if and how students' linguistic awareness will change over ten weeks in a course focusing basic reading and writing instruction Method 100 teacher students participated in a course focusing reading and writing process and teaching of reading and writing. The linguistic awareness-factors only implicitly were included via literature. Initially the students responded to a (pre)test focusing linguistic awareness (eg. phonological and morphological awareness). The students also answered questions about how well they managed the test. At the end of the course the test and the questionnaire was repeated. Results Most of the students show uncertainty in many parts. In the pre-test many students failed to answer issues about syllables, phonemes and vowels sound quality. The post-test showed that far from all students had the familiarity needed to assist and support children in their way to early reading and writing development and their conquest of written language. Pre-test and post-test also showed that the students often were unaware of what they could or could not. Conclusions The study shows that students do not have the skills and familiarity with aspects of linguistic awareness required for stimulating and developing the linguistic components associated with early reading and writing. In the teacher-training program factors above must be explicit. Necessary is to allocate time for students themselves to practice to become familiar with the elements they will teach about.

  • 24.
    Frank, Elisabeth
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Herrlin, Katarina
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Utmaningar och motivation i läsundervisningen: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Tidig läsundervisning, Del 8: Utmaning och motivation i läsundervisning, årskurs F-3 ]2017Other (Other academic)
  • 25.
    Frank, Elisabeth
    et al.
    University of Kalmar, School of Human Sciences.
    Rosén, Monica
    A two-level analysis of reading achievement in grade 3 in Sweden; the impact of teacher competence and student cultural cap2008Conference paper (Refereed)
  • 26.
    Frank, Elisabeth
    et al.
    University of Kalmar, School of Human Sciences.
    Rosén, Monica
    Effects of a safe school and classroom climate on reading achievement within and between classes in primary school.2009Conference paper (Refereed)
  • 27.
    Frank, Elisabeth
    et al.
    University of Kalmar, School of Human Sciences.
    Rosén, Monica
    On the Importance of Parental Participation for Student Achievement in Reading Literacy2008Conference paper (Refereed)
  • 28.
    Frank, Elisabeth
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    En-till-en-datorer och skrivutveckling i flerspråkiga klassrum.2013Conference paper (Refereed)
  • 29.
    Frank, Elisabeth
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    One-to-one computer and language development in a multilingual classroom2015In: US-China Education Review A, ISSN 2161-623X, Vol. 5, no 2, p. 77-91Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to provide knowledge about the impact of using one-to-one computers in educational practice, which in this case is language development in a multilingual classroom. The questions investigated are if and how the pupils’ learning is promoted and how the teacher’s instruction is influenced when each pupil has access to a personal computer. A 4th grade class, where all pupils speak Swedish as a second language, has been observed. Analyses are carried out by Activity Theory (AT). Language development and learning is in focus, as well as socio-cultural theories of mental tools. Having one-to-one computers in the studied classroom practice indicates that the computer is the actual mediating artifact in the students’ language development. The teacher becomes invisible and acts as technical support. The computer with its spellcheck function has taken over the teaching role. The interaction among the classroom actors appears as minor

  • 30.
    Herrlin, Katarina
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Frank, Elisabeth
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Förskoleklassens Didaktik: Möjligheter och utmaningar2012 (ed. 1)Book (Other academic)
  • 31.
    Herrlin, Katarina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Frank, Elisabeth
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Fonologisk medvetenhet2016In: Läsundervisningens grunder / [ed] Tarja Alatalo, Gleerups Utbildning AB, 2016, p. 41-54Chapter in book (Other academic)
  • 32.
    Herrlin, Katarina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Frank, Elisabeth
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Förskoleklassens metodik: Språkande, skrivande och läsande2014Book (Other (popular science, discussion, etc.))
  • 33.
    Herrlin, Katarina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Frank, Elisabeth
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Konsten att få tänk på pränt2018Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    I modulens inledande del beskrivs elevens skrivutveckling genom olika faser, från pseudo-skrivning till ortografisk-morfemisk skrivning. Två strategier för skrivandet diskuteras – den direkta (ortografiska) och den indirekta (fonologiska).

    Syftet med att lyfta olika komponenter av skrivandet är att ge fördjupad kunskap om elevens skrivprocess och väcka tankar om hur motivation, idéskapande, inkodning och textbyggande utgör delar av skrivundervisningen. 

    I undervisningsaktiviteten kan ni på ett lekfullt sätt arbeta med skiljetecken på olika nivåer genom att låta eleverna formulera gåtor om sig själva.

  • 34.
    Herrlin, Katarina
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Frank, Elisabeth
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Se och hör i när och fjärran2010Conference paper (Other academic)
  • 35.
    Herrlin, Katarina
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Frank, Elisabeth
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Skriving i lærerutdanningene - Studenter minns mötet med skriftspråket.2011Conference paper (Refereed)
  • 36.
    Herrlin, Katarina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Frank, Elisabeth
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Språkutvecklande aktiviteter: – en idébank2018Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    I fritidshemmets verksamhet finns det stora möjligheter för dig som pedagog att konkretisera och arbeta med elevernas språkutveckling på olika sätt. I den här boken får du tips på språkutvecklande och planerade aktiviteter som går att genomföra i den dagliga fritidsverksamheten.

  • 37.
    Herrlin, Katarina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Frank, Elisabeth
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Förskoleklassens didaktik: Möjligheter och utmaningar2019 (ed. 2)Book (Other (popular science, discussion, etc.))
1 - 37 of 37
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