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  • 1.
    Fälth, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lundbäck, Birgitta
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Mekic Lindberg, Adisa
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Pupils with Special needs - Collaboration between School and School-age Educare2020In: Social Sciences and Education Research Review, ISSN 2392-9863, Vol. 7, no 2, p. 7-26Article in journal (Refereed)
    Abstract [en]

    As the Swedish governing documents state that the School-age educare should supplement the education in the compulsory school, the support for pupils with special needs could be expected to continue after school at the School-age educare. The purpose of this study is to elucidate how special education teachers in school and teachers at the School-age educare collaborate in the work with pupils in need of special support. A total of 30 teachers participated. The results were analyzed using Bronfenbrenner's ecological model and show that collaboration exists to a limited extent when teaching children with special needs. It is evident in the results that a clearer focus on inclusion is 8desirable and that a collaboration between professions will enable the school-age educare to be a complement to school.

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    Fulltext Fälth
  • 2.
    Hellberg, Kristina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lundbäck, Birgitta
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Kulekrabater - Lek, lärande och undervisning: en lekintervention för att stärka barns deltagande i lek - en pilotstudie2021In: Specialpædagogik, ISSN 0107-0649, Vol. 41, no 4, p. 38-53Article in journal (Refereed)
    Abstract [sv]

    Andelen unga i åldern 16-24 år med psykiska symtom i form av ängslan, oro eller ångest har ökat från 20,5 procent 2008- 2009 till 28 procent 2014-2015. Ökningen gäller båda killar och tjejer (Myndigheten för ungdoms- och civilsamhällesfrågor, 2019). Ovanstående är oroväckande siffror. Gustafsson (2019) visar att tidig identifiering av känslomässiga och beteendemässiga problem hos barn i förskoleåldern är möjligt att göra. Förskolan spelar en viktig roll för att skapa en god lärandemiljö där leken spelar en viktig roll för barns sociala utveckling (Lillemyr, 2013; Skolverket, 2018). Mot bakgrund av ovanstående väcks frågan: Vad kan göras i förskolan för att förebygga ängslan och oro hos barn samt förebygga psykisk ohälsa senare i uppväxtåren? Denna fråga är central i föreliggande artikel som bygger på en lekintervention i en svensk förskola med syftet att stärka barnens sociala samspel.

  • 3.
    Lundbäck, Birgitta
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lesson Study: Strengthen Collaboration Between School and School Age Educare system in Sweden2021In: WERA-IRN Conference 2021, Extended education in thriving communities: Toward a sustainable future, the 3rd WERA-IRN EXTENDED EDUCATION, Virtual Conference, September 23-25, 2021, University of Iceland, 2021Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to contribute with knowledge of how teachers in the Swedish School Age Educare system [Fritidshem] can work to complement the teaching in elementary school. The study further seeks to highlight and contribute with new knowledge in terms of how teachers conduct Lesson Study (LS) in order to enhance children’s mathematical learning in two contexts, the elementary school (grade 2-3) and the Fritidshem (during the same grades).

    The data is collected with audio recorded conversations between researcher and teachers in two different contexts (ie. the elementary school and the fritidshem) and five open question in a questionnaire to map the students’ knowledge in chosen subject.

    The teachers found that cooperating with each other between the different contexts was beneficial. They felt that mapping the pupils' knowledge before and after a teaching situation helped them understand how to create a teaching situation that benefits their students’ learning. They also see the value of continued collaboration and implementation of the LS method throughout the school’s organization.

    The originality of this case study stems from the fact that the elementary school and the leisure-time center cooperate through an agreed subject content. Despite their different missions, this cooperation is in accordance with the governing documents.

  • 4.
    Lundbäck, Birgitta
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Pupils with special needs - from a School-age educare view2021In: Teachers matter – but how? Linnaeus University 13-15 October 2021, 2021Conference paper (Refereed)
    Abstract [en]

    Research topic and aim

    The Swedish School-age educare works on basis of a social and relational approach where diversity and variation are taken for granted. The School Act (Skollagen, 2010: 800) and the curriculum (Skolverket, 2019) emphasize the school-age educare activities in group-oriented working methods and additionally, the school-age educare need to take into account the student's individual interests and needs. The curriculum describes areas of knowledge which the school-age educare has to consider in order to be a compliment the school and contributes to the student's development of knowledge requirements. The Education Act also describes how the work with students in need of special support should include activities in school-age educare. Earlier research elucidates how school-age educare ends up in a resistance/cross pressure/dilemma between the school and the parents in school-age educare. Research also indicates that there is a gap between how to understand the intention of the governing documents in the pedagogical context. It is expected teachers' work in school-age educare should be based on a relational, group-oriented approach, while at the same time supporting each individual's knowledge development, interests, and needs.

    The purpose of the present study is to investigate whether there is a conflict between the traditional relationship-oriented approach used in school-age educare and the “new” knowledge-oriented approach, which may lead to that teachers in school-age educare being “forced” to categorize students.

    Methodology and design

    Bronfenbrenner's ecological system theory is used to study how teachers in Swedish school-age educare interact with special education teachers in schools. A survey with open-ended questions to teachers in school-age educare and to special education teachers in schools was conducted.

    Conclusions 

    The results show that on the, by Bronfenbrenner called Exo-system level, the teachers in school-age educare support special support teachers in school with assessments of students' difficulties or needs. At the meso-system level, the School-age educare receive support and advice from the special education teachers. Teachers in School-age educare also perceive that, at the micro-system level, the students experience less pressure and demands to perform in the school-age educare than in school.

  • 5.
    Lundbäck, Birgitta
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Specialpedagogik i Fritidshemmet: Från samlat forskningsläge till pedagogisk praktik2022Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis aims to contribute to research and practice with knowledge aboutspecial education in the activities of School-age Educare. Questions that seekanswers are how special education can be expressed in the activities of theSchool-age Educare and how Special education can be a resource at the SchoolageEducare and supplement the School-age Educare´s pedagogy. According tothe Education Act, students' need for special educational support also includesSchool-age Educare. This thesis consists of four articles. Bronfenbrenner'ssystem theory is used as a tool to synthesize the results. The first article is asystematic literature review. The results show that in an internationalcomparison, the Swedish School-age Educare’s clear connection to sharedgoverning documents with the school appears unique. The second article is asurvey where the results show that students in need of special educationalsupport are highlighted from a school perspective and that teachers in SchoolageEducare and special educators collaborate primarily with a focus onstudents' school situation. The third article highlights how teachers in SchoolageEducare work to promote social inclusion. The results show that teacherssupport students actively participating in their activities. Still, most of the timein the schoolyard, students play without active support from adults, which canrisk students being socially excluded. In the final study, lesson study is used asa model. The results show that teachers in both School-age Educare andcompulsory schools see the potential in the model for developing teaching forall students. The overall results show that teachers in School-age educare needto direct a critical special educational eye toward activities where the students'needs for support are identified. However, the problem should not be placed onthe individual student. Instead, the teachers in School-age Educare shouldknow how School-age Educare promotes and supports all students learning anddevelopment. Based on Bronfenbrenner's theoretical model, the individualbecomes visible and is given support based on their needs in the microsystem.There is support in the mesosystem through teachers' conscious choice ofteaching activities. Teachers in School-age Educare and compulsory schoolscollaborate within the exosystem. Discussing and expressing the school's valuesin all the school organizations in the macro system is necessary.

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    Comprehensive summary
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    presentationsbild
  • 6.
    Lundbäck, Birgitta
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Egerhag, Helén
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lesson Study as a bridge between two learning contexts2020In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 9, no 3, p. 289-299Article in journal (Refereed)
    Abstract [en]

    Purpose Lesson Study is a model for advancing knowledge about how teachers can enhance teaching through collaboration in schools. This study aims to focus on two learning situations for students in Grades 1-3: elementary school (the first years of school) and school-age educare (activities for students before and after school while their parents are working or studying). The case study aims to describe how teachers use Lesson Study to enhance students' mathematical learning in the two learning situations. The objectives were to describe teachers' perceptions of Lesson Study activities and collaboration and students' knowledge before and after lessons. Design/methodology/approach Data were collected as a narrative case study using audio-recorded conversations between researchers and teachers in the different learning contexts. A questionnaire comprising five open-ended questions was used to map students' knowledge of the subject. Findings Teachers found it advantageous to cooperate with each other across the different learning situations. Mapping students' knowledge before and after a teaching session helped them understand how to create a teaching situation that benefits their students. They saw the value of continued collaboration and called for implementation of the Lesson Study method throughout the school. Research limitations/implications An important limitation of this case study is that it was conducted in a very specific context, and the findings cannot, therefore, be generalized to other situations. However, there is a need for similar case studies to be conducted in different contexts, both in Sweden and in other countries, to pay attention to ways in which elementary schools and school-age educare can develop supplementary teaching situations. Originality/value The originality of this case lies in planning and reporting a Lesson Study in two different learning situations in the same school, and the conclusion that educators identify and develop collaborative links in different subjects.

  • 7.
    Lundbäck, Birgitta
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Fälth, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Leisure-time activities including children with special needs: a research overview2019In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 7, no 1, p. 20-35Article in journal (Refereed)
    Abstract [en]

    In Sweden and the other Scandinavian countries children are offered a curricular based combination of care and teaching before and after compulsory school hours. These leisure time centers, so-called fritidshem, are offered to children aged between 6 and 12 whose parents’ study or work, as well as to children that require special development support. The aim of this systematic literature review was to investigate how similar activities are described in international research. The focus was on children aged 6-12 who have been assessed to need special support. The initial step in this literature survey was the reading of 108 abstracts from academic articles. The second step included 21 articles that were read in their entirety. Fourteen of them met the sampling criteria and were included in the result section. The Nordic model combines care and curricular activities before and after compulsory school hours. In other countries activities taking place after school hours are separated into activities meeting children’s need of care and activities supplementing school. Another result that became clear in this research is the need of further studies to map pre- and after-school activities where children are simultaneously offered development support and care, with special focus on children in need of extra support.

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    Extendad education - overview
  • 8.
    Roos, Helena
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Frithiof, Elisabet
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Gadler, Ulla
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Lundbäck, Birgitta
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Sandberg, Ingmarie
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    If a Sprawling Teacher Education of Special Education Needs (SEN) is the Answer, What is the Question?2015In: WSNE 2015 Proceedings / [ed] C. A. Shoniregun, G.A. Akmayeva, Philadephia, USA: Infonomics Society, 2015, p. 71-75Conference paper (Refereed)
    Abstract [en]

     Teacher education of SEN looks different over the globe. This paper discusses the notion of SEN in the light of Swedish teacher education of SEN at Linnaeus University. An analysis of institutional documents governing the education has been made. The results show that SEN is expressed in different ways in the documents and is very much connected to needs in the education. It also shows, even though the directions has different target groups, that the notion of SEN has a common basis in facing the needs of all children and students. The differences can be seen in what kind of mission the teacher of SEN has. The results show that the mission of the special pedagogue is more on an overall level and the mission of special teachers is more connected to the learning of the individual child, even though both of the SEN teachers have much the same mission.

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    fulltext
1 - 8 of 8
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