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  • 1.
    Ekstrand, Britten
    Kristianstad University.
    Beyond the 19th century history of infant schools in Sweden2006Inngår i: ISCHE 28, the 28th session of the International Standing Conference for the History of Education, Technologies of the Word. Literacies in the History of Education, Abstract book, Umeå University, August 16-19, 2006, Umeå: Department of Historical Studies, Teacher Education Faculty, Umeå University , 2006Konferansepaper (Fagfellevurdert)
  • 2.
    Ekstrand, Britten
    Kristianstad University.
    Course of pedagogical events in the Swedish equivalent of infant schools2001Konferansepaper (Fagfellevurdert)
  • 3.
    Ekstrand, Britten
    Kristianstad University.
    Databaser som verktyg för kvalitet i utbildningsvetenskaplig forskning2009Inngår i: InfoTrend, ISSN 1653-0225, Vol. 64, nr 2-3, s. 50-63Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    Information and knowledge about science communication through educational journals and search engines are needed to reach higher quality in educational science. In this study two different databases, one representing open access and one not, indexing peer reviewed articles are scrutinized according to publishers, volumes, frequency of numbers per year, access and language? The result contributes to the information literacy field and science reflexivity. In a prolonged sense it is a contribution to quality in science. Questions are raised about educational journals as arenas for research communications, construction of the educational field, dominating discourses, responsibility of the intellectuals, power and democracy.

  • 4.
    Ekstrand, Britten
    Kristianstad University.
    Education and inequality in scholarly journals 1900-20072008Inngår i: ISCHE 30. Education and Inequality. Historical Approaches to Schooling and Social Stratification. The 30th session of the International Standing Conference for the History of Education, Newark, N.J., July 23-26, 2008, Rutgers University, Newark, 2008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    An inventory of educational peer-reviewed, scholarly journals worldwide, including journals on-line, isunder construction in an ongoing project called REMI /Research in Education Mirrored In EducationalJournals. A history of educational journals and educational research according to what has beenpublished 1900-2007 is as well to be outlined. In this paper the collected data is used to examine in whatway research asking questions concerning education and inequality has been published. What patterns ofresearch publication appear, during the 20th century and a few years into the 21st century, when it comesto research concerning education and inequality? Two approaches will be presented in this paper. Firsteducational peer-reviewed, scholarly journals indexed in well-known databases as Academic SearchElite /Ebsco, DOAJ, Elsevier Science Direct, Emerald, Electric Journals Library, ERIC, Ingenta andProquest are looked into. Some of these databases have between 200 and 300 indexed educationaljournals. Others have more than 600 educational journals indexed. All of these are included and the onesthat overlap reduce the number. The educational journals collected out of these databases arecategorized according to their names, aims and scope. The constructed map indicates an absence offocus on education and inequality. Issues of inequality have however not been overlooked over theyears, as we all know. It can be assumed that the research body in question is to be identified and lookedfor elsewhere. A second approach in this paper digs deeper into a sample of educational journals. Whathas been published in this sample of educational journals from the beginning of the 20th century untilnowadays? In the intention to reach a globalized perspective, the affiliation of the author is looked at. Apicture is constructed of what kind of questions that are lifted in different parts of the world and inwhich context of scientific discipline. Are there peaks in time or periods of neglecting? What exactly isthe research about? The bibliometric-collected information about educational research published ineducational journals concerned with education and inequality, the picture given, is sociologicallyanalyzed in a multi-perspective, critical theory-and-method-design. Concepts offered by Bourdieu andhis theory of reflexivity is used, theories of research communication and discourse theories. Questionsabout the role of educational journals in the construction of the educational field are raised. Alsoquestions about dominating discourses, power and knowledge, social mechanisms and social fieldsrelated to scientific practise. A more transformative approach in educational research in order to enhancecommunication and knowledge production seems to be needed.

  • 5.
    Ekstrand, Britten
    Kristianstad University.
    Ett helhetsgrepp för ökad genomströmning i nät- och distansundervisning.: en internutredning. Dnr2012-111-33.2012Rapport (Annet vitenskapelig)
  • 6.
    Ekstrand, Britten
    Kristianstad University.
    Forskningsanknytning i högre utbildning i allmänhet och lärarutbildning i synnerhet2013Inngår i: Dialogkonferens. Pedagogisk Forskning i Skåne, Lund, 28 augusti, 2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Higher Education is expected to build on a scientific ground and the link between teaching and research is meant to be strong. This is an old assertion strongly connected in a historical perspective to an extensive amount of research about the theory and practice nexus. Albeit more than three and a half decenniums of reforms and efforts in Sweden, since teacher education became a part of the university and higher education system 1977, teacher education in Sweden is still criticized in this matter. In this project the ambition is to map research on research-based teacher education and complementary. The aim is to analyse questions raised and research result outcomes in this research genre. The result indicates that research on a research-based teacher education foremost focuses and discusses organizational, institutional and administrative factors; treatment of content in teacher education is rare. The result is analysed in a broad perspective of sociological theories of knowledge. Using information science research, a model linking teaching to research is suggested in the aim to enhance teacher education and teacher student qualifications emphasizing the critical ones.  Keywords: theory practice nexus, research-based education (research-led education, research-oriented education), teacher education, research content, information science, sociology of knowledge.

  • 7.
    Ekstrand, Britten
    Kristianstad University.
    Forskningsetiska principdeklarationer och deras omfattning1978Rapport (Annet vitenskapelig)
  • 8.
    Ekstrand, Britten
    Kristianstad University.
    Kursvärderingar som underlag för kvalitetsutveckling2004Inngår i: Kursvärdering för studentinflytande och kvalitetsutveckling: en antologi med exempel från elva lärosäten / [ed] Susanna Heldt-Cassel & Joakim Palestro, Stockholm: Högskoleverket , 2004, s. 59-70Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    I detta bidrag tas utgångspunkt i hur framtagningen av några policydokument för kursvärderingsarbete kännetecknats av ett gränsöverskridande samarbete, samlade erfarenheter och aktiva studenter. En översyn av hur genomförandet lyckats och i vilken utsträckning kursvärderingar ligger till grund för kvalitetsutvecklingsarbetet har undersökts. Exemplet kommer från Högskolan Kristianstad.

  • 9.
    Ekstrand, Britten
    Kristianstad University.
    Prelude to the history of educational journals2007Inngår i: Contested Qualities of Educational Research, ECER 2007, Ghent, September 21, 2007, Gent, Belgium, 2007Konferansepaper (Fagfellevurdert)
  • 10.
    Ekstrand, Britten
    Kristianstad University.
    Prerequisites for persistence in distance education2014Inngår i: ECER 2014, European Conference on Educational Research, Porto, 2-5 September, 2014Konferansepaper (Fagfellevurdert)
  • 11.
    Ekstrand, Britten
    Kristianstad University.
    Prerequisites for persistence in distance education2013Inngår i: Online Journal of Distance Learning Administration, ISSN 1556-3847, Vol. 16, nr 3Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the last two decades, distance education has grown worldwide and is now established as a reliable educational method. Accompanying this development, questions about low rates of student persistence have come to interest governments, institutions, and university management. This article is based on an original local study at a university in Sweden investigating what it takes to get students to continue their enrolment in courses or programs. Teachers' views were captured in interviews and focus groups. These views were analyzed in the context of research in the field catalogued under the keywords "retention" and "persistence" in "distance education" and "distance learning." The results indicate that the teachers would like to see a shift in focus from students to the organization and its technical and administrative teacher and learner support. Staff attitudes, institutional structure, and the management views towards distance education seem to be critical factors.

  • 12.
    Ekstrand, Britten
    Kristianstad University.
    Recent developments in educational research in several European countries, Part I and II: developments in Sweden2012Inngår i: Presented at ECER 2012, European Conference on Educational Research, Cadiz, 18-21 September, 2012Konferansepaper (Fagfellevurdert)
  • 13.
    Ekstrand, Britten
    Kristianstad University.
    Recent developments in educational research in several European countries. Part I: developments in Sweden2013Inngår i: Presented at ECER 2013, European Conference on Educational Research, Istanbul, 10-13 September, 2013Konferansepaper (Fagfellevurdert)
  • 14.
    Ekstrand, Britten
    Kristianstad University.
    Recent developments in educational research in several European countries: recent developments in educational research in Sweden2011Inngår i: Presented at ECER 2011, European Conference on Educational Research, Berlin, 12-16 September, 2011Konferansepaper (Fagfellevurdert)
  • 15.
    Ekstrand, Britten
    Kristianstad University.
    Research in education mirrored in 261 educational journals over a period of ten years2005Inngår i: A Nordic Dimension in Education and Research - Myth or Reality? The 33rd Congress of the Nordic Educational Research Association, Oslo, March 10-12, 2005, Oslo, Norge, 2005Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In a project called “Tradition and change in educational settings” a database survey has dealtwith research connected to educational change and research connected to school change indifferent ways. The project is ongoing and has not been reported yet. Different databases anddifferent strategies in searching give result that differs, but how and what picture of researchin education do we get using different path-ways? Another part of the project has dealt witheducational journals. In this paper a brief review of articles in 261 educational journals over aperiod of ten years is described according to the question raised in the articles. The question inthis descriptive first phase is what kind of movement can be revealed over this last ten years. Thejournals are characterized and the articles are categorized according to the research in focus.The Nordic contribution can in addition as well be looked for. Among other things this studyshows difference between the collections of articles according to what kind of journal they havebeen published in. The results are analyzed and discussed in this short historical perspective.A description of what research in education is all about and have been occupied with the lastten years can for example be of use if we want research to be the base of educational change.A further analyze of the articles in especially 40 well-known journals among the 261 studied isoutlined in the paper.

  • 16.
    Ekstrand, Britten
    Kristianstad University.
    Research methodologies in higher education: research methodologies in higher education critically mapped2011Inngår i: ECER 2011, European Conference in Educational Research, Berlin, 12-16 September, 2011Konferansepaper (Fagfellevurdert)
  • 17.
    Ekstrand, Britten
    Lund University.
    Småbarnsskolan: vad hände och varför?: en sekellång historia studerad med fokus på förändring av pedagogisk verksamhet från 1833 och framåt2000Doktoravhandling, monografi (Annet vitenskapelig)
  • 18.
    Ekstrand, Britten
    Kristianstad University.
    The provision of information about educational research in selected European countries: educational research, databases and Open Access2010Inngår i: Presented at ECER 2010, European Conference on Educational Research, Helsinki, 25-27 August, 2010Konferansepaper (Fagfellevurdert)
  • 19.
    Ekstrand, Britten
    Kristianstad University.
    Till frågor om litteratur i grundutbildningen: Ett internt arbets- och diskussionsmaterial1983Rapport (Annet vitenskapelig)
  • 20.
    Ekstrand, Britten
    Kristianstad University.
    Tradition och förändring i utbildningssammanhang: På väg mot en teori2003Konferansepaper (Fagfellevurdert)
  • 21.
    Ekstrand, Britten
    Kristianstad University.
    Understanding research based education: towards an integrated interdisciplinary interpreting and extended evaluative quality factors2010Inngår i: ICED 2010, International Concortium for Educational Development. Enhancing Strategies for Global Quality Learning in Higher Education, Barcelona, June 28-30, 2010Konferansepaper (Fagfellevurdert)
  • 22.
    Ekstrand, Britten
    Kristianstad University.
    Utbildningsvetenskapliga engelskspråkliga tidskrifter 1991 - 20072006Konferansepaper (Fagfellevurdert)
  • 23.
    Ekstrand, Britten
    Kristianstad University.
    Utvärdering av försöksverksamhet beträffande gymnasieskolans kliniklärarorganisation vid vårdskolan i Hässleholm och vårdskolan i Ängelholm: Rapport på uppdrag av Utbildnings- och Kulturnämndens kansli, Kristianstad.1987Rapport (Annet vitenskapelig)
  • 24.
    Ekstrand, Britten
    Kristianstad University.
    Utvärdering av pedagogisk-administrativ kurs i barnpedagogisk utbildning1979Rapport (Annet vitenskapelig)
  • 25.
    Ekstrand, Britten
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    What it takes to keep children in school?: A research review2015Inngår i: Education and Transition. Contributions from Educational Research. ECER 2015, European Conference on Educational Research, Budapest, 7-11 September, 2015, 2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Unauthorized absence from school is a problem that has been increasingly noted by the National Agency for Education, county councils, communities, and media in Sweden. There are elementary school students in Sweden who have not attended school for several years (Springe 2009), the phenomenon is found all over the world. There is an increased political interest in these questions worldwide, and most politicians emphasize school and the capacity to read and write as prerequisites for democracy (Reid 2012a). At the same time, schooling is questioned. Research has shown that school and development do not necessarily go hand in hand and that schooling increases segregation, inequalities, class differences, and gender structure. It is beyond the scope of this article to problematize schooling in this regard, but these school-related problems are entangled in several ways, and this question is returned to in the conclusion.

    The point of departure in this research review must be that elementary education is a prerequisite for democracy and that ensuring future generations’ ability to read and write is to a large extent a task for schools. It is well documented that failure in school and early dropout can have negative effects (cf. Bradshaw, O’Brennan, and McNeely 2008). Research indicates that the road to criminality, drug abuse, and social exclusion is open (Nelson and Baldwin 2004; Henry, Thornberry, and Huizinga 2009) and that there is a straight line from truancy to dropout, youth crime, gang membership, teenage pregnancy, poor health, and reliance on social service (Kronholz 2011). Truancy is a more pre-eminent risk predictor even compared to average grades, according to Hallfors et al. (2002). This dark picture could be countered by Hill and Jepsen (2007, 600), who have demonstrated that many teen mothers and high school dropouts “experience success in the labour market, with earnings well above the poverty line and full-time jobs.” These successful individuals turn back to post-secondary schooling when they are in their mid-twenties. The authors have recommended policies that assist young people who have taken missteps. Truancy can also be linked to high potential academically; students that are under-challenged at school (Sälzer et al. 2012). There are many dimensions and perspectives in this study; the individual, institutional, organizational, societal. In a research review like this one, however, the illumination of the relation between research and development is a strong incentive and an object of the study.

    In spring 2012 a community in Sweden sought out a researcher who could get to the root causes of the perceived local problem of unauthorized absence from schools. The questions raised in this community were how school absence could be prevented and attendance be stimulated through interventions in the school as well as in the local community. One part of this project was a review of research results focusing on prevention and attendance; this article presents the result of this research review. What does research globally demonstrate about what schools and communities can do to stimulate attendance and to prevent unauthorized absence?

    Method

    The collection of research builds on searches in the Swedish database Libris, for research catalogued in Sweden, and in the databases Academic Search Elite, ERIC, DOAJ, Ingenta Connect, and to some extent Google Scholar for international research. In Sweden, research in this field usually is catalogued under the keyword truancy, although different words are used in relation to the character of the absence. For example, in Sweden some students are called hallway ramblers: they go to school but do not assimilate the education because they do not attend lessons. Others, called home sitters, choose the Internet at home playing, reading and learning whatever they want instead of a lesson at school (Strandell 2009). In databases covering international research, the keywords mirror gradations from late arrival and scattered absenteeism to persistent truancy and dropouts. This project builds on material catalogued under the keywords that proved to be most frequent: truancy, absenteeism, and dropout, combined with prevention and attendance. Generally, the phenomenon labelled unauthorized absence from compulsory school is an intentional and active decision to skip a lesson, a school day, or a period. A huge amount of research focusing on truancy builds on the view that the problem either originates with individual mentally, psychologically, or socially deficiency, or stems from individual factors, such as milieu, parents or guardians, and peers. Research focusing on individuals, their deviations, and their risks has been excluded from this study (studies searching for correlations between truancy and drugs, truancy and sexuality, truancy and early pregnancies, truancy and criminality, etc.). The ambition in this study has been to examine research that focuses on prevention and attendance. This research field has apparently been given much less priority. The sample, greatly narrowed down for inspection, contains 155 peer-reviewed research articles collected from around the globe, represents geographical, cultural, social, and demographic differences, but the similarities outweigh these differences.The research examined has been published in the 21st century. It contains a large number of meta-analyses and some meta-meta-analyses. The sample, with few exceptions, represents extended quantitative studies and evidence-based research. This means that the material covers much more research and a longer time span than expected.

    Expected Outcomes

    Research today indicates that school must have meaning for the individual (cf. Englund 2007) and that school needs to challenge students (cf. Biesta 2005). Individuals who absent themselves experience schoolwork as meaningless, entailing no challenges, and react to it. Truancy is resistance and a demonstration against traditional school culture, class reproduction, and bad treatment. These students are questioning the legitimacy of the educational system (Zhang 2007). This review unambiguously demonstrates a need to divert attention from the characteristics of individuals and truancy to study what success in school requires, drawing out children’s strengths rather than weaknesses. First, changes on all levels are needed to update schools and develop a positive school culture: at the governmental level, at the community level, within the school organization, and among staff. Second, students need adults to bond with - adults who care for, listen to, respect, and engage both socially and educationally. Third, core competencies are a prerequisite for all learning; self-reflection, attitudes and communication skills. Self-esteem and the ability to make decisions produce a sense of one’s ability to manage schoolwork (cf. Ahlström 2010). If core competencies are encouraged, they will transform enhanced learning outcomes and reinforce schoolwork. And it is possible to learn the ability to bounce back (cf. Andrén 2012). This study does not reveal anything about schools in real life. Perhaps it is a good guess that if a study of real-life interventions in schools had been conducted, it would have resulted in a picture of counting, more regulations and disciplinary restrictions - a reality that accords with the new public-management era (cf. Ball 1995, Ball 1997) and contemporary politics in the governing-by-numbers discourse (cf. Lawn and Grek 2012). This contrasts with everything we know from decades of research and recommendations.

    References

    Archambault, Isabelle, Michel Janosz, Jean-Sébastien Fallu, and Linda S. Pagani. 2009.” Student engagement and its relationship with early high school dropout.” Journal of Adolescence no. 32:651–670. Ball, Stephen 1997. “Policy, sociology and critical social research: A personal review of recent education policy and policy research.” British Educational Research Journal no. 23:257–274.Biesta, Gert. 2005. “Against learning. Reclaiming a language for education in an age of learning.” Nordisk Pedagogik no. 25:54–66. Bradshaw, Catherine P., Lindsey M. O’Brennan, and Clea A. McNeely. 2008. “Core competencies and the prevention of school failure and early school leaving.” New Directions for Child & Adolescent Development no. 2008 (122):19–32. Claes, Ellen, Marc Hooghe, and Tim Reeskens. 2009. “Truancy as a contextual and school-related problem: a comparative multilevel analysis of country and school characteristics on civic knowledge among 14 year olds.” Educational Studies (03055698) no. 35 (2):123–142. Englund, Tomas, ed. 2007. Skillnad och konsekvens: mötet lärare-studerande och undervisning som meningserbjudande. [Difference and consequenses: the meeting between teacher and student and education as offering meaning]. Lund: Studentlitteratur Fraser, Barry J. 1987. “Identifying the salient facets of a model of student learning: A synthesis of meta-analyses.” International journal of educational research no. 11 (2):187–212.Henry, Kimberly L., Kelly E. Knight, and Terence P. Thornberry. 2012. “School disengagement as a predictor of dropout, deliquency, and problem substance use during adolescence and early adulthood.” J Youth Adolesc no. 41 (2):156–166. Hiatt, James S. 1915. The Truant Problem and the Parental School. Bulletin, 1915, No. 29. Whole Number 656. United States Bureau of Education, Department of the Interior.Lawn, M. , and S. Grek. 2012. Europeanizing Education: governing a new policy space. Oxford: Symposium Books Ltd.Reid, Ken. 2014a. An Essential Guide to Improving Attendance in Your School: Practical Resources for All School Managers. London: Routledge.Rutter, Michael. 1987. “Psychosocial resilience and protective mechanisms.” American Journal of Orthopsychiatry no. 57 (3):316–331.Southwell, Neil. 2006. “Truants on truancy—a badness or a valuable indicator of unmet special educational needs?” British Journal of Special Education no. 33 (2):91–97. Sälzer, Christine, Ulrich Trautwein, Oliver Lütke, and Margrit Stamm. 2012. “Predicting adolescent truancy: The importance of distinguishing between different aspects of instructional quality.” Learning and Instruction no. 22:311–319. Zhang, Ming. 2007. “School Absenteeism and the Implementation of Truancy-Related Penalty Notices.” Pastoral Care in Education no. 25 (4):25–34.

  • 26.
    Ekstrand, Britten
    Kristianstad University.
    What it takes to keep children in school: a research review2015Inngår i: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397, Vol. 67, nr 4, s. 459-482Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Unauthorized absence from school, commonly labelled truancy, absenteeism, and dropout, is a problem that has been increasingly noted in recent years by the National Agency for Education, county councils, communities, and media in Sweden. It is also a prioritized issue in Europe and worldwide. Many students leave school without credentials or a compulsory-school leaving certificate; this is believed to have consequences for the individual as well as for society. Elementary education is regarded of importance for the welfare of the individual, his or her future, potential employment opportunities, and as a measure against criminality, drug misuse, and social exclusion. From a societal perspective, elementary education is perceived to be crucial for future work and development in society, as well as a prerequisite for democracy. What encourages school attendance and prevents unauthorized school absence? This article presents a review of the results and recommendations of 155 research reports focusing on absence prevention and school attendance. The review points to the need for an outspoken and elaborate shift in perspective from a focus on individual characteristics and individually related factors to the responsibility of the school and the community. Forces that draw students to school are a feeling of school success reached by strengthening core competencies, the possibility of bonding with adults, and a school climate that students deem positive.

  • 27.
    Ekstrand, Britten
    et al.
    Kristianstad University.
    Boström, Anna
    Kristianstad University.
    Seebass, Gunhild
    Kristianstad University.
    Ett literacy-begrepp för kvalitet i högre utbildning: om informationssökning2010Inngår i: Högskolepedagogisk debatt, ISSN 2000-9216, Vol. 1, nr 1, s. 41-59Artikkel i tidsskrift (Annet vitenskapelig)
  • 28.
    Ekstrand, Britten
    et al.
    Kristianstad University.
    Hjort, Marie-Louise
    Kristianstad University.
    Lindahl, Ingrid
    Kristianstad University.
    Early education research: A question of the relationship to the school according to educational journals in Sweden2007Inngår i: Nordic Perspectives of Lifelong Learning in the New Europe. Comparative Considerations of the Educational Space, 35th Annual Congress of the Nordic Educational Research Association (NERA), Turku, March 15-17, 2007, 2007Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The object of this study is the research field of early education in Sweden. Published articles in four scientifically educational journals in Sweden between the year 1991 and 2006 are investigated during the mentioned period of one and a half decennium. The intention is to analyze the result in the light of educational, societal and socio-political reforms. The main issue of this project is concerned with what kind of educational theme the articles examine and what kind of questions that are raised. A historical perspective is emphasized. The study points at interesting traits among which the complex relation to the school is one. The public school and a traditional discourse connected to the school seems to have had and have a strong impact of what's going on in the research field of early education in Sweden.

  • 29.
    Ekstrand, Britten
    et al.
    Kristianstad University.
    Johansson, Kristin
    Kristianstad University.
    Ohlsson, Lisbeth
    Kristianstad University.
    Seebass, Gunhild
    Kristianstad University.
    Ett gränsöverskridande projekt för utvecklad informationskompetens2004Inngår i: Tidskrift för dokumentation, ISSN 0040-6872, Vol. 59, nr 2, s. 53-60Artikkel i tidsskrift (Annet vitenskapelig)
  • 30.
    Ekstrand, Britten
    et al.
    Kristianstad University.
    Johansson, Kristin
    Kristianstad University.
    Ohlsson, Lisbeth
    Kristianstad University.
    Seebass, Gunhild
    Kristianstad University.
    Med samarbete och dialog som arbetsform och mål i ett projekt för utvecklad informationssökning och informationskompetens i en nätbaserad kurs2004Rapport (Annet vitenskapelig)
  • 31.
    Ekstrand, Britten
    et al.
    Kristianstad University.
    Nadarevic, Salena
    Multiculturalism in teacher education - communicated discourses2009Konferansepaper (Fagfellevurdert)
  • 32.
    Ekstrand, Britten
    et al.
    Kristianstad University.
    Nadarevic, Sanela
    Kristianstad University.
    Mångkulturalism i lärarutbildningen: Hur förbereder samhället sina blivande lärare?2010Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 15, nr 4, s. 257-276Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Granskar man lärarutbildningen i Sverige när det gäller mångkulturalism, kan man notera betydande brister vad gäller kursplaner och formulerade mål. Lärarutbildningen tycks enligt ett större antal undersökningar inte heller förbereda framtida lärare när det gäller att undervisa i ett samhälle präglat av mångfald. I ett samhälle som konstant förändras och diversifieras måste emellertid varje lärare vara utrustad med en pluralistisk grundsyn, kunskap och kompetens att möta demokratiska värderingar. Ett bidrag till utvecklingen av deliberativ kommunikation i lärarutbildningen skulle kunna vara en allmänt spridd medvetenhet om möjligheterna att greppa områdets komplexitet. Mot denna bakgrund och i pragmatisk anda frågade vi oss: Hur och i vilken utsträckning bearbetas mångkulturalism i lärarutbildningarna? Vilka frågor reses och diskuteras? Vilka perspektiv kommuniceras? Föreskriven litteratur i två olika lärarutbildningar, en erkänd för att integrera mångkulturalism och en som troligtvis inte behandlar området i sin utbildning, har granskats i denna studie. Undersökningen syftar till att få en bild av vilka diskurser eller perspektiv avseende mångkulturalism, som tas upp i svensk lärarutbildning. En kritisk analys och diskussion relateras till internationell forskning på området. I artikeln skrivs möjligheter fram till hur övergripande globala synsätt och konfronterande kritiska perspektiv kan lyftas i lärarutbildning.

  • 33.
    Ekstrand, Britten
    et al.
    Kristianstad University.
    Nordin, Andreas
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Bilder av bildning: och dess frånvaro i det politiska talet om ett livslångt lärande2007Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, nr 1, s. 109-122Artikkel i tidsskrift (Fagfellevurdert)
  • 34. Ekstrand, Britten
    et al.
    Nordin, Andreas
    Bilder av bildning: och dess frånvaro i det politiska talet om ett livslångt lärande2006Konferansepaper (Fagfellevurdert)
  • 35.
    Ekstrand, Britten
    et al.
    Kristianstad University.
    Seebas, Gunhild
    Kristianstad University.
    Kursdeltagares reflektioner i anslutning till undervisning för ökad informationskompetens: "Som att gå i en djungel bakom en vägvisare som hugger fram en stig med en machete"2006Konferansepaper (Fagfellevurdert)
  • 36.
    Ekstrand, Britten
    et al.
    Kristianstad University.
    Seebass, Gunhild
    Kristianstad University.
    Integrativ informationskompetens: Diskursöverbryggande samarbete mellan akademi och bibliotek2009Inngår i: Pedagogiskt arbete i teori och praktik: Om bibliotekens roll för studenters och doktoranders lärande / [ed] Hansson, Birgitta & Lyngfelt, Anna, Lund: Btj , 2009, s. 83-101Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 37.
    Ekstrand, Britten
    et al.
    Kristianstad University.
    Seebass, Gunhild
    Kristianstad University.
    Utveckling av informationskompetens vid den beteendevetenskapliga institutionen.: En idéskiss förankrad i ledningsgruppen den 7 juni 2005.2005Rapport (Annet (populærvitenskap, debatt, mm))
  • 38.
    Ekstrand, Britten
    et al.
    Kristianstad University.
    Sundén, Karin
    Kristianstad University.
    Rapport från NCSC 20082008Inngår i: Campusaktuellt, nr 9Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    The Fourth Nordic Conference on Scholarly Communication hölls nyligen i Lund. Cirka en tredjedel av över 150 deltagare vid denna nordiska konferens, kom från Australien, Belgien, Egypten, Grekland, Island, Italien, Litauen, Nederländerna, Schweiz, Tyskland, UK and US. Världen krymper. Konferensen öppnades av Göran Bexell och programmet var späckat med talare över två och en halv dag.

  • 39.
    Karlsson, Leif
    et al.
    Kristianstad University.
    Ekstrand, Britten
    Kristianstad University.
    Bloom, L.
    Verksamhetsförlagd utbildning inom sjuksköterskeprogrammet: Planerings- och bedömningssamtalets betydelse för lärande och bedömning2009Konferansepaper (Annet vitenskapelig)
  • 40.
    Karlsson, Leif
    et al.
    Kristianstad University.
    Ekstrand, Britten
    Kristianstad University.
    Ek, Anne-Charlotte
    Malmö University.
    Ideland, Malin
    Malmö University.
    Malmberg, Claes
    Malmö University.
    Vilka avtryck i verksamheten sätter behörighetsgivande högskolepedagogisk utbildning?: ett projekt med Högskolan Kristianstad och Malmö Högskola i samverkan med NU.2010Inngår i: NU 2010, Dialog för lärande, Stockholm, 13-14 oktober, 2010Konferansepaper (Fagfellevurdert)
  • 41.
    Nordin, Andreas
    et al.
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Ekstrand, Britten
    Kristianstad University.
    Pictures of Bildung and its absence in the political talk about lifelong learning2006Konferansepaper (Fagfellevurdert)
  • 42.
    Nordin, Andreas
    et al.
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Ekstrand, Britten
    Kristianstad University.
    What about gender in research on lifelong learning and adult education?2008Konferansepaper (Fagfellevurdert)
  • 43.
    Nordin, Andreas
    et al.
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Ekstrand, Britten
    Kristianstad University.
    Malmström, Elisabet
    Kristianstad University.
    Nadarevic, Sanela
    Kristianstad University.
    International research articles as used and miused quality indicators in higher education.2009Konferansepaper (Fagfellevurdert)
1 - 43 of 43
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