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  • 1.
    Hellberg, Kristina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Att möta elevers olikheter2019Ingår i: Att lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2019, 2:a, s. 155-173Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 2.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    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)2019Ingår i: American Journal of Sociology, ISSN 0002-9602, E-ISSN 1537-5390, Vol. 125, nr 1, s. 314-316Artikel, recension (Övrigt vetenskapligt)
    Publikationen är tillgänglig i fulltext från 2020-06-27 08:00
  • 3.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Coherent triads and successful inter-professional collaboration: narratives of professional actors in the Swedish child welfare system2019Ingår i: Nordic Social Work Research, ISSN 2156-857X, E-ISSN 2156-8588, Vol. 9, nr 3, s. 235-249Artikel i tidskrift (Refereegranskat)
    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.

  • 4.
    Björk, Kaisa
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). Lindeberga-Sjöängen Preschool, Sweden.
    Danielsson, Eva
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). Vasa Primary School, Sweden.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Collaboration and identity work: a linguistic discourse analysis of immigrant students’ presentations concerning different teachers’ roles in a school context2019Ingår i: Review of Education/Pedagogy/Cultural Studies, ISSN 1071-4413, E-ISSN 1556-3022, Vol. 41, nr 1, s. 26-47Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this study was to provide new understanding of teachers’ and immigrant students’ collaboration and identity work in a school context. Linguistic discourse analysis of immigrant student presentations of teachers’ different roles in a school context was based on empirical sequences from interviews in previously published qualitative analyses. The analysis was carried out with the help of linguistic discourse and previous research on the phenomena of ‘individual needs’, ‘dilemmas’, and ‘cooperation’. Analytical findings with the following themes are presented: (1) discursive presentation of disinterested and disrespected teachers, and (2) discursive presentation of active and strategic teachers. The discursive presentations of disinterested and disrespected teachers, and active and strategic teachers, painting a rhetorically charged picture of major challenges involved in teachers’ practical work with immigrant students. Implicit in these linguistic discursive representations is the portrayal of school teachers as both incompetent and competent actors, and students as competent actors. In this way, representations concerning school practice become a fundamental dimension in the creation and re-creation of students’ personal identities and teachers’ professional identities. Immigrant students occasionally create an interactive distance from categories upon which they depend in different ways and that are linked to the school context. Their identities are brought to the fore and preserved through both the distinction in relation to others and interactions with others (i.e., teachers, other students, and parents). The study provides an indication that recognition of identities is an important dimension for successful collaboration and learning in the school context.

  • 5.
    Basic, Goran
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Delić, Zlatan
    University of Tuzla, Bosnia-Herzegovina.
    Sofradzija, Halima
    University of Sarajevo, Bosnia-Herzegovina.
    Ideology of neo-fascism, education, and culture of peace: the empirical case of Bosnia and Herzegovina2019Ingår i: Critical Education, ISSN 1920-4175, E-ISSN 1920-4175, Vol. 10, nr 6, s. 1-20Artikel i tidskrift (Refereegranskat)
    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.

  • 6.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). 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)2018Ingår i: Proceedings of the Faculty of Law in Tuzla, ISSN 2303-8632, Vol. 4, nr 2, s. 44-73, artikel-id UDK: 316.624:343.819.5(497.6)Artikel i tidskrift (Refereegranskat)
    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.

  • 7.
    Bolic Baric, Vedrana
    et al.
    Linköping University.
    Hellberg, Kristina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Kjellberg, Anette
    Linköping University.
    Hemmingsson, Helena
    Linköping University.
    Internet Activities During Leisure: A Comparison Between Adolescents With ADHD and Adolescents From the General Population2018Ingår i: Journal of Attention Disorders, ISSN 1087-0547, E-ISSN 1557-1246, Vol. 22, nr 12, s. 1131-1139Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    OBJECTIVE: Adolescents' leisure activities are increasingly focusing on Internet activities, and today, these coexist with traditional leisure activities such as sport and meeting friends. The purpose of the present study was to investigate leisure activities, particularly Internet activities, among boys and girls with ADHD, and compare these with boys and girls from the general population. The objective was also to explore how traditional leisure activities and Internet activities interrelate among adolescents with ADHD.

    METHOD: Adolescents with ADHD (n = 102) were compared with adolescents from the general population on leisure activities and Internet use.

    RESULTS: Leisure activities among adolescents with ADHD tended to focus on Internet activities, particularly online games. Internet activities were broadening leisure activities among adolescents with ADHD, rather than being a substitute for traditional leisure activities.

    CONCLUSION: Internet activities may provide adolescents with ADHD accessible means of social interaction.

  • 8.
    Roos, Helena
    et al.
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Gadler, Ulla
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Kompetensens betydelse i det didaktiska mötet: en modell för analys av möjligheter att erbjuda varje elev likvärdig utbildning enlig skolans uppdrag2018Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, nr 3-4, s. 290-307Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Skolans uppdrag är att erbjuda likvärdig utbildning till varje elev med utgångspunkt från deras varierande förutsättningar. Uppdraget, kan benämnas som det dubbla uppdraget, omfattar såväl kunskapsuppdrag som socialisationsuppdrag. I ett flertal rapporter från bl.a. Skolverket och Skolinspektionen (Skolverket, 2011, 2015; Skolinspektionen, 2014, 2016) framgår det att det finns en diskrepans mellan formuleringar i statliga styrdokument och det som sker i skolan med avseende på varje elevs möjlighet till likvärdig utbildning. Villkor för att genomföra skolans dubbla uppdrag belyses i denna artikel genom att fokusera på betydelsen av kvalitén på det didaktiska mötet i relation till varje elevs rätt till likvärdig utbildning och livslång lust att lära. Syftet med artikeln är att skapa en modell för att kunna analysera kvaliteten på det didaktiska mötet. Denna modell innehåller tre komponenter; elevers varierande förutsättningar i relation till likvärdig utbildning, professionell kompetens att genomföra innehålls-, dynamisk och deltagande inkludering samt tolkning och genomförande av skolans dubbla uppdrag. Kvaliteten på det didaktiska mötet påverkas av hur dessa tre komponenter samvarierar med varandra.

  • 9.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). 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)2018Ingår i: Nordic Journal of Studies in Policing, ISSN 1104-2176, E-ISSN 2242-458X, Vol. 4, nr 1, s. 50-69Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Syftet med studien är att analysera hur underrättelsepersonal och operativ personal inom de olika gränsmyndigheterna i den baltiska regionen framställer ”kriminella ryssar” och vilka diskursiva mönster som medverkar i konstruktionen av kategorin ”den normupplösande ryssen”. Studiens analytiska upptäckter presenteras under följande teman: (1) Konstruktion av normupplösning och moralisk panik: exempel kriminell, (2) Konstruktion av normupplösning och moralisk panik: exempel spion och (3) Konstruktion av normupplösning och moralisk panik: exempel militär invasion. Den varierande moral som aktörer inom underrättelse- operativt polis- och gränsbevakningsarbete uppvisar, och den förstärkning av argumentet för behovet att bekämpa den andra (”ryssen”), kan tolkas på flera sätt. En tolkning är att den konstruerade rädslan för den normupplösande ryssen och återgiven moralisk panik är ett uttryck för en social identitet, i och med att den baseras på en kontrast i förhållande till de andra. Genom att bygga upp idéer om ”fiender” skapas och återskapas moralisk panik samt den professionella polis- och gränsbevakningens yrkesidentiteter. Dessutom utkristalliseras i studiens analys bilden av ryssar som utpekade av polis och gränsbevakare i Baltiska regionen.

  • 10.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). 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]2018Ingår i: European Journal of Social Work, ISSN 1369-1457, E-ISSN 1468-2664, Vol. 21, nr 2, s. 193-206Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Syftet med denna studie är att analysera observerade situationer av framgångsrik samverkan även om dessa utspelas under kortare sekvenser av interaktion. Syftet är även att analysera hur och när aktörerna inom ungdomsvården i Sverige visar upp lyckad samverkan och vilka interaktiva mönster som är involverade i konstruktionen av detta fenomen. Den empiriska grunden för denna studie är 119 fältobservationer av organiserade möten samt informella träffar före och efter dessa möten, vid besök på institutioner i Sverige, socialtjänst kontor och Statens institutionsstyrelses huvudkontor. Det lyckade samarbetet har i denna studie definieras via markörer i det empiriska materialet där aktörer som tillhör minst tre olika kategorier framträder (samstämmigtriad). De professionella aktörerna kan också forma en samstämmig triad med ungdomar eller föräldrar som t.ex. i fall när tidigare konflikter aktualiseras under interaktionen. Genom att vissa professionella tar avstånd från andra professionella samarbetsparter kan konflikter suddas bort så att det skapas nya förutsättningar för samstämmighet i triaden. Konstruktion och rekonstruktion av framgång i samverkan är en ständigt pågående interaktiv process. Uppvisande av den rätta interaktionsmoralen skapas och återskapas i myriader av vardagsinteraktioner. 

  • 11.
    Nilvius, Camilla
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Response-to-intervention (RTI) i svensk skolkontext2018Ingår i: Dyslexi aktuellt om läs- och skrivsvårigheter, ISSN 1401-2480, Vol. 23, nr 4, s. 6-13Artikel i tidskrift (Övrigt vetenskapligt)
  • 12.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    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 personnel2018Ingår i: Social Sciences and Education Research Review, ISSN 2392-9863, Vol. 5, nr 2, s. 6-29Artikel i tidskrift (Refereegranskat)
    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. 

  • 13.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). Lund University.
    Successful Collaboration in Social Care Practice: Beneficial Success Points of Interest for the Young Person in Swedish Juvenile Care2018Ingår i: Journal of Comparative Social Work, ISSN 0809-9936, E-ISSN 0809-9936, Vol. 13, nr 2, s. 56-77Artikel i tidskrift (Refereegranskat)
    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.

  • 14.
    Lundin, Mattias
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Torpsten, Ann-Christin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    The ’flawless’ school and the problematic actors: research on policy documents to counteract discrimination and degrading treatment in schools in Sweden2018Ingår i: European Journal of Education, ISSN 0141-8211, E-ISSN 1465-3435, Vol. 53, nr 4, s. 574-585Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Sweden, the anti‐discrimination initiatives and the efforts against degrading treatment are promoted by two laws indicating self‐regulatory and transparent actions toward preventing both. To be successful, it is important that everybody involved in the work has the same understanding of the task and that everybody understands written formulations of local policy documents, here labelled eq‐uity plans, in order not to reinforce inequalities when counteracting discrimination and degrading treatment. Our aim is to explore the world‐views that are expressed by the schools in their equity plans. We ask what are the perceived causes of discrimination and degrading treat‐ment within the schools, what solutions in the equity plans emerge and which subject positions are constructed and made possible. The analysis rendered three discourses of which we can see recurring signs in the material and these have been labelled The perfect school discourse, The desig‐nated discourse and The educational discourse. These dis‐courses are different in how they relate to discrimination and degrading treatment in school and they also provide different opportunities for students. We conclude that policy‐making is important as a means to change discrimi‐natory patterns and we suggest how to avoid drawing on discourses that are likely to counteract the goals.

  • 15.
    Roos, Helena
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    The Influence of Assessment on Students’ Experiences of Mathematics2018Ingår i: Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms: Selected Papers from the 22nd MAVI Conference / [ed] Hanna Palmér, Jeppe Skott, Springer, 2018, s. 101-111Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The empirical material and results presented in this paper come from an ongoing ethnography-inspired study of inclusion in mathematics as seen from a student perspective. This study did not initially focus on assessment, but when investigating what influences students’ experiences of school mathematics, assessment came out as a result. The research participants are not ordinary students, but students who need some degree of special education in mathematics, either as gifted or as low-performing students. For these students, traditional assessment in mathematics does not provide any relevant feedback to support them. On the whole, assessment primarily influences either how they write solutions to tasks, but not exactly how they solve them, or else how they feel about themselves as low performers in mathematics.

  • 16.
    Torpsten, Ann-Christin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Translanguaging in a Swedish Multilingual Classroom2018Ingår i: Multicultural Perspectives, ISSN 1521-0960, E-ISSN 1532-7892, Vol. 20, nr 2, s. 104-110Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The overarching aim of this article is to investigateperceptions regarding linguistic potentialand language competence in relation to translanguagingstrategies. The data presented consistsof classroom activities, texts, and picturesproduced by eleven-year-old pupils and theirteacher in a multilingual classroom context.The pupils have varying lengths of in-countryresidence, from being born in Sweden to beingnewly arrived. At many schools only the targetlanguage is supposed to be used in teaching(Cummins, 2007). But the simultaneous use ofmultiple languages, also called translanguaging,in the classroom leads to broader anddeeper knowledge of language and subjects(Williams, 1996). Teaching based on pupils’resources is crucial for multilingual pupils’thinking and learning (Meier & Conteh, 2014).The results show that the pupils have large linguisticpotential, but there are great differencesin estimating and perceiving theirlanguages. A pattern stands out: Those pupilswho have given their languages high ratingsare considerably more positive to the teachers’initiative by shaping new relationships andcontributing to the mutual development ofknowledge than those with discrepancies intheir ratings.

  • 17.
    Torpsten, Ann-Christin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Transspråkande, tidigare kunskaper och lärande2018Ingår i: Transspråkande i svenska utbildningssammanhang / [ed] Bethanne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, Lund: Studentlitteratur AB, 2018, 1, s. 107-130Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Detta kapitel handlar om förhållningssätt, lärande och utmaningar inom ungdomsgymnasiets introduktionsprogram språkintroduktion. Med utgångspunkt i lärarintervjuer diskuteras undervisning, ämnesinnehåll och organisation i termer av transspråkande och nyanlända elevers brådska att nå behörighet till ungdomsgymnasiet. Syftet är att synliggöra och problematisera lärares förhållningssätt till nyanlända elevers tidigare kunskaper, erfarenheter och fortsatta kunskapsutveckling. Lärares erfarenheter av att undervisa inom gymnasieskolans introduktionsprogram språkintroduktion är utgångspunkt och de frågor som ställs handlar om hur lärarna kan ta tillvara, erkänna och vidareutveckla nyanlända elevers språkliga och kognitiva kompetenser i undervisning i olika ämnen.

  • 18.
    Roos, Helena
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Connections between situations and connections of content – a support for recognition of similarities in mathematics: Conexiones entre situaciones y conexiones de contenido – Un apoyo para el reconocimiento de similaridades en matemáticas2017Ingår i: Journal of Mathematical Education - SBEM, E-ISSN 1518–8221, Vol. 3, nr 18, s. 22-30Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    How to work inclusively and engage students in special educational needs in the mathematics is a difficult task. In this article, I discuss teachers’ awareness of connections between different teaching and learning situations, and the awareness of connections of content in the teaching as one way of including students who are in special educational needs in mathematics (SEM-students) in the mathematics taught in school. The importance of considering situated knowledge in the teaching of mathematics is highlighted through the notions prepare, immerse and repeat along with an awareness of mathematical tasks and representations. If focusing on how and what to teach in mathematics, the teachers can help the students to recognise similarities in mathematics between different teaching and learning situations, and enhance the inclusion process in the mathematics education.

  • 19.
    Fälth, Linda
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Eva, Nilsson
    Effects of a Fluency-Based Intervention on Students’ Accuracy, Fluency, Motivation and Self-Confidence in English as an Additional Language2017Ingår i: JSM Communication Disorders, E-ISSN 2475-9139, Vol. 01, nr 1, artikel-id 1004Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A large discrepancy between national exam results and final grades in English has been found in compulsory school in Sweden. Between 1.9% and 18.7%,depending on which school, of students receive a course grade that is different from their grade on the national exam. As a result, many students have not inreality reached the criteria for the passing grade. In this study a method of learning English as a second language through fluency-based tasks is used andthe effects on accuracy, fluency, self-esteem and motivation were studied. The participants were students in year one in college. The intervention had one partwhere the students told each other about various topics and another where they were encouraged to practice their writing skills by keeping a journal. Thestudents were assessed using an evaluation test, a questionnaire and a final test. The results showed an overall increase in accuracy, fluency, self-confidenceand motivation in the fluency-based task.

  • 20.
    Torpsten, Ann-Christin
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Svensson, Gudrun
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Jag tycker det är bra med translanguaging: Elevattityder till flerspråkighet2017Ingår i: Språklig mångfald i klassrummet / [ed] Åsa Wedin, Stockholm: Lärarförlaget , 2017, 1, s. 61-88Kapitel i bok, del av antologi (Refereegranskat)
  • 21.
    Karlsudd, Peter
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Dahl, Marianne
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Willén-Lundgren, Berit
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Less tradition for more profession: an attempt with thesis projects in practical development2017Ingår i: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 75, nr 3, s. 252-262Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This research scrutinises the question whether an education profile with development-oriented thesis projects in teacher education programs can provide an increased professional relevance without losing scientific quality. The methodology used in the survey can be defined as a participatory approach in which field work, document studies and interviews form the basis for data collection. The suggested activities that students used were development-oriented methods. Before the project's implementation, instructional texts and supplementary examination criteria were written with a view to guaranteeing scientific excellence, with the main aim of improving professional relevance. The results show that the course tutor initially had some trouble communicating disposition and structure, which meant that some of the students at first had doubts. Despite this, the summary assessment is that the development-oriented approach implemented with scientific quality enhanced the students` readiness for future professions.

  • 22.
    Torpsten, Ann-Christin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Multilingual students strategies for participation in language contexts: Students tell about language, language development and language competence in a school practice2017Ingår i: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 8, nr 5, s. 678-692Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In order to increase knowledge and understanding of school as language practice,a life story approach is used to study multilingual pupils’ narratives abouttheir nine years in compulsory school. Texts with the heading My SchoolYears are interpreted. Experiences of being outside and initially lacking accessto the linguistic contexts in school as well as approaches to linguistic competenceor incompetence emerge from the analysis. The pupils’ overall languagepotential is invisible. Other findings are efforts toward what can be describedas linguistic uniformity, school and education and development of the pupils’social and cultural capital and linguistic competence.

  • 23.
    Fälth, Linda
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Gustafson, S.
    Linköping University.
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Phonological awareness training with articulation promotes early reading development2017Ingår i: Education, ISSN 0013-1172, Vol. 137, nr 3, s. 261-276Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In a longitudinal intervention study, the effects of phonological trainingwith articulation for children in a preschool class were analyzed.In total, 69 students participated, divided into an experimental groupof 39 and a comparison group of 30 students.The intervention consisted of phonological training with articulationand lasted throughout the preschool class year; in total, 2700 minuteswere spent on this training for the experimental group. All participantswere tested individually on pre-reading skills on four test occasions:before the intervention started, mid-term, immediately after the end ofthe intervention and, finally, a follow-up 6 months after the interventionwas completed.Based on their pre-reading skills, the participants were divided intotwo different subgroups, those at risk of developing reading difficultiesand those not at risk. The results showed greater progress at the follow-up test of both the at-risk and not-at-risk subgroups of the experimentgroup in word decoding and phonological ability than the comparisongroup. The positive results applied both to speech-sounds andwords included in the training program as well as new speech soundsand words not included in the program, thus providing evidence fortransfer effects.

  • 24.
    Yakhlef, Sophia
    et al.
    Lund University.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Åkerström, Malin
    Lund University.
    Policing Migration: Described and Observed Cooperation Experiences of Police and Border Guards in the Baltic Sea Area2017Ingår i: Journal of Applied Security Research, ISSN 1936-1610, Vol. 12, nr 1, s. 117-140Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    “Collaboration” is generally portrayed as being beneficial to intelligence and operational police work, even if previous collaborative research shows that conflicts are common between authorities who are supposed to cooperate. The present study focuses on how officers collaborate in their day-to-day management of borderguarding, taking into consideration the different social and cultural backgrounds of the project participants. To these ends, this qualitative, ethnographically study is based on empirical material gathered from interviews, field observation sessions with officers working at the Baltic Sea border agencies and documents. The findings suggest that, although collaboration is burdened with bureaucratic difficulties, there is a common understanding of purpose among the project participants. These border officers’ common declared their objective is to fight criminality and createa safer Europe. However, the participants possessing different organizational and cultural backgrounds have to adapt to adopta common language (in officers’ terms EU-English), common schemes of categorizing (inside-outside distinctions), and develop a sense of trust and identity. Collaboration is claimed by the informants, and is best achieved through getting involved ineveryday practices. They worked side by side, and spent free time together rather than following bureaucratic rules and regulations.

  • 25.
    Torpsten, Ann-Christin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Preschool, Multilingualism and Translanguaging: Linguistic Diversity, Language Strategies and Participation2017Ingår i: US-China Foreign Language, ISSN 1539-8080, E-ISSN 1935-9667, Vol. 15, nr 2, s. 81-90Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This text focuses on multilingual children’s education and language development in the Swedish preschool contextdiscussing linguistic strategies, language diversity, native language, and native language support. Speaking Swedishin the Swedish preschool is the norm; it is the major language in Sweden and it is also the native language of themajority of the children. However, speaking about native language in the Swedish school context, it is often aboutnative languages other than Swedish. We are speaking about the children with a native language other than Swedish,the multilingual children. Research shows that interaction between the children and the teachers is crucial for thechildren’s learning, language acquisition, and identity development. The interaction, expectations, and attitudes thatthe child, the teacher, and others in the surroundings have both to the language or languages that should be learnedand to the child who should learn, are also critical for success in language development. When a child in thepreschool pedagogical practice develops the native language, the child becomes less subordinate, can play togetherin many settings, and get access to the world in the preschool and in the society that is expressed and understoodthrough language.

  • 26.
    Svensson, Idor
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Persson, Bengt A.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Nilsson, Staffan
    Chalmers University of Technology.
    The Effect of Reading Interventions among Poor Readers at a Forensic Psychiatric Clinic2017Ingår i: Psychiatry, Psychology and Law, ISSN 1321-8719, E-ISSN 1934-1687, Vol. 24, nr 3, s. 440-457Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of the present study was to investigate the effect of a short period, 15 sessions, of reading interventions in a sample of adult forensic psychiatric patients: 61 patients with decoding difficulties – 44 in the experimental group and 17 in the comparison group – with an average age of 31.6 participated. Of these, 36% were female, and 29% had an immigrant background. The participants carried out a battery of reading tests. The results in the experimental group showed a medium effect size (d = .36 to .76) on all reading tests between pre- and post-test. The comparison group, however, showed no gain at all between the test occasions. The results indicate that a proportionally low reading intervention effort produces improvement in reading. This study discusses the importance of including reading assessment and offering remediation in order to reach optimal future social adjustment for patients in forensic clinics.

  • 27.
    Baric, Vedrana Bolic
    et al.
    Linköping University.
    Hemmingsson, Helena
    Linköping University.
    Hellberg, Kristina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Kjellberg, Anette
    Linköping University.
    The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder2017Ingår i: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 47, nr 3, s. 667-679Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults obtained and were able to remain in employment or further education.

  • 28.
    Karlsudd, Peter
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    The Search for Successful Inclusion2017Ingår i: Disability, CBR & Inclusive Development, ISSN 2211-5242, E-ISSN 2211-5242, Vol. 28, nr 1, s. 142-160Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose: This study primarily aimed to find the factors which can facilitate or, alternatively, hinder inclusion efforts.

    Method: Results from a number of student theses, which dealt with common issues in the area of inclusion of pupils with special needs, were brought together systematically. The method has been called area-delimited meta-study, where increased validity and generalisability are expected to strengthen development at the schools where the thesis work is carried out. A total of 18 thesis projects with a representation of 24 classrooms were included. The results of these projects have been categorised with the help of two models, positive and negative labelling, as well as inner and outer inclusion capital.

    Results: The respondents in the various studies were quite positive towards inclusion. The teachers stated that inclusion offers a range of possibilities even if problems often occur during implementation. For efforts to succeed, personnel should internalise the values intrinsic to inclusion. Staff knowledge, perception and empathy are examples of the inner inclusion capital necessary to achieve the goal of inclusion. Courage, self-confidence and self-awareness are additional factors that are essential for success. Outer inclusion capital such as clear leadership and effective teamwork are conditions that promote inclusion.

    Conclusion: Based on the results, it would be logical to invest in the positive labelling factors that are identified and at the same time work towards minimising the negative factors. The work can be further developed with area-delimited meta-studies, and future thesis projects could be initiated with a structure that is more participatory and action-oriented.

    Limitations: One problem in evaluating the circumstances around inclusion is that the respondents' interpretation of the definition of the word inclusion may vary. Even the experience of how inclusion works can differ between the teachers involved in the study. Despite these difficulties, the overall results provide a robust picture of the problems and opportunities that fit within the area. Differences in teacher interpretation could also be an important element for the research.

  • 29.
    Svensson, Gudrun
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Torpsten, Ann-Christin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Transspråkande för förstärkt flerspråkighet2017Ingår i: Språklig mångfald i klassrummet / [ed] Åsa Wedin, Stockholm: Lärarförlaget , 2017, s. 37-60Kapitel i bok, del av antologi (Refereegranskat)
  • 30.
    Palmér, Hanna
    et al.
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Roos, Helena
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    What is implied when researchers claim to use a theory?2017Ingår i: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 40, nr 5, s. 471-479Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The focus of this article is on the use of theories and on what we imply when we in research claim to use a theory. In this article, diverse uses of one theory will be illustrated with reference to ten different studies. The aim is not to evaluate or judge how the theory is used in these studies, but to discuss how the diverse uses of one and the same theory may infer very different things in research. Questions are raised about what happens with the hierarchy and the coherence of an argument and what conclusions can be drawn when only some parts of a theory are used.

  • 31.
    Nordström, Thomas
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Jacobson, Christer
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Söderberg Juhlander, Pernilla
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Early word decoding ability as a longitudinal predictor of academic performance2016Ingår i: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 31, nr 2, s. 175-191Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study, using a longitudinal design with a cohort of young readers, investigates if children's early word decoding ability in Second Grade can predict later academic performance. In an effort to estimate the unique effect of early word decoding (GradeTwo) with academic performance (Grade Nine) gender and non-verbal cognitive ability were accounted for in hierarchical regression models. Results show that even after controlling for these factors word decoding successfully predicted marks in subjects as well as attendance in advanced courses and language classes. The authors conclude that children's early ability to decode words could be an important factor for predicting performance in school and, thus, stress the importance for schools to investigate children's early word decoding ability.

  • 32.
    Roos, Helena
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Inclusion in mathematics: the impact of the Principal2016Ingår i: Cursiv [publisher: Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK], ISSN 1901-8878, E-ISSN 1901-8886, nr 18, s. 107-122Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The objective of this paper is to describe the means by which the principal affects the process of inclusion in mathematics from a teacher perspective. Two notions form the theoretical foundation: participation and inclusion. The participatory perspective is provided by Wenger’s theory of communities of practice (1998). When discussing inclusion, Asp-Onsjö’s (2006) notions of didactical, spatial, and social inclusion have been used. The results are presented in two parts: the first presents identified communities at the investigated school and the second identifies codes of impact pointing towards inclusion in mathematics. When combining the participatory and the inclusive perspectives, codes of impact regarding inclusion in mathematics in the different communities were identified. Although there are different codes of impact in the different communities, one can identify several recurring codes when investigating the impact of the principal. The most frequent is courses. Competence, didactical discussions and planning also recur in the different communities. Investigating these codes of impact, there appears to be a gap between the steering of the principal and what actually occurs. The results indicate that the principal’s impact on inclusion in mathematics in the realisation arena is relatively weak.

  • 33.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED). Lund University.
    Krigets sociologi: Analyser av krigsvåld, koncentrationsläger, offerskap och försoning: [Sociology of War: Analysis of war violence, concentration camps, victimhood and reconciliation]2016Bok (Refereegranskat)
    Abstract [sv]

    I tidigare forskning om krig presenteras ofta ensidiga bilder av fenomenen krigsvåld, offerskap och försoning. Denna bok utgår från berättelser av överlevande efter kriget i Bosnien under 1990-talet. Syftet är att analysera hur de intervjuade beskriver dessa fenomen samt vilka diskursiva mönster som framträder i konstruktionen av begreppen ”offer” och ”förövare”. Mina frågeställningar är: Hur beskriver intervjupersonerna krigsvåld, offerskap och försoning efter kriget? Vilka krigskategorier uppmärksammas i berättelserna? Hur beskriver intervjupersonerna tillvaron i koncentrationslägren?

    Konstruktionen av begreppet ”krigsvåld” synliggörs i det empiriska materialet när intervjupersonerna berättar om (1) en ny social ordning i samhället, (2) människolidande, (3) sexualiserat krigsvåld och (4) människoslakt. Alla intervjuade definierar krigsvåldet som moraliskt förkastligt. Våldsutövningen under kriget framställs som organiserad och ritualiserad, vilket skapar en bild av att våldsutövningen blev en norm i samhället snarare än ett undantag. Berättelser om våldsamma situationer, våldsverkare och våldsdrabbade existerar inte enbart som tankekonstruktioner. Berättelserna lever sitt eget liv efter kriget och har därmed verkliga konsekvenser för individer och samhället.Genom berättelser om förbrytelser och övergrepp i koncentrationslägren tar intervjupersonerna avstånd från vakternas agerande och från krigskategori koncentrationslägerplacerad. Återberättade kränknings- och maktritualer visar att utrymmet för individualitet i lägren var starkt begränsat men att motstånds- och statusritualer samt anpassning till livsvillkoren i lägren tycks ha frambringat ett visst utrymme för förhöjd individualisering. Att ha besuttit någorlunda kontroll och haft möjlighet att ge motstånd verkar bidragit till en känsla av heder och självaktning för lägerfångarna, en känsla som verkar vuxit sig stark även efter kriget. Deras berättelser idag utgör en form av fortsatt motstånd.

    Aktörernas anspråk på statusen ”offer” skapar en konkurrens om offerrollen efter kriget. Konkurrensen mellan kategorierna tycks utspela sig på en symbolisk nivå. Utvecklingen under och efter kriget har medfört att befolkningen kan beskrivas utifrån fyra kategorier. En kategori består av de ”kvarvarande”, det vill säga de individer som före, under och efter kriget varit bosatta i nordvästra Bosnien. En annan är de ”flyktingar” som fördrivits till nordvästra Bosnien från övriga delar av Bosnien och Kroatien. En tredje kategori är de ”återvändande”, det vill säga individer som fördrivits från nordvästra Bosnien under kriget och återvänt efter kriget. Den fjärde kategorin är ”diasporan”, det vill säga de individer som fördrivits från nordvästra Bosnien under kriget och stannat i det nya landet. Alla intervjuade vill framställa sig som ”ideala offer” men alla är på väg att förlora den statusen. De återvändande och diasporan förlorar den genom att de fått omgivningens erkännande och har högre ekonomisk status, de kvarvarande genom att de fortfarande lever i skuggan av kriget och flyktingarna genom att de framställs som främlingar och passar i rollen som ideala förövare. Reproducerandet av konkurrens om offerrollen tycks upprätthålla de gränsdragningar som spelades ut så tydligt under kriget.

    Den interaktiva dynamik som pågick under kriget gör att försoningen efter kriget binds till krigstiden. Berättelser om försoning blir en arena för olika utspel mellan ”vi” och ”de” – inte minst genom avståndstagande från de andras agerande under kriget. I de intervjuades berättelser är oförsonligheten det mest framträdande men försoning framställs kunna åstadkommas om vissa villkor uppfylls. Dessa villkor är till exempel rättvisa för krigets offer, förövarens erkännande av brott och förövarens känsloengagemang (exempelvis att visa ånger och skam).

  • 34.
    Yakhlef, Sophia
    et al.
    Lund University.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Åkerström, Malin
    Lund University.
    Risk, Safety and Freedom of Movement: In Airplane and Ferry Passenger Stories in the Northern Baltic Sea Region2016Ingår i: Journal of Criminal Justice and Security, ISSN 1580-0253, Vol. 18, nr 2, s. 175-193, artikel-id UDC: 005.934:[627.21+656.71]Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose:The purpose of this study is to map and analyse how travellers at an airportand on ferries experience, interpret and define the risk, safety and freedom ofmovement in the northern part of the Baltic Sea region with regard to the borderagencies.Design/Methods/Approach:This qualitative study is based on empirically gathered material such asfield interviews and fieldwork observations on Stockholm’s Arlanda airport inSweden, and a Tallink Silja Line ferry running between Stockholm and Riga inLatvia. The study’s general starting point was an ethno-methodologically inspiredperspective on verbal descriptions along with an interactionist perspective whichconsiders interactions expressed through language and gestures. Apart from thisstarting point, this study focused on the construction of safety as particularlyrelevant components of the collected empirical material.Findings:The study findings suggest that many passengers at the airport and on theferries hold positive views about the idea of the freedom of movement in Europe,but are scared of threats coming from outside Europe. The travellers created andre-created the phenomenon of safety which is maintained in contrast to others, inthis case the threats from outside Europe.Originality/Value:The passengers in this study construct safety by distinguishing against theothers outside Europe but also through interaction with them. The passengersemphasise that the freedom of movement is personally beneficial because it iseasier for EU citizens to travel within Europe but, at the same time, it is regardedas facilitating the entry of potential threats into the European Union.

  • 35.
    Bolic, Vedrana
    et al.
    Linköping University.
    Hellberg, Kristina
    Stockholm University.
    Kjellberg, Anette
    Linköping University.
    Hemmingsson, Helena
    Linköping University.
    Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder2016Ingår i: Autism, ISSN 1362-3613, E-ISSN 1461-7005, Vol. 20, nr 2, s. 183-195Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger’s disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people’s experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger’s disorder and attention deficit hyperactivity disorder.

  • 36.
    Fälth, Linda
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Svensson, Idor
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    An app as ‘reading glasses’ – a study of the interaction between individual and assistive technology for students with a dyslexicprofile2015Ingår i: International Journal of Teachnig and Education, ISSN 2336-2022, Vol. 3, nr 1, s. 1-12Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    For a couple of years a great many programs for tablets and smartphones have been available forassisting students with difficulties in reading and writing. The aim of this study was to investigatewhether a multifunction application (Prizmo) for iPhone/iPad had the potential to provide assistancefor students with a dyslexic profile.Twelve students and their teachers participated in this intervention study, 7 students from primaryschool grade 5 and 5 students from the first grade of secondary school. All participants used thePrizmo application during the regular school day for 4-6 weeks. The pupils were measured bydecoding tests before and after the interventions. The results show that the word decoding abilityincreased for several of the students and also that they found the app useful even after the end ofthe study. The teachers who carried out the interventions involving the app emphasize its ease ofaccess and the positive effects for the students. Multifunctional programs like Prizmo, textscanning and a text-to-speech synthesizer may enhance students’ reading ability and motivationfor future studies.

  • 37.
    Torpsten, Ann-Christin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Det var inte så jobbigt det där med språket längre: Elever med svenska som andraspråk berättar om sina nio år i grundskolan2015Ingår i: Med livsberättelser som forskningsansats: en rapport från den 6:e livsberätteleskonferensen i Karlstad / [ed] Håkan Löfgren, Marie Karlsson & Héctor Pérez Prieto, Karlstad: Karlstad Universitet , 2015, , s. 13s. 75-87Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Syftet med detta kapitel är att öka kunskapen och förståelsen för skolans praktik. Med en livsberättelseansats studeras andraspråkselevers berättelser om sina nio år grundskolan. Utgångspunkt är att berättade skolerfarenheter från grundskoletiden kan bidra med till förståelse för livet i skolan när skolans språk, svenska, inte bemästras fullt. Jag undrar vilken betydelse eleverna ger de berättade händelserna och vad det berättade innebar för dem. Ur databanken Skrivbanken (2009), med uppsatser från det nationella provet 2003, har två texter med rubriken Mina skolår valts. Det som framträder i berättelserna tolkas med hjälp av postkolonial teori och teorier om socialt kapital. I analysen framträder erfarenheter av att vara utanförställd och att inledningsvis sakna tillgång till språkliga sammanhang i skolan. Erfarenheter av olika förhållningssätt till språklig kompetens respektive inkompetens i relation till skolans språk blir också tydlig. Annat som framträder är elevers strävan efter vad som kan betecknas språklig enhetlighet samt skolans och utbildningens betydelse för att socialt och kulturellt kapital ska bli större.

  • 38.
    Hallström, Jonas
    et al.
    Linköping University.
    Elvstrand, Helene
    Linköping University.
    Hellberg, Kristina
    Linköping University.
    Gender and technology in free play in Swedish early childhood education2015Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 25, nr 2, s. 137-149Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the new Swedish curriculum for the preschool (2010) technology education is emphasized as one of the most significant pedagogical areas to work with. The aim of this article is to investigate how girls and boys explore and learn technology as well as how their teachers frame this in free play in two Swedish preschools. The study is inspired by an ethnographic approach and is based on qualitative data collected through video-taped observations and informal talk with children and teachers in two preschools. It is concluded that girls and boys learn to approach and handle technology differently, thereby confirming rather than dissolving gender boundaries. The girls more often have a special purpose in building something they need in their play, that is, they mostly engage in technological construction as a sideline. The boys, on the other hand, more often award technological construction a central part in their play; building is an end in itself. Teachers are not so active in supporting free play involving technology among the older children, nor in giving boys and girls equal opportunities to explore and use material and toys which are not gender-stereotyped. One important implication is that in-service education needs to address not only experiments and construction but also gender issues and how teachers can create equal opportunities for boys and girls in the free play.

  • 39.
    Karlsudd, Peter
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    ICT and Learning In School2015Ingår i: Journal of Emerging Trends in Computing and Information Sciences, ISSN 2079-8407, E-ISSN 2218-6301, Vol. 6, nr 12, s. 677-684Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study represents a test of systematically bringing together the results of a number of degree projects dealing with joint issues within the fields of ICT and learning. The method has been named a field-limited met study, in which increased validity and generalizability are expected to strengthen school development in the region comprised by the study. A total of 16 studies were conducted in a limited geographical area including a representative sample of 79 schools. Two questions asked in the study were: What is the approach to learning ICT in the schools studied? and What possibilities and obstacles may arise when implementing ICT in schools? By breaking down the structure into individual, technology and organization the result was analyzed from four learning approaches. It shows that the most frequently represented approach is the one referred to as progressivism, where the student is in focus and activity pedagogy dominates, while perrenialism, an approach that emphasizes the invariable character of knowledge, is very poorly represented in the study. The teachers represented in the various studies are largely positive to ICT, in which they envisage a range of possibilities for the learning environment. With regard to technology, a great number of schools are facing problems. There is a lack of maintenance and support, both technical and pedagogical, as testified by a great many teachers. In respect of the overarching organization, the principal is viewed as the key person. A clear pedagogical strategy for the use of digital tools is also requested. With the support of the overall picture emerging from the study analysis, there are good reasons for developing work on field-limited met studies. A further step in this direction may be to allow teacher-students to plan and take part in longitudinal projects to increase the validity of the overall picture of important fields of development.

  • 40.
    Roos, Helena
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Inclusion in mathematics in primary school: what can it be?2015Licentiatavhandling, monografi (Övrigt vetenskapligt)
  • 41.
    Karlsudd, Peter
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Inkluderande individualisering2015Ingår i: Specialpædagogik, ISSN 0107-0649, Vol. 35, nr 1, s. 24-36Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    I föreliggande artikel diskuteras relationen mellan inkludering och individualisering. Inkludering och individualisering är två mångtydiga och komplexa begrepp vilka beskrivs ömsom som mål, ömsom som metod. Begreppens definitioner varierar i olika sammanhang och framträder inte sällan i stark åtskillnad. Målet inkludering kan bedömas gynnas av, men också motverkas av, metoden individualisering. Målet individualisering kan uppfattas bli hjälpt av, men även hindrat av, metoden inkludering. Utgångspunkten för denna text är att inkludering definieras som mål och individualisering som metod. Längre fram i artikeln formuleras och presenteras den "grupporienterade individualiseringen" som modell och metod för att nå målet inkludering. Modellen har kommunicerats, diskuterats och validerats i samverkan med specialpedagog- och speciallärarstuderande vid Linnéuniversitetet och vid Högskolan i Kristianstad. Intentionen är att modellen senare ska prövas och utvärderas i utvecklingsinriktade examensarbeten och projekt. 

  • 42.
    Fälth, Linda
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Nilvius, Camilla
    Värnamo Municipality.
    Anvegård, Eva
    Värnamo Municipality.
    Intensive Reading with Reading Lists: An Intervention Study2015Ingår i: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 6, s. 2403-2409Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The study aimed to examine how the decoding, for students with decoding difficulties were affectedby an intervention with reading lists. A total of 60 students participated in the study,distributed randomly into intervention groups and control groups, one cohort of primary schoolchildren and one with junior high school students. Each group included 15 students. The studywas conducted as an intervention with with pre- and post-test where the students’ decodingability were tested. The intervention included 20 occasions of 10 minutes training with readinglists by “Wendick model of intensive reading”. The study also aimed to investigate how the decodingperformance of the students in the intervention appeared depending on the age of the students.Therefore, the study was conducted with students from both primary school and high school. Theintervention group in primary school showed increased decoding ability compared to the controlgroup at all tests. The results also showed that the intervention with reading lists had had a goodinfluence on young children's development of decoding. In junior high school, the interventiongroup increased more, or equal, compared to the control group, and the largest increase for theintervention group was on the pseudoword reading test.

  • 43.
    Dahl, Marianne
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Karlsudd, Peter
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Leisure-time teachers in a changed profession2015Ingår i: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 68, s. 22-35, artikel-id 1191863Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This exploratory research focus on teaching and learning on the basis of Swedish leisure-time teachers with more than thirty years of experience. The purpose of this research was to bring to light the role of the Leisure time teachers, both in the past up to the present day and into the future. Based on important concepts for professional development, the qualities decisive for a long and sustainable career as a leisure-time teacher are sought. 

    In interviews ten leisure-time teachers describe their professional careers on the following question areas: teachers, children, parents, leisure-time centers and mission. The outcomes are discussed in relation to the professional concepts of knowledge, autonomy, responsibility, collegial decision-making, confidence and trust, closing off and professional development. The results show that there are a number of success factors for why the interviewees stayed in a profession that has undergone and is subject to significant changes. Children, challenges, leisure-time pedagogy, flexibility and teamwork are considered to be important qualities. One factor that in certain cases meant that one did not change profession is that there are no clear career paths within the profession. Change that has occurred regarding the focus of the work is perceived mainly as positive. Leisure-time teachers emphasize that the collaboration with the school has resulted in greater confidence in their own mission and competence. From this research some critical research areas are revealed, such as, children’s possible perceptions of learning requirements at the leisure-time center. 

  • 44.
    Frank, Elisabeth
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Torpsten, Ann-Christin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    One-to-one computer and language development in a multilingual classroom2015Ingår i: US-China Education Review A, ISSN 2161-623X, Vol. 5, nr 2, s. 77-91Artikel i tidskrift (Refereegranskat)
    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

  • 45.
    Torpsten, Ann-Christin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    People in motion, a historical perspective: A narrative about leaving and change2015Ingår i: Participation, Integration, and Recognition: Changing Pathways to immigrant Incorporation / [ed] Elli Heikkilä, Auvo Kostiainen, Johanna Leinonen, Ismo Söderling, Turku: Institute of Migration , 2015, s. 126-138Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The aim of this study is to shed light on one immigrant’s experience of leaving and changes, of being forced to abandon the family home. Though decision to return and eventually did so, the informant later chose to leave again, reorienting towards new possibilities elsewhere. The informant related, in an oral interview, memories of the 1930s and 1940s; telling this story nearly seventy years after. Taking a life-story approach, I analyze this narrative of leaving and change, building on the idea that individually narrated memories can contribute knowledge and understanding to the field of immigrant studies. Experiences of insecurity and the search for a place where one feels safe and comfortable result from being forced to leave one’s home, all that is familiar, and from starting over. In this context, while the informant’s initial exodus was beyond control, later move to start over in a new country appears to reflect one’s own choice.

  • 46.
    Svensson, Idor
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Fälth, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Persson, Bengt A.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).
    Reading level and the prevalence of a dyslexic profile among patients in a forensic psychiatric clinic2015Ingår i: Journal of Forensic Psychiatry & Psychology, ISSN 1478-9949, E-ISSN 1478-9957, Vol. 26, nr 4, s. 532-550Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study aims to investigate Swedish language reading ability of forensicpatients and the number of them that present a dyslexia profile. Anotheraim is to compare the reading level in different subtypes of psychiatricdiagnoses. Assessments were made of 185 patients by a battery of readingtests. They were also interviewed about their schooling and theirself-estimated reading and writing ability. The results show that thepatients’ reading level is below average for grade six children in Swedishcompulsory school, and that 16 per cent show a dyslexic profile. Malepatients with an immigrant background and a diagnosis of psychosis andanxiety disorders perform the lowest when measuring literacy skills. Thisproportionately low reading ability can cause difficulties in understandingtexts as presented in broadsheet newspapers, civic information and patientrecords, and might even jeopardize the understanding of adult spokenlanguage.

  • 47.
    Torpsten, Ann-Christin
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Rektors tillbakablickar på forskningssamarbete och skolutveckling2015Ingår i: Forskare bland personal och elever: Forskningssamarbete om språk- och identitetsutveckling på en flerspråkig skola / [ed] Maria Lindgren, Gudrun Svensson och Elisabeth Zetterholm, Växjö: Linnaeus University Press, 2015, 1, s. 69-80Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 48.
    Fälth, Linda
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Jaensson, Linda
    Mörbylånga Municipality.
    Johansson, Karin
    Hultsfred Municipality.
    Working Memory Training - A Cogmed Intervention2015Ingår i: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 14, nr 02, s. 28-35Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study of working memory training investigates the impact of intervention with memory training on students' school performance. The training consisted of 25 occasions spread over five weeks. A total of 32 students from the first grade of primary school participated in the study, with 16 students in the intervention and 16 in the control group. Before and after the intervention, all the participants were tested on word decoding skills, reading comprehension, and automated mental arithmetic. The results showed that both groups had improved on all tests after the intervention, but that the intervention group performed significantly better on the word decoding test than the control group. However, this study demonstrated no differences due to memory training with regard to mental arithmetic between the intervention group and the control group. A possible interpretation of the result is that structured memory training is beneficial for students’ reading development.

  • 49.
    Hellberg, Kristina
    Linköping University.
    Att som lärare möta elevers olikheter i en specialpedagogisk kontext2014Ingår i: Dynamiska och komplexa miljöer: reflektioner över pedagogiska praktiker: vänbok till Glenn Hultman / [ed] Ann-Sofi Wedin, Ann-Marie Markström, Kristina Hellberg, Linköping: Linköping University Electronic Press, 2014, s. 75-81Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 50.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED). Lund University.
    Concentration Camp Rituals: An Extreme Case of Insecurity: Rituali u koncentracionim logorima: ekstremni slučaj nesigurnosti2014Ingår i: Journal of Criminal Justice Issues, ISSN 1512-5505, Vol. 14, nr 5-6, s. 21-33Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Reason(s) for writing and research problem(s): 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. Aims of the paper (scientific and/or social): The article aims to describe the recounted social interaction rituals after time spent in a concentration camp as well as identifying how these interactions are symbolically dramatized. Methodology/Design: The empirical material for this study was collected through qualitative interviews held with nine former camp detainees and four close relatives. Research/paper limitations: The analyzed empirical examples revealed how the camp detainees’ victim identity is created, recreated, and retained in contrast to ‘the others’ – the camp guards. The camp detainees’ portrayal of their victim identity presents their humiliated self through dissociation from the camp guards. Results/Findings: The detainees’ new (altered) moral career is presented as a result of the imprisonment at the camp and the repetitive humiliation and power rituals. The importance of the camp guards was emphasized in these rituals, in which the detainees’ new selves, characterized by moral dissolution and fatigue, emerged. General conclusion: In their stories of crime and abuse in the concentration camps, the detainees reject the guards’ actions and the designation of ‘concentration camp detainee’. The retold stories of violation and power rituals in the camps show that there was little space for individuality. Nevertheless, resistance and status rituals along with adapting to the conditions in the camps seem to have generated some room for increased individualization. To have possessed some control and been able to resist seems to have granted the detainees a sense of honor and self-esteem, not least after the war. Their narratives today represent a form of continued resistance. Research/paper validity: The interviewees’ rejections of the guards’ actions and their forced “camp detainee” status could be interpreted as an expression of de-ritualization, leading away from their own earlier experiences. The subsequently illustrated myriad of everyday interactions, which can be distinguished analytically in the interviewees’ stories, expose rituals of humiliation, power, resistance, and status. Through these, we see the interviewees’ loss of identity, others’ recognition of one’s identity, emotional involvement, and different symbols of resistance.

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