lnu.sePublications
Change search
Refine search result
1234567 1 - 50 of 5181
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Aaby, Jacqueline
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
    Ekblom, Jakob
    Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
    Hur blev det med hälsan?: En kvalitativ studie om elevers syn på hälsa i ämnet Idrott och hälsa i årskurs nio.2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka vilken uppfattning elever i årskurs nio har om hälsa. Ämnet Idrott och hälsa bedrivs på olika sätt och syftet med studien är även att få en klarare bild över hur eleverna upplever att de arbetar med hälsa i undervisningen. Genom intervjuer vill vi höra elevernas tankar och erfarenheter om hälsa och vad de skulle vilja lära sig mer om. Vi vill även veta vad de tycker är viktigt för att kunna påverka sin framtida hälsa.

  • 2.
    Aaby, Jacqueline
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
    Olsson, Andreas
    Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
    Ett deltagande, för vem?: En kvalitativ intervjustudie om gymnasieelevers deltagande i Idrott och hälsa 12016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to investigate, at first, why students in upper secondary school in Sweden participate or not in Physical education and health (PEH) and also find out what changes the subject need that can affect their participation. To get answers out of the in-vestigation, we formulated questions about what preconceptions the students of an specific group have about participation and non-participation in PEH and what changes the subject need, according to the students, to become a subject for all students. The study was based on a qualitative method, by using interviews of ten students from Swedish upper secondary school. The students were from two schools in a mediumsized region and from different programmes.

    The results of the study shows clearly that the content and the grades in PEH affects the student’s participation, which was crucial to whether they felt they wanted to participate actively in the lessons or not. The grades were considered as important and affected the participation even though some of the students were not interested in the content, but they still did the things that the teacher demanded. Despite this, the attitudes towards the subject were positive among the interviewed students. The factors the students think can change the participation to more actively is implement more activities as dance, individual training but also, delimit ballsports. It seems like the interviewed students are searching for meaningfulness in the lessons of the subject with a link between the curriculum and grading criteria.

  • 3.
    Aarenstrup, Sophie
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Granholm, Fredrika
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Att vara syskon eller partner till en person med ätstörningsproblematik2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats har varit att belysa behandlares uppfattningar om syskon och partners upplevelser av att ha en nära person med en ätstörning, samt betydelsen av att involvera dem i den drabbades behandling. Studien genomfördes med en kvalitativ metod där semistrukturerade intervjuer utfördes med 6 behandlare på olika ätstörningsverksamheter i Sverige. Resultat och slutsats visade att syskon och partners, samt andra närstående, är betydelsefulla för patientens tillfriskande. Det är viktigt att syskon och partners involveras i behandling, och att de får information om sjukdom och behandling. Syskon ska inte anta en ansvarsroll, medan partner behöver ta ett visst ansvar i vardagen. Ätstörningar har en tydlig påverkan på partners och syskon, samt på närstående i allmänhet. Närstående bör få goda verktyg till hur de kan vara ett stöd på bästa sätt till den drabbade. Behandlaren ska bemöta närstående med förståelse, respekt och ingen skuldbeläggning. Det är väsentligt för patientens motivation och tillfrisknande att det finns en god och nära relation till de närstående som är involverade i behandlingen. Det finns en brist på forskning inom detta område. Vidare forskning krävs för att stärka studiens resultat och slutsats.

  • 4.
    Abdulroudha, Aeman
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Fritidspedagogers självständighet och inflytande i sin yrkesroll: En studie om fritidspedagogers yrkesroll under skoltid2014Independent thesis Advanced level (professional degree), 180 HE creditsStudent thesis
  • 5.
    Abedali, Besma
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Social Work.
    Karlstrand, Moa
    Linnaeus University, Faculty of Social Sciences, Department of Social Work.
    ”Man ska vara den man är, men man blir lite större”: En kvalitativ studie om hur boendepersonal på HVB för ensamkommande barn förstår och omsätter begreppet ”integration”2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine the concept of “integration” within residential care homes for unaccompanied children. More specifically its aim was to find out how the social workers themselves within residential care homes for unaccompanied children understand the concept of integration and how they work for it. The study was based on a qualitative semi-structured interviews with seven social workers within four residential care homes for unaccompanied children. Six themes were identified that seemed to play a role in the discussions about integration: development-acceptance, learning process, communication & relationships, process, personality and common sense. The analysis was based on previous research in the field and the theory of action by Pierre Bourdieu called practical reason. As a conclusion the first three themes can be seen as an understanding of the concept of “integration”. The last three themes exemplify the practical integration work. Despite the lack of regulatory documents, the social workers show a common understanding of the concept and a similar implementation which can be explained by a dominant implicit doxa within the field.

  • 6.
    Abedin, Pedram
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Pihl, Oskar
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Ungdomar på SiS-institution: -Personalens uppfattning om och upplevelser av aggressivt beteende2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie var att få en inblick och förståelse för personalens uppfattningar om och upplevelser av ungdomars aggressiva beteenden som befinner sig på en SiS-institution. Dessutom har personalens bemötande gentemot dessa ungdomar belysts från svaren och resultaten av frågeställningarna. En kvalitativ forskningsmetod med utgångspunkt från hermeneutiken användes för att utföra studien tillsammans med semistrukturerade intervjuer med ett antal respondenter från en SiS-institution. von Wrights (2000) relationella och punktuella perspektiv användes som teoretisk utgångspunkt till studien. Resultatet redovisar att respondenterna uppfattade, upplevde och erfarar att ungdomarna som placeras vid institutionen minst någon gång under vistelsen uppvisar ett aggressivt beteende. Det kan även ses i resultatet att personalen upplever att dessa ungdomar i de flesta fall har många av de faktorer som orsakar ett aggressivt beteende med sig till institutionen från deras bakgrund och familjesituation.

  • 7.
    Abelli, Annika
    Linnaeus University, Faculty of Social Sciences, Department of Social Work.
    Promotionsarbete med unga i förorten: - En kvalitativ fallstudie av RGRA, Rörelsen gatans röst & ansikte2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This studie explores how a promotive youth movement that aims to activate adolescents in economically and socially exposed areas, can affect the youth’s participation in society and oppose their experience of stigmatization. The youth movement, whom is being studied, uses urban art expressions as a mean to engage and motivate the adolescents. The empirism has mostly been collected by a limited participatory observation, and through qualitative interviews with staff and adolescents in the movement. The result has been analyzed through Pierre Bourdieus field theory. To summarise, field theory consists in the hypothesis that the individual is socialized in to his or her way of thinking and being (habitus), based on in which circumstances the individual is raised (in which field). Habitus affects the choices the individual makes throughout life. An individuals habitus is affected by three types of capital, which Bourdieu has named economical-, social-, and cultural capital. This essay analyzes how the promotive youth movement contributes to the adolescent’s social- and cultural capital. I have found that this largely happens by giving the adolescents different types of tools to be seen and heard, based on the concept of hip hop as a political instrument. The most prominent tool in the everyday activities is the opportunity to record music in a professional studio. Other tools that are used are the opportunity to host the movements own radio show, participate in the arranging of different types of events, and such. I have also found that the support from an extra adult and the connection within the movement are central providers of social capital.

  • 8.
    Abrahamsson, Erica
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Obligatorisk läxhjälp på fritidhemmet: Vårdnadshavares och lärare i fritidshem uppfattningar om läxhjälp på fritidshemmet2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka vilken uppfattning vårdnadshavare och lärare i fritidshem har angående obligatorisk läxhjälp på fritidshemmet samt om fritidshemmets verksamhet får några konsekvenser om obligatorisk läxhjälp införs. Studiens metod bygger på en kvalitativ enkätundersökning med 38 vårdnadshavare samt kvalitativa personliga intervjuer med 5 olika lärare i fritidshem från 5 olika skolor. Resultatet visar att uppfattningarna som vårdnadshavare har angående obligatorisk läxhjälp på fritidshemmet var både positiv och negativ. En del anser att läxhjälp på fritidshemmet är bra eftersom många barn har långa dagar på skolan och fritidshemmet. Andra anser tvärtom att läxhjälp är skolans ansvar och inte ska förekomma på fritidshemmet. Det framkommer även att lärare i fritidshem är överens med vårdnadshavare. Argument som förs fram är rättvisa och andra menar att fritidshemmet är ett komplement till skolan inte deras förlängda arm. Fritidshemmets verksamhet påverkas enligt vårdnadshavare och lärare i fritidshem på olika sätt. Det framkommer att läxhjälp ett par gånger i veckan inte inverkar på verksamheten, dock behövs det mer personal i så fall. Medan andra menar att utevistelse och annat påverkas. 

  • 9.
    Abrahamsson, Lina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Jeppsson, Rebecca
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Hej, vilket kön vill du vara?: Hur pedagoger bemöter och förhåller sig till flickor och pojkar i förskolan.2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien behandlar hur begreppet genus uppfattas och uttrycks utifrån pedagogernas synvinkel, pedagogernas sätt att bemöta barnen, hur de formar lokalerna, vilket material som erbjuds och på vilket sätt det påverkar barnen utifrån ett genusperspektiv. Studien uppmärksammar även på vilket sätt pedagogerna arbetar för att uppfylla de önskemål de har för hur de vill att genus uttrycks i verksamheten. Metoden som används för studien är intervju med ljudinspelning och tretton respondenter har deltagit.

    Studien visar att pedagogerna uppfattar genus som mer än hur man förhåller sig till könen. De uppfattar att begreppets innebörd även innefattar till exempel individens bakgrund, etnicitet och religion. De arbetar medvetet med att inte göra skillnad mellan könen, utan utgår istället från individens intressen och erfarenheter. Dock kan detta variera vid olika aktiviteter och situationer i förskolans vardag.

    Majoriteten av de tillfrågade pedagogerna har en tanke för hur de väljer att forma lokalerna utifrån ett genusperspektiv. Pedagogerna anser att det finns genusifierat material men att detta inte behöver ha någon betydelse för vilka som väljer det. Det handlar om på vilket sätt pedagogerna presenterar det och samtalar om det med barnen. 

  • 10.
    Abrahamsson, Sara
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Agricultural Productivity, Land Access and Gender Equality: Based on a minor field study conducted in Zambia 20132013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Africa’s agricultural productivity is the lowest in the world. At the same time the largest proportion of poor people live in rural areas where they are dependent upon agriculture for their survival. Agriculture is thus an essential to consider when fighting poverty. Women make up 70-80 % of the labour force in the agricultural sector and produce about 80% of the food for the household. Women are at the same time dependent upon their husbands for access to agricultural land and financial resources. Despite the important role of agriculture for poverty reduction, the sector continues to lack attention from both governments and international organizations, and the fact that gender discrimination is a cause of poverty is rarely raised.

     

    This thesis aims to investigate, through a field study in Zambia, which conditions and circumstances that create low agricultural productivity, based on how the peasants themselves perceive it. The paper aims to problematize the question of low agricultural productivity by looking at the issue of land access and gender equality. This thesis takes its methodological point of departure in a qualitative ethnographic field study with semi-structured interviews. In order to analyze the peasants situation Sustainable Rural Livelihood has been used as an analytical framework.

     

    The result of this thesis shows that peasants’ productivity mainly is hampered by the fact that they lack access to productive and financial resources. The overall difficult macro-economic situation in Zambia, together with the fact that investments from the government in the agricultural sector and in rural development is small, contributes to a situation that hinders peasants’ opportunities to increase productivity with other means than just working harder. Furthermore, the result shows that women experience gender discrimination in accessing land, credits and education. The difference between men and women is structural and is the result of unequal access to resources, which have given men more power and influence. Hence, women have become dependent upon their husbands to gain access to land and financial resources, implying that women become both vulnerable and isolated. Access to land would strengthen women’s economical dependency and give them the possibility to control the income and investment made in agriculture.

  • 11.
    Abrahamsson, Therese
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Gyllin, Elisa
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Cuamba Municipality, the capital of water?: A case study of the inclusion of female interests in water governance in Cuamba municipality, Mozambique.2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The purpose of this research is to examine if female interests have been included in different levels of water governance in Cuamba municipality, Mozambique in order to understand if gender equality and women empowerment is being addressed at the grassroots level. In Sub-Saharan Africa women generally have the responsibility of fetching water and are therefore directly affected by the quality and accessibility of water and sanitation services. Though gender mainstreaming and policies addressing gender equality has been adopted in Mozambique, the actual difference that these measures have made to the lives of women in Mozambique is questionable.  A qualitative single case study has been conducted, by interviewing government institutions, the private sector and civil society actors at district and municipality level in Cuamba. The findings reveal that it is the municipality government, FIPAG and the traditional leaders that are the main actors with the power over the distribution of water in Cuamba and through a joint effort the water situation has improved a lot in recent years. The interest in water among women was mainly focused to having a water source while the main interests among men was to have a shorter distance as well as shorter queues to the water source. An abductive method of the analytical framework consisting of four dimensions of water governance and rethinking em(power)ment, gender and development has been used to guide the analysis of the findings in a more comprehensive manner thus investigating the power structures in each dimension of water governance with a focus on women empowerment. The result indicates that women living in the urban areas were more empowered in all notions of power due to better access to information and education thus giving them more time and individual knowledge to collectively and individually demand power over the distribution of water. Due to lack of empowerment among women living in the rural areas, these women demanded less regarding the distribution of water and had less individual understanding of water governance. Furthermore the interests among women living in the rural areas were mostly included in the decision-making processes as it generally concerned having access to a clean water source. As the women in the urban areas demanded more and had more interests in water governance it became clear that the female interests in the urban areas were not included in decision-making. By including more women in decision-making bodies in water governance and putting more emphasis on education for women these issues could be addressed.

  • 12.
    Abramsson, Mattias
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Elevers inflytande på fritidshemmet: Ett utvecklingsinriktat arbete om hur ökat elevinflytande och delaktighet bidrar till tydligare struktur i verksamheten2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Med stöd i aktionsforskning genomfördes utvecklingsarbetet på ett fritidshem som

    vände sig till F-klass och årskurs- 1 och 2. Utvecklingsarbetets fokus var att sätta

    elevinflytande och delaktighet i centrum, främst genom gruppsamtal och samlingar

    tillsammans med elever. Förändringsarbetet dokumenterades via loggbok, fotografier

    och film. Intervjuer och gruppsamtal var också instrument som användes för att

    synliggöra resultatet av aktionen. I utvecklingsarbetets nulägesanalys framhävs

    avsaknaden av pedagogledda aktiviteter och elevers inflytande och delaktighet. Den

    tidigare verksamheten utgick i stora delar från fri lek och resulterade ofta i en oro i

    elevgruppen. Med hjälp av framförallt dagliga samlingar och teman, strävades det efter

    en tydligare struktur i verksamheten. Resultatet visar att samtliga elever var nöjda med

    något av de teman som erbjöds och framhåller att de idag vet vad de ska göra när de

    kommer till fritidshemmet. Utifrån elevernas agerande går att utläsa att den nya

    strukturen i fritidshemmets inomhusmiljö har blivit lugnare. Flera av eleverna upplever

    inflytande och delaktighet i verksamhetens utformning, till skillnad från före detta

    utvecklingsarbete påbörjades.

  • 13.
    Abramsson, Mette
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Håkansson, Disa
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Tecken som alternativ och kompletterande kommunikation i förskolan: Några förskollärares erfarenheter och åsikter om TAKK2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att ta reda på några förskollärares erfarenheter och åsikter gällande TAKK (tecken som alternativ och kompletterande kommunikation). Frågeställningen i studien utgår från vilka erfarenheter och åsikter förskollärare och resurspersonal uttrycker angående: TAKK´s påverkan på kommunikation barn/vuxen och hur de uppfattar kommunikationen mellan barn/barn? Personalens förhållningssätt till metoden TAKK? Användningen av TAKK i vardagen? Upplevelse av fördelar och nackdelar angående användandet av TAKK? Studien är baserad på intervjuer. Resultatet visar att TAKK upplevs som positivt för språkutvecklingen av de intervjuade förskollärarna. Fördelar som bland annat uppkommit i intervjuerna är att det alltid finns tillgängligt konkret för förskolläraren och barnet. En nackdel som framkom utifrån förskollärarnas erfarenheter är tidsbristen till att lära sig. Utifrån förskollärarnas erfarenheter upplevs TAKK som en bra metod som fungerar för alla barn oavsett om de kan tala eller inte. Det har framkommit i resultatet att metoden TAKK stimulerar barnets språk och samspel genom att barnet kan göra sig förstådd genom tecken, tal och kroppspråk. Utifrån styrdokumenten för förskolan ska förskolläraren arbeta efter att främja barnets språk- och kommunikationsutveckling, vilket de intervjuade anser är betydelsefullt eftersom en vuxen behövs för att barnet ska lära sig TAKK. Det kan ta tid för barnet att uppfatta, använda och förstå tecknets innebörd. Därför bör barnet finna mening med teckenanvändning när tecken återkommer i vardagliga situationer. Enligt förskollärarnas erfarenheter och åsikter och litteraturens argument argumenteras TAKK som en bra metod för barnets språkutveckling.

  • 14.
    Achten, Kathleen
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Environmentally Displaced Persons: A Game Theoretic View2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The subject of environmentally displaced persons (EDPs) has not received much attention yet. However, the amount of EDPs will increase significantly in the future as a consequence of climate change. This increase could be prevented if developed countries would take adaptation measures, however at the moment they do not take any action.

     

    This desk study looks at the current situation of no action through the Basic Explanatory Framework developed by Scharpf. This framework uses game theory and provides an explanation for the lack of action concerning EDPs, namely the free-rider effect and the prediction that there will be no action. Furthermore, this thesis contains a comparison of the case of EDPs with the case of climate change and the Kyoto Protocol. Both cases show many similarities but there has been action concerning climate change namely the Kyoto Protocol.

     

    The comparison enforces the prediction that has been made concerning EDPs. Both in the climate change case and the EDPs case, countries will act as free-riders. The Kyoto Protocol has only symbolic value and thus, developed countries have also free-rid in the case of climate change. Furthermore, eight policy options are provided in this thesis that could increase the incentives for developed countries to take action concerning EDPs: increase incentives, issue linkages, transfers, increase willingness to pay among voters, consensus treaty, coalitions, setting deadlines and supranational organisations. 

  • 15.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Barns övergångar till och från förskoleklass: Gränser, identiteter och (dis-)kontinuiteter2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overall aim of this study is to gain knowledge of how the transitions to and from preschool class are described and understood by children. Previous research has indicated that transitions between different school forms can be seen as both problematic and threatening. Transitions should be facilitated and "smooth", something that indicates that continuity is important. Of interest for this study is to gain knowledge of children's perspective of continuities: which continuities and discontinuities children express intransitions.

    Transitions are theoretically considered as social processes that are constructed, shared and reconstructed together with others. In these processes, children mark and construct borders through speech and action. Their border markings (for example, expression of differences and/or similarities between different communities and between different school forms) also become part of a child's identity constructions.

    The thesis is based upon the research described in three articles. The empirical data underlying these studies was constructed in a longitudinal ethnographic inspired field work where children have been observed in two transitions between three different school forms: preschool, preschool class and compulsory school.

    Results suggest that from children’s perspectives the transitions between different school forms contain challenges, opportunities, limitations, changes and preservation. However, the transitions also involve expressions concerning security, risk-taking and include visual markings between the different school forms.

    One of the conclusions that can be drawn from this work is that it isn’t enough to turn to policy level, such as curricula or even teachers’ aims or aspirations to facilitate these transitions. The child’s perspectives need to be taken into account. Through children's narratives, we have gained knowledge about the opportunities transitions can offer, but also how transitions can be considered as threats or be difficult to interpret for children. This study has also increased our understanding of the importance of continuity as well as discontinuity to mark borders between different school forms.

  • 16.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children Crossing Borders: School Visits as Initial Incorporation Rites in Transition to Preschool Class2013In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 45, p. 387-410Article in journal (Refereed)
    Abstract [en]

    Most research about transition in educational settings describes how children enter into new contexts, especially transition from preschool to school. However, the overall research focus in this article is to gain knowledge about how the transition process can be characterized at the end of the preschool period prior to the actual transition. The data reported in this article was generated through visits to preschool class which have the intention to prepare children prior to the transition. The results support the conclusion that the transition process can be characterized as circular rather than linear, or maybe a spiral process that loops back and forth. The children in this study engage in a number of border encounters and border crossings between preschool and preschool class during the spring semester prior to the actual entering. After each border crossing they return to preschool and seem to reconstruct their experiences and expectations of preschool class. This looping movement highlights the identity deconstructions as a social learning process over time. It is shown that children enter the transitions process long before they actually (physically) enter or visit school. The results also propose that the transition is a period when the constructing of identities as ex preschool children may be important. In this process, the teachers in preschool have an important role in order to facilitate the children’s disengagement from preschool. The study also implies the need for teacher collaboration in order to make the transition transparent and explicit for the children.

  • 17.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children’s Play and Teacher’s Playful Teaching: A Discussion about Play in the Preschool Class2017In: British Journal of Education, Society & Behavioural Science, ISSN 2278-0998, Vol. 19, no 4, p. 1-13, article id BJESBS.31653Article in journal (Refereed)
    Abstract [en]

    In this article, the play used in preschool class education is discussed. On the one hand, research has shown that there seems to be a positional shift towards a more academic and schoolpreparatory positioning of the preschool class education. On the other hand, this is still a voluntary school form that shall be based on preschool traditions and play. In addition, research has shown that there actually is a weak emphasis on care provision and play in this educational practice. There is also a lack of knowledge about how play is used and conditioned. The purpose for this study is therefore to analyze the play used in preschool class education. Data for the study is extracted from an 11 months ethnographic case study and the original empirical material consists of 1013 minutes of recorded film in addition to 224 A4-pages of field notes constructed during one year in one preschool class. Examples of common, ordinary and recurring play situations during the school year were selected from this material. Inspired by qualitative content analysis the selected play situations were joined together in three different categories: 1) The optional play, 1) The cultural play, and 3) The educational play. In line with previous research, the results show that play in preschool classes never is “free”. Rather, it is conditioned and framed by the teachers (present or not present); children are committed to play in a certain way and a certain time. In addition, there is a future perspective in the use of play. Playing activities seems often to be closely linked to educational goals.

  • 18.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children’s transition from preschool to school: Expectations, experiences and (re)constructions of identities when crossing borders.2013In: Disruptions and eruptions as opportunities for transforming education: Abstract book, NFPF & NERA , 2013Conference paper (Other academic)
    Abstract [en]

    Research topic

    Most research about transition describes children’s entering into new contexts, especially transition from preschool to school. However, the overall research focus in this study is to describe how the transition process can be characterized at the end of the preschool period.

     

    Theoretical and Methodology framework

    The study aims to approach the children’s perspectives of transition, and the data is constructed through both observations and conversations with children. The theoretical framework providing the basis for this study includes theories of transition, borderland theories and theories of identity constructions. The study adopts the theoretical position that children pass through certain institutional borders in transition from preschool to the preschool class. Transition is a phase in which individuals start to re-define their perception of who they are as they enter new social contexts. One assumption is that children themselves can influence, challenge and stretch those borders, or even create their own borders.

     

    Main findings

    The results support the conclusion that transition is a circular process rather than linear, or maybe as a spiral that loops back and forth. It is shown that children enter the transitions process long before they actually enter or visit school, but it is also shown that the transition process isn’t all clear for all children. The study also proposes that transition is a period when the constructing of identities as Ex preschool children is important.

     

    Relevance for Nordic Educational Research

    The transition from preschool to school is managed in different ways and at different times in children’s life across the world. This study puts the spotlight on the Swedish preschool class that is placed at the crossroads, in the borderland, between preschool and primary school.

  • 19.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children's transitions to and from preschool class: Borders, identities and (dis-)continuities2015In: Abstract book. NERA 2015, Marketisation and differentiation in education.: 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015, 2015Conference paper (Refereed)
    Abstract [en]

    Research topic: Research suggests a tension around transitions in the early years: while borders between school forms have become more clearly marked, there are also ambitions that transitions between them should be “soft” – that is, not posing potential threats for children. The overall purpose of the research is to gain knowledge of how transitions to and from preschool class can be understood from children’s perspectives in terms of border crossings, identities and continuities. Theoretical and Methodology framework: The study aims to approach the children’s perspectives of transition, and the data is constructed through both observations and conversations with children. The theoretical framework providing the basis for this study includes theories of transition, borderland theories and theories of identity constructions. The study adopts the theoretical position that children pass through certain institutional borders in transition from preschool to the preschool class. Transition is a phase in which individuals start to re-define their perception of who they are as they enter new social contexts. One assumption is that children themselves can influence, challenge and stretch those borders, or even create their own borders. Main findings: The results show that transitions between school forms can be considered as threats for children in terms of social discontinuity. The results also show that a smooth transition appears to be a spiral process in which children have the opportunity to commute back and forth across borders between different school forms, and engage in different communities in different arenas. In addition, the results show that children desire educational continuity. However, this appears to be difficult to construct in preschool class as the educational landscape is changing and preschool and school is moving closer to each other in terms of content and focus. Relevance for Nordic Educational Research: Children’s transitions from preschool to school are managed differently across the world. This study puts the spotlight on the Swedish preschool class that is placed in the borderland between preschool and primary school.

  • 20.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children’s transitions to school in a changing educational landscape: Borders, identities and (dis-)continuities2014In: International journal of transitions in childhood, ISSN 1833-2390, Vol. 7, p. 3-15Article in journal (Refereed)
    Abstract [en]

    This article reports findings from research on children’s perspectives of the transitions from preschool to compulsory school via the preschool class. In this article transitions as possible threats, continuity and ‘smooth transition’ and are discussed. As in many countries around the world, there are indications that preschool and school in Sweden are moving closer together in terms of assignments and content - movements that are likely to affect even the youngest children. The results highlight the complexity of transitions and its implications for educational practice, but also shed light on the organizational conditions which children have to cope with in transitions.

  • 21.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Den komplexa väven: Att organisera för barns övergångar till och från förskoleklass2015In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 11, no 4, p. 1-16Article in journal (Refereed)
    Abstract [en]

    This study focuses on how children's transitions to and from preschool classes are organized in different schools. Principal’s arguments for this organization were sought via a web-based survey and analyzed using the frame factor theory in addition to theories of practical sense and the concept of continuity. The results show that children tend to make more transitions between social communities the younger they are. The distribution of the principal’s answers show that the majority of them, because of external conditions, split the preschool groups to new classes in the transition to preschool class. However, the same movements are not indicated in the transition to first grade. The results show how the work of organizing chidren’s transitions represent a complex web of external actual conditions as the number of children and the recruitment area of the school, the internal logics and ideas about what is best for children and best for continued learning as well as the school's own traditions of working with transitions.

  • 22.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Fritidshemmet som en kontinuitetsskapande arena2017In: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola / [ed] Anne Lillvist och Jenny Wilder, Lund: Studentlitteratur AB, 2017, 1, p. 99-116Chapter in book (Other academic)
  • 23.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    "From a big and competent preschool child to a small school child in need of care": Parent's perspectives on their children's transition to preschool class.2015In: Abstract book. Innovation, Experimentation and Adventure in Early Childhood, 25th EECERA Annual Conference, Barcelona September 7-10, 2015, 2015Conference paper (Refereed)
    Abstract [en]

    The objective is to examine parent’s expectations and concerns about upcoming transitions, as well as how parents describe their children in transition. Research has shown that the time before and after school start can be seen as an important period of life. Transitions can also pose a particular strain. Although children often are well prepared, they can “get lost in transition” when exit and entry processes in different school forms are floating into each other. Therefore, support from parents and teachers could be considered as crucial. The analysis is built on theories of transition and socio-cultural perspectives where surroundings, relationships, critical events and contexts become important. The data consists of 173 questionnaires answered by parents to children who are about to make the transition to school. The questionnaires were answered a few months prior to the actual transition, when the head masters invited the parents to visit school and to get informed about the preschool class. The parents could choose whether they wanted to participate in the study or not. The results show that even though the parents seem excited about their children’s next step on the educational ladder they also describe certain concerns. The most reoccurring theme in the narratives is the descriptions of the big and competent preschool child who becomes a small school child in need of care after the transition to preschool class.  Hearing parent’s concerns and understandings about their children in transition informs us how we can prepare both children and parents for transitions.

  • 24.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Från förväntningar till motstånd och anpassning: Fyra barns övergångar till och från förskoleklass2013In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 6, no 15, p. 1-23Article in journal (Refereed)
    Abstract [en]

    This article focuses the Swedish preschool class and the transitions from preschool to compulsory school, out from children’s perspectives. The study indicates that children, in these transitions, are constructing identities such as future pupils, Ex preschoolers, playful preschool class children and adjusted and responsible pupils. It’s indicated that children’s ways of defining themselves, and their markings of borders between the institutions, are changing over time and are depending on the current context. The study also highlights how Swedish children conduct two school entries where they have to reconstruct both their identities and their understanding of institutional borders.

  • 25.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Mind the Gap!: Children’s transition from preschool to school: the Swedish example.2013Conference paper (Other academic)
    Abstract [en]

    This paper explores children’s transition from preschool to school in the Swedish context. Continuity in transition between school forms has often been stressed by for example national and international policy makers. But what is continuity? This concept is seldom defined. The paper is based on results from my forthcoming thesis, which explores children’s perspectives on the Swedish preschool class and children’s transition from preschool to school. When re-analyzing the empirical data in search for indications of continuity, I found that children in transition to school enhances that this process includes gaps and discontinuities – discontinuities that children put forward as positive.

  • 26.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Parents' Emotional and Academic Attitudes Towards Children's Transition to Preschool Class: Dimensions of School Readiness and Continuity2017In: Families and Transition to School / [ed] Sue Dockett, Wilfried Griebel, Bob Perry, Springer Publishing Company, 2017, 1, p. 147-162Chapter in book (Refereed)
  • 27.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Skolförberedda barn – barnförberedd skola?: Vårdnadshavares perspektiv på sina barnsövergång från förskola till förskoleklass.2018In: Cepra-striben - tidsskrift for Evaluering i Praksis, ISSN 1903-8143, no 23, p. 4-13Article in journal (Refereed)
    Abstract [sv]

    I denna text diskuteras svenska vårdnadshavares förväntningar på sina barns kommande övergång från förskola till förskoleklass. Empirin består av 176 enkäter besvarade av vårdnadshavare vars barn var på väg att göra denna övergång. Resul-taten visar att många vårdnadshavare beskriver sina barn som ”redo för skolan” medan andra ger uttryck för att det snarare är skolan som måste vara redo för deras barn. Resultaten visar att övergångar mellan skolformer måste betraktas ur ett sociokulturellt perspektiv baserat på dialog mellan individ, hem och de olika institutionerna i skolsystemet. Först då kan ”school readiness”-begreppet utgöra en rättighetsdiskurs – dvs. barns rätt till anpassad fortsatt skolgång.

  • 28.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Supporting Children’s Transition from Preschool to the Leisure Time Center2016In: Journal of Education and Human Development, ISSN 2334-296X, E-ISSN 2334-2978, Vol. 5, no 3, p. 27-37Article in journal (Refereed)
    Abstract [en]

    The leisure time center is an important arena for families and children in school. However, there is a lack of knowledge about the leisure time center’s role in children’s transition from preschool to school. Research has shown that transitions are a critical event which often involves discontinuities. Therefore, this article investigates how children’s transition from preschool to the leisure time center in school is organized and conducted, and how the leisure time center can construct and provide a sense of continuity for children in this transition. The leisure time center can be understood as an arena at the intersection between other educational settings. By cooperation and sharing information with teachers in other school forms, the teachers in the leisure time center can provide important support for children in transition. By arranging priming events, teachers can help children to create security and meaning in the transition as well as before the actual entering into the setting.

  • 29.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Teachers crossing borders: A longitudinal study of a new profession2015In: Abstract book. NERA 2015, Marketisation and differentiation in education.: 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015, 2015Conference paper (Refereed)
    Abstract [en]

    Research topic: The overall purpose of this longitudinal research project is to study professional trajectories in the first intake of students which graduated 2014 from the newly reformed teacher education with specialization towards work in the leisure-time center. The main objective for these students is both to work in the leisure time center’s traditional activities, and to work as a teacher in a school subject. This project aims to gain knowledge about which professional trajectories that are possible for this new category of teachers. When are their skills asked for? How do they construct their professional identities? Theoretical and Methodology framework: Border theories and theories of identity constructions are used as theoretical foundations in this research. Such theories provide tools for studying how social borders are established and maintained, and how professional identities are constructed by considering themselves in the light of others. In addition occupation theories are used. In attempting to describe and explain the teachers' movements within the profession, the term breakpoints is used to study how movements across borders in an education system affects the choices made. 40 newly graduated teachers are included in the project, and the methods used are recurring surveys and interviews when they enter the labor market and during their first five years of employment. Main findings: The first survey, answered by the students prior to their graduation, highlights how the students anticipate entering a hybrid profession, and by this facing new dilemmas. They are entering a new and dual professional role where a balance must be maintained between two assignments. To be able to do this balancing, to cross professional borders and to find enough time to combine the assignments, is considered to be the big challenge. In addition, they see a challenge in defining their new profession in the light of the old. The second survey focused on mapping which career trajectories the students took during their first year on the labor market, and is now undergoing analysis. Relevance for Nordic Educational Research: This study puts the spotlight on the Swedish teacher education which is quite unique in a Nordic perspective

  • 30.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Transitions – Times of Reconstructions2013In: International Journal of Transitions in Childhood, ISSN 1833-2390, Vol. 6, p. 16-27Article in journal (Refereed)
    Abstract [en]

    This article reports children’s perspectives of the transitions from preschool to compulsory school via the preschool class. The study indicates that children’s ways of defining themselves, and the ways in which they mark borders between different school forms, change over time. In this process, time and place are crucial. The study highlights how Swedish children make two school starts as they enter the preschool class and then school. Each of these events demands energy in reconstructing identities and understandings of the new school forms.

  • 31.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Uppdrag: Förskoleklass2018In: Grundskoletidningen, ISSN 1402-7135, no 7, p. 9-11Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Förskoleklassen blir obligatorisk och erkänns som en viktig skolform med ett eget innehåll vilket ökar möjligheten till en nationell likvärdighet för alla elever. Läroplanens skrivningar gör uppdraget tydligare och det blir också tydligt för lärarna vilka förmågor eleverna ska utveckla under året.

  • 32.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Ur barnens perspektiv2015In: Förskoletidningen, ISSN 0348-0364, Vol. 40, no 2, p. 16-18Article in journal (Other (popular science, discussion, etc.))
  • 33.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Övergångar mellan skolformer: Kontinuitet och progression från förskola till skola2016Book (Other academic)
    Abstract [sv]

    Barn gör tidigt i livet flera övergångar mellan skolformer och mellan sociala gemenskaper. Dessa övergångar handlar om att lämna något känt och möta något nytt och okänt, vilket ställer stora krav på barnen, men också på de lärare barnen möter i de olika verksamheterna. Helena Ackesjö ger här exempel på hur lärare i förskola, förskoleklass, fritidshem och skola kan arbeta för att åstadkomma kontinuitet i övergångarna och progression i den undervisning som erbjuds i de olika verksamheterna. Dessutom beskriver hon hur övergångar kan förberedas och organiseras.

  • 34.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Gardesten, Jens
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Herrlin, Katarina
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Fonseca, Lars
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lindqvist, Per
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Off-loading or loads of work? Teachers, teacher assistants and negotiations on professional domains2018Conference paper (Refereed)
  • 35.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Jonas, Berggren
    Kalmar Municipality.
    Dahl, Marianne
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Ellborg, Katarina
    Linnaeus University, School of Business and Economics, Department of Organisation and Entrepreneurship.
    Per-Ola, Friman
    Kalmar Municipality.
    Kari, Koskenkorva
    Kalmar Municipality.
    Entreprenöriell fritidspedagogik: att bygga handlingskraft, mod, självtillit och motivation2017 (ed. 1)Book (Other academic)
  • 36.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Landefrö, Anna
    Föräldrakooperativet Filsan i Vickleby.
    På spaning efter en gräns: Några barns perspektiv på skillnader mellan förskoleklassens och fritidshemmets verksamheter i Sverige.2014In: Barn, ISSN 0800-1669, Vol. 32, no 3, p. 27-43Article in journal (Refereed)
    Abstract [sv]

    Majoriteten av alla sexåringar deltar i både förskoleklass- och fritidshemsverksamhet, vilket innebär att de dagligen vandrar över gränsen mellan två historiskt och traditionellt skilda arenor. Föreliggande artikel strävar efter att vinna kunskap om några barns perspektiv på skillnader mellan verksamheterna och på vad som utmärker de olika institutionernas identiteter. Empirin består av intervjuer och observationer som har genererats genom en mindre fallstudie. I studien flätas teorier om gränser, övergångar och identiteter samman, och som analytiska begrepp har gränsmarkeringar, skillnader och gränsöverträdanden använts. Resultaten visar att barnen beskriver innehållsliga skillnader mellan verksamheterna; lek och fria val är centralt i fritidshemmet medan skollikt lärande och vuxenstyrning verkar centralt i förskoleklassen. Dock verkar barnen inte med säkerhet kunna avgöra var gränsen mellan de olika verksamheterna dras och när övergången mellan verksamheterna sker. I empirin framträder att lärarna använder delar av fritidshemstiden till att bemästra förskoleklassens åtaganden, vilket bidrar till att gränsen mellan verksamheterna blir svårtolkad för barnen. Även om studien är liten till sin karaktär indikerar den att tydliga institutionella identiteter verkar ha svårt att konstrueras och upprätthållas då lokaler, lärare och aktiviteter för förskoleklass och fritidshem verkar vara i stort sett desamma på båda sidor av gränsen.

  • 37.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lindqvist, Per
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    “Betwixt and Between”: Leisure-time Teachers and the Construction of Professional Identities2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    In 2014, a newly formed group of teachers graduated from Swedish universities. In addition to their qualification as leisure-time pedagogues, their degree includes teaching practical/aesthetical subjects in compulsory school. This group of teachers thus has to relate to dual professional identities and to maintain a balance between the socially oriented leisure-time centres and a goal- and results-driven school. In this article we describe their first two years after graduation, trying to get hold of their negotiation of professional identities and orientation in the professional landscape. Results shows that the graduates try to balance own ideals and hybrid professional intentions against traditional professional identities and labour market conditions and that position in a liminal phase might be crucial for the outcome.

  • 38.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Lindqvist, Per
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    "Att jag kallar mig själv för lärare i fritidshem uppfattar jag skapar en viss provokation": Om de nya grundlärarna med inriktning mot arbete i fritidshem2016In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 86-109Article in journal (Refereed)
    Abstract [en]

    In 2014 the first cohort of (a newly designed group of teachers) ”primary teachers with a specialization in extended school education” graduated from Swedish universities. In addition to the traditional formal qualifications as leisure pedagogues their degree also includes the competency to teach practical/aesthetical subjects in compulsory school up to year six. The newly designed teachers thus have to relate to dual professional identities and try to maintain balance between their work in the traditional socially oriented recreation centers against their teaching in a goal- and results-driven school. In this article we study a group of 40 new teachers before and after graduation, trying to get hold of how they perceive and negotiate their professional identities and how they orient themselves in the professional landscape. The results show that the graduates try to balance their own ideals and professional intentions against traditional professional identities and labor market conditions.

  • 39.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Persson, Sven
    Malmö Högskola.
    Barns erfarenheter av sociala gemenskaper i övergångarna till och från förskoleklass2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, no 1, p. 5-30Article in journal (Refereed)
    Abstract [sv]

    Tidigare forskning har visat att splittringar i barns relationer är en negativ faktor för barn i övergången från förskola till skola. Syftet med denna studie är att vinna kunskap om hur barn resonerar om övergångarna till och från förskoleklassen, och hur övergångarna inverkar på barnens kamratrelationer och tillhörighet i sociala gemenskaper. Studien är en etnografisk longitudinell studie, där samtal med barnen under 1,5 år i tre olika skolformer utgör det empiriska fundamentet. Resultaten visar att övergångar mellan skolformer innebär en relationell påfrestning för barn, där deras upplevelse av tillhörighet i sociala gemenskaper sätts på prov. I studien presenteras två aspekter av diskontinuitet mellan skolformer; den sociala och den fysiskt rumsliga. I linje med studiens resultat finns fog att vidare reflektera över hur barns tillhörighet i sociala gemenskaper villkoras av ständiga förändringar i gruppsammansättningar i samband med övergångarna, och hur det kan vara möjligt att förebygga ofrivilliga avbrott i barns relationer. I studien framstår förskoleklassen som en plats med begränsade möjligheter för sociala gemenskaper – ett år av övergångar till och övergångar från. Det kan därför vara relevant att vidare reflektera över förskoleklassens uppdrag att främja barns sociala gemenskaper.

  • 40.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Persson, Sven
    Malmö university.
    Förskoleklassen bortom bron.: Innehåll, mål och mening i undervisningen.2017In: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola. / [ed] Anne Lillvist och Jenny Wilder, Lund: Studentlitteratur AB, 2017, 1, p. 79-98Chapter in book (Other academic)
  • 41.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Persson, Sven
    Malmö University.
    The educational positioning of the preschool class at the border between social education and academic demands: An issue of continuity in Swedish early education?2016In: Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016, 2016Conference paper (Refereed)
    Abstract [en]

    The aim is to produce knowledge about the educational position of the preschool-class education. The preschool-class may be regarded as a borderland practice, a school form that cannot be characterised as either school or preschool. Studies and evaluations have shown that there is a lack of clarity regarding the mission of the preschool-class. The preschool-class teachers are active in the construction of their educational field and their teaching in the preschool-class. The concept of educational positioning is related to the framework of curriculum theory. Curriculum theories may be viewed as theories that focus three central questions: how educational goals are formulated, how the knowledge to be learned is chosen, and how methods are developed to teach this knowledge. The study examines the weekly reports that teachers send home to the parents each week. The study comprises 249 weekly letters from eight preschool-classes. The letters contains descriptions of how the teaching is organized. They also include the goals of their activities and which values the activities of the preschool-class are based on. The teachers could choose whetherthey wanted to participate in the studyor not. No names of children or schools are mentioned. The results illustrate how teachers in their weekly reports construct an educational position that is influenced both by the social pedagogical position with an existence-oriented education and the academic school readiness position by preparing children for further schooling. This causes a variation in the preschool-class education. The results raise questions about continuity and equivalence in early education.

  • 42.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Persson, Sven
    Malmö University.
    The Educational Positioning of the Preschool-Class at the Border between Social Education and Academic Demands: An Issue of Continuity in Swedish Early Education?2016In: Journal of Education and Human Development, ISSN 2334-296X, E-ISSN 2334-2978, Vol. 5, no 1, p. 182-196Article in journal (Refereed)
    Abstract [en]

    This study’s overarching aim is to produce knowledge about the educational position of the preschool-class in a changing educational landscape. This position is analyzed through teacher’s own descriptions in the weekly reports they send home to the parents each week. The results illustrate how teachers in their weekly reports construct an educational position for the pre-school class that is influenced both by the social pedagogical position with an existence-oriented education and the academic school readiness position by preparing children for further schooling. This causes a variation in the preschool-class education and raises questions about continuity and equivalence in early education.

  • 43.
    Adams, Marc A.
    et al.
    Arizona State University, USA.
    Ding, Ding
    University of Sydney, Australia.
    Sallis, James F.
    University of California, USA.
    Bowles, Heather R.
    National Institutes of Health, USA.
    Ainsworth, Barbara E.
    Arizona State University, USA.
    Bergman, Patrick
    Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
    Bull, Fiona C.
    The University of Western Australia, Australia.
    Carr, Harriette
    Ministry of Health, New Zealand.
    Craig, Cora L.
    School of Public Health, Canada.
    De Bourdeaudhuij, Ilse
    Ghent University, Belgium.
    Fernando Gomez, Luis
    Hagstromer, Maria
    Klasson-Heggebo, Lena
    Inoue, Shigeru
    Lefevre, Johan
    Macfarlane, Duncan J.
    Matsudo, Sandra
    Matsudo, Victor
    McLean, Grant
    Murase, Norio
    Sjostrom, Michael
    Tomten, Heidi
    Volbekiene, Vida
    Bauman, Adrian
    Patterns of neighborhood environment attributes related to physical activity across 11 countries: a latent class analysis2013In: International Journal of Behavioral Nutrition and Physical Activity, ISSN 1479-5868, E-ISSN 1479-5868, Vol. 10, article id 34Article in journal (Refereed)
    Abstract [en]

    Background: Neighborhood environment studies of physical activity (PA) have been mainly single-country focused. The International Prevalence Study (IPS) presented a rare opportunity to examine neighborhood features across countries. The purpose of this analysis was to: 1) detect international neighborhood typologies based on participants' response patterns to an environment survey and 2) to estimate associations between neighborhood environment patterns and PA. Methods: A Latent Class Analysis (LCA) was conducted on pooled IPS adults (N=11,541) aged 18 to 64 years old (mean=37.5 +/- 12.8 yrs; 55.6% women) from 11 countries including Belgium, Brazil, Canada, Colombia, Hong Kong, Japan, Lithuania, New Zealand, Norway, Sweden, and the U. S. This subset used the Physical Activity Neighborhood Environment Survey (PANES) that briefly assessed 7 attributes within 10-15 minutes walk of participants' residences, including residential density, access to shops/services, recreational facilities, public transit facilities, presence of sidewalks and bike paths, and personal safety. LCA derived meaningful subgroups from participants' response patterns to PANES items, and participants were assigned to neighborhood types. The validated short-form International Physical Activity Questionnaire (IPAQ) measured likelihood of meeting the 150 minutes/week PA guideline. To validate derived classes, meeting the guideline either by walking or total PA was regressed on neighborhood types using a weighted generalized linear regression model, adjusting for gender, age and country. Results: A 5-subgroup solution fitted the dataset and was interpretable. Neighborhood types were labeled, "Overall Activity Supportive (52% of sample)", "High Walkable and Unsafe with Few Recreation Facilities (16%)", "Safe with Active Transport Facilities (12%)", "Transit and Shops Dense with Few Amenities (15%)", and "Safe but Activity Unsupportive (5%)". Country representation differed by type (e. g., U. S. disproportionally represented "Safe but Activity Unsupportive"). Compared to the Safe but Activity Unsupportive, two types showed greater odds of meeting PA guideline for walking outcome (High Walkable and Unsafe with Few Recreation Facilities, OR=2.26 (95% CI 1.18-4.31); Overall Activity Supportive, OR=1.90 (95% CI 1.13-3.21). Significant but smaller odds ratios were also found for total PA. Conclusions: Meaningful neighborhood patterns generalized across countries and explained practical differences in PA. These observational results support WHO/UN recommendations for programs and policies targeted to improve features of the neighborhood environment for PA.

  • 44.
    Adbo, Karina
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Hur ska vi skapa struktur och logik i kemiundervisningen?2014In: LMNT-nytt, ISSN 1402-0041, no 1, p. 28-32Article in journal (Other (popular science, discussion, etc.))
  • 45.
    Adbo, Karina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Taber, Keith
    University of Cambridge.
    Developing an Understanding of Chemistry: A case study of one Swedish student's rich conceptualisation for making sense of upper secondary school chemistry2014In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, no 7, p. 1107-1136Article in journal (Refereed)
    Abstract [en]

    In this paper, we report a case study of a 16-year-old Swedish upper secondary student's developing understanding of key concept areas studied in his upper secondary school chemistry course. This study illustrates how the thinking of an individual learner, Jesper, evolves over a school year in response to formal instruction in a particular educational context. Jesper presented a range of ideas, some of which matched intended teaching whilst others were quite inconsistent with canonical chemistry. Of particular interest, research data suggest that his initial alternative conceptions influenced his thinking about subsequent teaching of chemistry subject matter, illustrating how students' alternative conceptions interact with formal instruction. Our findings support the claims of some researchers that alternative conceptions may be stable and tenacious in the context of instruction. Jesper's rich conceptualisation of matter at submicroscopic scales drew upon intuitions about the world that led to teaching being misinterpreted to develop further alternative conceptions. Yet his intuitive thinking also offered clear potential links with canonical scientific concepts that could have been harnessed to channel his developing thinking. These findings support the argument that identifying students' intuitive thinking and how it develops in different instructional contexts can support the development of more effective science pedagogy.

  • 46.
    Adell, Regina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Social Work.
    Andersson, Felicia
    Linnaeus University, Faculty of Social Sciences, Department of Social Work.
    Barnets bästa i umgänges– och vårdnadstvister: En diskursanalys av svenska domstolars resonemang2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to analyse how Swedish courts reason about the child's best in custody and access disputes. We have assumed different themes to analyse our empirical data, these themes were the child's best interests, perspective on the child's best interests, child's perspective, children as subjects or objects and finally the right of the child or the child's best interests. Our empirical data have consisted of 15 City Court and Court of Appeal judgments of the Swedish courts handed down in 2015. The study had a qualitative disposition and the selection was made strategically to make sure the empirical data would be relevant to our issues. We have used a discourse analysis where the intention was to study how the court reason about the child’s interests and what statements that gets preference and what gets excluded in the assessment. Our theoretical starting point was extracted from Foucault’s theory about power and his discourse concept. We have used the concept of his theory in our analysis, but also extracted the theoretical concepts from previous research. The result shows that the Court's assessment of what is in the child’s best interest is based primarily on a professional and adult perspective on the child's situation. The individual child's perspective was excluded and the Court was principally talking about children's needs and interests in general. The result also showed that children were seen as objects and not as participants in the majority of the cases.

  • 47.
    Aden, Mukhtar
    Linnaeus University, Faculty of Social Sciences, Department of Political Science.
    Libyenkrisen – en humanitär intervention?: En kvalitativ textanalys som syftar till att förklara motiven bakom NATO:s och FN:s beslut att intervenera Libyen2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Humanitarian intervention is a concept that generates several problems in our time. The idea of humanitarian intervention concerns the modern norms of sovereignty and noninterventional principals. It also concerns the conventional norm, which declares that states are not allowed to interfere in other states’ internal affairs. The use of military force to implement humanitarian intervention is restricted according to international law. This is what this thesis intends to investigate. The purpose was to find out the causes behind the intervention in Libya, which was carried out by NATO. The main questions were (1) to find out if the intervention in Libya was a humanitarian intervention (2) or if there were other motives that were behind the intervention. Two classical international relations theories have been utilized for the analysis. The analysis focused on the five UN Security Council members’ statements and arguments, which have been expressed in the UN Security Council. This issue created a gap between the members of the Security Council, especially between the Western states and the Russian and Chinese authorities

  • 48.
    Adeniji, Anna
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Royal Love: Gender, Power, and National Identity in the Swedish Crown Princess Wedding2014In: Love: A Question for Feminism in the Twenty-First Century / [ed] Anna G. Jónasdóttir and Ann Ferguson, New York and London: Routledge, 2014, p. 48-62Chapter in book (Other academic)
  • 49. Adman, Per
    et al.
    Strömblad, Per
    Linnaeus University, Faculty of Social Sciences, Department of Political Science.
    Abandoning intolerance in a tolerant society: Explaining time related change in recognition of political rights among immigrants in Sweden2016In: Presented at SWEPSA 2016: Uppsala University, Campus Gotland, October 19–21, 2016Conference paper (Other academic)
  • 50.
    Adman, Per
    et al.
    Uppsala University.
    Strömblad, Per
    Linnaeus University, Faculty of Social Sciences, Department of Political Science.
    Abandoning intolerance in a tolerant society: the influence of length of residence on the recognition of political rights among immigrants2017Report (Other academic)
    Abstract [en]

    This paper presents and empirically evaluates the idea that individual level political tolerance is influenced by the overall tolerance in society. Hence, the expectation is that more politically tolerant attitudes would be developed as a consequence of exposure to a social environment in which people in general are more inclined to accept freedom of speech, also when the message (or the messenger as such) challenges one’s own values and beliefs. The theoretical base of the analyses is a learning model, according to which more broad-minded and permissive attitudes, from a democratic point of view, are adopted as a result of (1) an adjustment stimulated by mere observation of an overall high-level of political tolerance in society (‘passive learning’), and (2) an adjustment due to cognition and interaction within important spheres in society (‘active learning’). Using surveydata, we explore empirically how length of residence among immigrants in high-tolerance Sweden are related to attitudinal measures of political tolerance, and to what extent a time-related effect is mediated through participation in ‘learning institutions’ of education, working-life, civil society and political involvement. In concert with expectations, the empirical findings suggest that an observed positive effect of time in Sweden on political tolerance may be explained by a gradual adoption of the principle that political rights should be recognized. Such an adoption, however, seems to require participation in activities of learning institutions, as we find that passive learning alone is not sufficient.

1234567 1 - 50 of 5181
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf