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  • 1.
    Alexander, Sjöström
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Att arbeta med autistiska barn inom förskolan: Pedagoger berättar om sitt arbete med autistiska barn2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen handlar om hur pedagoger inom förskolan arbetar med barn som har diagnosen autism. Syftet med undersökningen var att ta reda på pedagogernas erfarenheter kring detta. Svårigheterna för dessa personer uppstår när de ska samspela eller kommunicera med andra.

  • 2.
    Almgren, Linda
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Jeffs, Maria
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Intensivundervisning i matematik: Ett sätt att fånga upp elever?2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Utvecklingen av svenska elevers matematikkunskaper har på senare tid setts som oroande då internationella jämförelser visat på sjunkande resultat. Skolverkets matematiksatsning gav Lillskolan möjlighet att söka, och få, ekonomiskt stöd för ett matematikprojekt som innefattade intensivundervisning i matematik.

  • 3.
    Andersson, Elin
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Hansson, Diana
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Fröken, fröken titta på mig!: En kvalitativ studie om hur tolv pedagoger arbetar på gården under utomhusvistelse2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen beskriver en studie gjord med ambitionen att undersöka hur förskolans pedagoger agerar utomhus. Syftet med studien är att undersöka hur tolv pedagoger från två förskolor arbetar på verksamhetens gård under utomhusvistelsen. Material och underlag samlades in genom naturalistiska observationer under fyra förmiddagar. Varje pedagog har observerats enskilt i 30 minuter och detta ger oss ett råmaterial på totalt sex timmar. Observationerna var ostrukturerade och dokumenterades i löpande protokoll med papper och penna. I vårt resultat har vi kunnat urskilja både skillnader och likheter i observationerna från de två förskolorna. Vi har kategoriserat materialet utifrån de centrala delar som vi upplever att vi sett när vi studerat observationerna i sin helhet. Det vi har sett är att pedagogerna intar sju olika roller ute på förskolans gård. Vi upplever att det är stort fokus på omsorg, fostran samt instruktioner, anvisningar och uppmaningar. Dock har vi även sett flera situationer där pedagogerna kommunicerar med varandra, aktivt deltar i barnens aktiviteter, intar en roll som medforskare samt använder sig av utemiljöns material.

  • 4.
    Andersson, Emma
    et al.
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Söderkvist, Irene
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Utomhusmatematik i Förskolan-Hur och Varför2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 5.
    Andersson, Martina
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Lärares arbetssituation: -en kvalitativ studie av vad  som styr lärares arbete2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta arbete kommer att undersöka vad det är som styr lärares arbete på skolor i dag. Jag har med hjälp av intervjuer undersökt vad som styr lärares arbete och vilka möjligheter och begränsningar de ser i sitt arbete. Att arbeta som lärare i dagens samhälle är ingen enkel uppgift. Man står inför många utmaningar.

  • 6.
    Andersson, Sara
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Sundström, Anette
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Barn som far illa: Pedagogers medvetenhet och handlingsberedskap i förskolan2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsens syfte var att undersöka pedagogers medvetenhet och handlingsberedskap i förskolan kring barn som varit med om traumatiska händelser. För att uppfylla syftet skickades en webbsurvey (enkätundersökning) ut och 31 personer med anknytning till förskolan svarade på den. Resultatet visar att informanterna är relativt eniga om hur de uppfattar traumatiska händelser. De tycks ha olika erfarenheter, både när det gäller upptäckten av att ett barn far illa och hur de gått tillväga. Handlingsberedskap har informanterna förvärvat genom erfarenhet, fortbildning och diskussioner i arbetslaget och de är överens om att aktiviteter som stärker barns självförtroende och självkänsla är ett viktigt led i det förebyggande arbetet. Trygghet, kärlek och omsorg var också viktigt enligt informanterna. Enkätundersökningen visar också att det är omständigheterna som avgör vad informanterna skulle välja att göra eller inte göra när ett barn far illa. Avslutningsvis menar många av informanterna att det är viktigt att agera, även om man många gånger behöver gå försiktigt fram på grund av omständigheterna.

  • 7.
    Arvidsson, Catarina
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Gender Pedagogues Views of Opportunities to get Power and Influence in Forming Political Intentions2011Conference paper (Other academic)
  • 8.
    Arvidsson, Catarina
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Taking roles in a network: a case study2009Conference paper (Other academic)
  • 9.
    Augustsson, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Akademisk skribent - om att utveckla sitt vetenskapliga skrivande2012 (ed. 2)Book (Other academic)
  • 10.
    Augustsson, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Kulturell mångfald är inte detsamma som kulturell pluralism: En intervjurapport om lärandemiljöer med både formell och dold inkludering, segregering och exkludering på ett sjukhus och i en bilfabrik2011Report (Refereed)
  • 11.
    Augustsson, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Processer av gränsdragning, socialt samspel och identitetsskapande i olika SKISS-projekt2011In: SKISS - konst, arbetsliv, forskning / [ed] Anders Widoff, Stockholm: Konstfrämjandet , 2011, 1, 124-139 p.Chapter in book (Other (popular science, discussion, etc.))
  • 12.
    Augustsson, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Skiss - konsten som hjälp i ett överlastat arbetsliv2011In: Sundsvalls Tidning, ISSN 1104-005X, Vol. 20/10, 34-35 p.Article in journal (Other (popular science, discussion, etc.))
  • 13.
    Augustsson, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    The organizational control of temporary workers: An interview study in Sweden2012In: International Journal of Management, ISSN 0813-0183, Vol. 29, no 3, 48- p.Article in journal (Refereed)
    Abstract [en]

    This paper analyses the control by organizations of the extent to which their temporary workers (temps) identify with their work and the client company. The results are based on 37 semi-structured qualitative interviews. The data consists of preconceptions about staff hiring among workers and leaders who are responsible for assembling and testing components in a large Swedish company within the telecom industry. The findings shows that temps and their duties are described as separated from each other, meaning that the individual temp may be used according to the client company's requests, regardless of the actual temp's personal preferences. Thereof the findings show a complex organizational control of temps' identifications where temps appear to be a human resource but not a person. Therefore the applied control of temporary employment is characterized by an exceptionally rationalistic approach to identification partially by the use of a team sports metaphor in the client company

  • 14.
    Augustsson, Gunnar
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    A theoretical Framework about Leadership perspectives and Leadership styles in the Didactic Room2012In: International Journal of Human Resource Studies, ISSN 2162-3058, Vol. 2, no 4, 166-186 p.Article in journal (Refereed)
    Abstract [en]

    This paper presents leadership perspectives and leadership styles in the didactic room. The paper problematizes and develops new knowledge concerning the complex and often paradoxical circumstances that characterize teachers‘ leadership. The aim is to develop new knowledge about teachers‘ leadership perspectives and styles in the didactic room. Our literature review demonstrates a lack of an explicit and unifying concept that encompasses teachers‘ various perspectives and behavioral styles in the didactic room. The meaning of the concept ―perspective‖ precedes the implementation of an individual style of leadership by promoting alternative overviews that the teacher can use, depending on the context, situated activity/task, and student. Any style of leadership will then refer to a specific social behavior. Our result shows that using conscious didactic action skills, teachers can act more effectively and qualitatively better approach new and unpredictable problem situations.

  • 15.
    Augustsson, Gunnar
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Supervisors' utterances in online supervision of first-year students dissertations2012In: Proceedings of the 8th International Conference on Networked Learning 2012 / [ed] Hodgson V, Jones C, de Laat M, McConnell D, Ryberg T & Sloep P, 2012, 136-143 p.Conference paper (Refereed)
    Abstract [en]

    While offline supervision is comprised of physical social clues, verbal communication, and drafts of texts, online supervision mainly focuses on written communication and electronic drafts. Participating in online supervision probably sets other requirements regarding clarity in the utterances of the supervisor. In online student supervision, it helps if supervisors are aware of differences in how their utterances of drafts are interpreted by students. Earlier research of supervision in online education has overlooked these differences in qualities of utterances. A problem that arises out of this omission is a deemphasizing of the quality in the social interplay between students and teachers in online supervision. A study of differences in written utterances of supervisors pays attention to this overlooking.

    As part of a greater research project of online supervision, the current study expands on earlier studies of the practice of online supervision by focusing on written utterances of supervisors and identifying and analysing differences in their comments on drafts of students’ dissertations. To fulfil this purpose online utterances' of supervisors were analysed. Theoretical ideas of communication and online participation were used to interpret the empirical data. Overall we identify four categories of utterances: comments, points of view, instructions, and questions.

    The preliminary results of the research project implicate the importance of awareness among supervisors in online supervision, particularly on the nature of the utterances they make use of when supervising students' academic writing. Such awareness makes it possible for supervisors to strategically emphasise students 'independence'. That could guide students through their writing by applying a balanced mix of comments, point of views, instructions, and questions. Reaching a balance in online supervisions may be very valuable in the process of supervising dissertation work.

    The preliminary results of the research project of online supervision suggest scrutinising how students perceive supervisor's utterances of their drafts. That task will, together with an analysis of how supervisors perceive their own utterances, be examined more closely in further studies. Those studies could focus on how the dialogue between students and supervisors intersects in drafts of student's dissertation.

  • 16.
    Augusén, Harriet
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Cooper, Karen
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Vinnande Lagarbete i Åre Kommun: Slut Rapport2012Report (Other academic)
  • 17.
    Backlund, Kristina
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Jönsson, Hanna
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Hur ser barn i fritidshem på sina sociala relationer?2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att synliggöra hur barnen ser på sina sociala relationer. Detta genom att göra fokusgruppsintervjuer med barn i åldrarna 6–10 år inskrivna vid fyra olika fritidshem. Undersökningen grundas på en kvalitativ metod som har till syfte att synliggöra deltagarnas varierande och gemensamma uppfattning om ämnet. Med utgång ifrån vad tidigare forskning behandlat konstruerades olika diskussionsteman som stöd vid våra fokusgruppsintervjuer. Resultatet i vår undersökning påvisar att de sociala relationerna har en övergripande betydelse i flera sammanhang. Detta grundar sig bland annat genom att barnen hänvisar till situationer som har anknytning till miljöer i skolan, på fritids och hemma. Barnen beskriver i samband med intervjuerna att de har olika syn på sina relationer beroende på hur nära relationen är mellan individerna. I undersökningen framgår det också att barnen idkar ett intensivt relationsarbete som kan innefatta att barnen ibland upplever kränkande behandling. Detta kan till exempel visa sig genom att individer som utesluts ur gemenskapen upplever nedsättande kommentarer, blir sviken av kompisar, samt inte få vara med och bestämma i situationer med kompisar eller kamrater. Resultatet i denna studie belyser även att barnen i vissa avseenden ser vuxnas position som ett stöd i vissa sammanhang, men de kan också utgöra ett motstånd till deras inflytande och delaktighet i de sociala sammanhangen.

  • 18.
    Backlund, Sara
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Renvall, Ulrika
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Hur ser pedagoger på barns återhämtning i förskolan?En studie om pedagogers uppfattningar och åsikter om barns återhämtning och avsaknade av den2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 19.
    Berg, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Hur kan rektor navigera i skolledarskapets komplexitet?2011In: Skolledarskapet i fokus – kunskap, värden och verktyg / [ed] Ulf Blossing, Lund: Studentlitteratur, 2011, 24-37 p.Chapter in book (Other academic)
    Abstract [sv]

    Skolans institutionella struktur präglades formellt sett av i huvudsak regelstyrning under efterkrigstiden fram till 1990-talets början. Under 90-talet kom målstyrningen i förgrunden och under 2000-talet har skolan som institution alltmer kommit att präglas av resultatstyrning. I detta kapitel analyseras konsekvenserna av dessa respektive styrstrukturer med avseende på rektorers och andra skolledares arbete och arbetsvillkor.

  • 20.
    Berg, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Klassrums- och skolorienterat ledarskap2012In: Lärare som ledare: I och utanför klassrummet / [ed] Berg, Gunnar m.fl., Lund: Studentlitteratur, 2012, 177-190 p.Chapter in book (Other academic)
    Abstract [sv]

    I kapitlet behandlas vilka krav på lärares ledarskap som faller ut ur  skolans nuvarande statliga styrning.

  • 21.
    Berg, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Ledarskap, skolkultur och skolans uppdrag2012In: Lärare som ledare: I och utanför klassrummet / [ed] Gunnar Berg m.fl., Lund: Studentlitteratur, 2012, 209-228 p.Chapter in book (Other academic)
    Abstract [sv]

    I kapitlets diskuteras hur kan analyser av skolkulturer och relevanta delar av styrdokument kan vara viktiga delar i hur lärare kan utöva ledarskap även utanför klassrumsarbetet.

  • 22.
    Berg, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Skolledarskap och skolans frirum2011 (ed. 1)Book (Other academic)
    Abstract [sv]

    Förlagsinformation:

    Boken syftar till att tydliggöra den komplexitet som utmärker rektorers och andra skolledares arbete och arbetsvillkor. Det goda skolledarskapet är inte enbart en fråga om att demonstrera ytliga ledaregenskaper som empatisk framtoning, kommunikativ förmåga, karismatisk utstrålning. I boken analyserar författaren vad ett professionellt skolledarskap verkligen innebär och diskuterar konsekvenserna av denna professionalism för skolledares faktiska yrkesutövande. Det handlar kort sagt om de skolledarroller som ligger i förlängningen av den centraliserade resultatstyrning som präglar dagens skola och om det frirum som denna styrform öppnar för. För den enskilda skolan och skolledaren har frirummet att göra med var gränserna går för skolans planering, genomförande och uppföljning av det egna vardagsarbetet. Bokens innehåll bygger på den frirumsteori om skolan som institution och skolor som organisationer som redovisas i Att förstå skolan (Studentlitteratur 2003). Boken vänder sig till verksamma och blivande rektorer samt till andra ledare verksamma inom enskilda skolor. Eftersom ledarskapsfrågor fått ett utökat utrymme i den nya lärarutbildningen är bokens innehåll även relevant för lärarstudenter och verksamma lärare.

  • 23.
    Berg, Gunnar
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Wede, ChristerSundh, Frank
    Lärare som ledare: I och utanför klassrummet2012Collection (editor) (Other academic)
    Abstract [sv]

    I bokens 17 kapitel beskriver 19 författare olika perspektiv på hur lärare utövar ledarskap såväl i somutanför klassrummet.

  • 24.
    Berggren, Caroline
    et al.
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Olofsson, Anders
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Könsperspektiv på egenföretagande bland högskoleutbildade2012Conference paper (Refereed)
  • 25.
    Bergroth, Monika
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Sjölund, Sabina
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Förskolans kvalitetsarbete: Förskolechefer beskriver hur deras förskolor arbetar med kvalitetsarbete2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Huvudansvaret för den pedagogiska verksamheten på förskolan innehas av en förskolechef. Ett viktigt ansvar som förskolechefen har är att se till att ett kvalitetsarbete som innefattar analys, uppföljning och utvärdering genomförs. Kvaliteten i den pedagogiska verksamheten har kontinuerligt granskats av skolinspektionen. Forskning visar att kvalitetsarbetet behöver utvecklas och kan vara svårt att arbeta med. Syftet med uppsatsen var att presentera och analysera förskolechefers syn på kvalitet och kvalitetsarbetet inom förskolan. Som metod för att undersöka detta användes ostrukturerade intervjuer. De flesta förskolechefer ansåg att begreppet kvalitet var stort och svårt att definiera. I resultatet framgick att förskolorna i Östersunds kommun i stor utsträckning arbetade kontinuerligt med kvaliteten i verksamheten. De flesta av de intervjuade förskolecheferna hade ett stort engagemang och var väl insatta i deras ansvarsroll och i processen kring kvalitetsarbetet.

  • 26.
    Billmayer, Jakob
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Discipline And Punish in Classrooms: Studying Classroom Management With Foucault - Three Films About School As Example2011Conference paper (Refereed)
  • 27.
    Billmayer, Jakob
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Lärares ledarskap i svensk film och tv2012In: Lärare som ledare: i och utanför klassrummet / [ed] Berg, Gunnar; Sundh, Frank; Wede, Christer, Lund: Studentlitteratur, 2012, 71-85 p.Chapter in book (Other (popular science, discussion, etc.))
  • 28.
    Billmayer, Jakob
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Schule in Schweden und Bayern – oberflächlich andersoder tiefgreifend eigenartig?2012Conference paper (Refereed)
  • 29. Björk, Peder
    et al.
    Bostedt, Göran
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Johansson, Hans
    Governance2003Book (Other academic)
  • 30.
    Bladh, Carina
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Mattsson, Sofia
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Barnfri tid i förskolan: Behövs den?2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka om förskollärare upplever att de har de förutsättningar som krävs för att kunna planera, utvärdera och reflektera över verksamheten för att uppfylla målen i den reviderade läroplanen för förskolan (Skolverket, 2010) då den har förtydligat förskollärarens ansvar samt kompletterats med ett nytt avsnitt om just uppföljning, utvärdering och utveckling.

  • 31.
    Block, Maria
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Lundgren, Ulrika
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Den fysiska lärmiljön i klassrummet: En kvalitativ studie om hur man formar en bra fysisk lärmiljö för elever2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsens syfte var att undersöka vilka tankar och idéer som finns kring hur man formar en bra fysisk lärmiljö i skolan. Till att börja med valde vi att undersöka hur de företag som levererar inredning och material till skolor runt om i Sverige ser på vad som är bra lärmiljöer. Men för att få mottagarperspektivet valde vi även att undersöka hur tankarna och idéerna kring lärmiljöer ter sig hos de skolor som köper inredning och material från dessa företag. 

  • 32.
    Blom, Isabell
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Andersson, Malin
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Lärande utomhus: En kvaltativ studie bland pedagoger i förskolan2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vi har gjort en kvalitativ semistrukturerad studie där vi använt oss av en fenomenografisk ansats. Detta utfördes på 12 olika förskolor med syfte att undersöka pedagogers uppfattningar angående lärande utomhus och för att kunna tolka om deras resonemang har med utomhuspedagogik att göra.Vi samlade in materialet till vår studie genom att göra 12 intervjuer, som vi spelade in med våra mobiltelefoner för att kunna återgå till materialet.Som grund i denna studie har vi använt utomhuspedagogik, eftersom vi anser att lärande sker i växelverkan mellan sinnlig kontakt och boklig bildning vilket är studiens fokus.Studiens resultat visar att pedagogerna uppfattar naturen ur ett hälso- och miljöperspektiv och att de anser att allt som går att göra ute går att göra inne. Slutsatsen av studien är att vi kan se att många av pedagogerna har ett utomhuspedagogiskt synsätt men att vi inte kan uttala oss om det verkligen är ett utomhuspedagogiskt arbetssätt.

  • 33.
    Blusi, Madeleine
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Bostedt, Göran
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Rönnbäck, Eva
    Vård av tid?: Utvärdering av förändringsprocesser vid införandet av Time Care2011Report (Other academic)
  • 34.
    Bostedt, Göran
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Back 2 Basics: En utvärdering av ett projekts möjligheter och utmaningar2012Report (Other (popular science, discussion, etc.))
  • 35.
    Bostedt, Göran
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Kunskapsnätverk för regional utveckling i Västernorrland2012Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    I rapporten diskuteras vad som krävs i ytterligare kunskapsnätverk för att förstärka möjligheterna till regional utveckling i Västernorrland.

    Några av dess viktigaste slutsatser är behovet av ett utvecklat fokus kring vad som utgör en attraktiv region, en analys av regional interdependens och kulturanalyser för att skapa en känsla samhörighet och gemensamt sammanhang.

  • 36.
    Bostedt, Göran
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Unga och arbete: Strukturella faktorer och individuella lösningar i arbetsmarknadspolitiska projekt - en kunskapsöversyn2012Report (Other academic)
  • 37.
    Bostedt, Göran
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Eriksson, Linda
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Elevinflytande och ledarskap i skolan2012In: Lärare som ledare.: I och utanför klassrummet. / [ed] Berg G, Sundh F, Wede C, Lund: Studentlitteratur, 2012, 1, 271-290 p.Chapter in book (Other academic)
  • 38.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Do Ten-year-old Children in Sweden Know How They Learn?: A Study of How Young Students Believe They Learn Compared to Their Learning Styles Preferences2012In: International Education Studies, ISSN 1913-9020, Vol. 5, no 6, 11-23 p.Article in journal (Refereed)
    Abstract [en]

    Students’ individual learning strategies have been identified as important skills in order to succeed in school as well as important for lifelong learning. The Swedish steering documents are permeated by an epistemological and a methodological variation based on the individual student’s learning. Learning how to learn has been identi-fied by the EU as one of eight key competences. There is not much research on elementary school students and meta-learning. This study is therefore aimed to examine these students’ own perceptions of their learning, and compare how student think that they learn to their learning styles preferences according to the learning styles assessment Learning Styles Inventory (LSI). The theoretical framework is based on previous Swedish research and Dunn’s Learning Styles Model. A multi-method design was selected. After the LSI-test the students estimat-ed their preferences. Finally, interviews were conducted with 15 students. When comparing students’ learning styles profiles to their estimation of how they thought they learn, there was a clear discrepancy. The students estimated more preferences than was evident in the analysis. This applies above all to the perceptual strengths, and time of day. The smallest difference, however, was found in the environmental elements. The interviews showed that students have difficulties explaining how they learn. What the students pointed out, however, was their need to work in peace, learning by reading and working on the computer, and also varied learning environ-ments. Their response on learning showed that they were building their insights on the school context and expe-rience from there.

  • 39.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Do ten-year-old children in Sweden know how they learn?A study of how young students believe they learn compared to their learning styles preferences2012In: 17 International ELSIN- conference, Cardiff: University of Cardiff , 2012Conference paper (Refereed)
  • 40.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Effects of  learning styles responsive approaches. Effects of Learning-Style Responsive Versus Traditional  Approaches on Grammar Achievement2011In: Institute for Learning Styles Journal, Vol. 1, no Spring 2011, 17-38 p.Article in journal (Refereed)
    Abstract [en]

    This study examined the effects of teaching through traditional versus learning-styles instructional methods on a sample of 323 heterogeneously grouped adolescent and adult learners’ achievement, retention, attitudes, overall assessment and understanding of the advantages of learning Swedish grammar. In a counterbalanced design, the control group was taught about grammar with a traditional teaching method and the experimental group was taught the same content with Multisensory Instructional Packages (MIP) (Dunn & Dunn, 1992). Statistical analyses included analysis of variance with two independent variables (learning-style versus traditional methods) and three between-subjects variables (sequence, age, and learning-style type). Discriminant analysis and F-tests were used. The research design was quantitative, but incorporated qualitative components of triangulation. Significantly more positive differences (p ≤ 0.01) were revealed in achievement, attitudes, retention, overall assessment and understanding of the advantages of grammar when students were taught with learning-styles responsive instructional strategies as opposed to when they were taught traditionally. The findings indicated that learning-styles methodology provided a practical, positive means of individualizing instruction and simultaneously improving learners’ attitudes toward learning grammar.

  • 41.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Elevers lärstilar i jämförelse med deras lärares lärstilar. En jämförande studie av elever och lärare i ungdomsskolan i Danmark.2011In: Pædagogisk Psykologisk Tidsskrift, ISSN 1903-0002, Vol. 48, no 6, 560-580 p.Article in journal (Refereed)
    Abstract [en]

    This article compares teachers' and students´ learning styles profiles at the two major orientations (vocational and academic programs) in secondary high school in Denmark, to explore differences and similarities. The study involved 30 secondary school teachers and 152 high school student. The learning styles assessment PEPS was used to identify 20 different traits. Five groups were compared and analyzed by using F-test and analysis of variance, ANOVA. The research questions were as follows: to what extent are differences in learning styles between teachers and students and between the two study areas? The statistical analysis showed that the teachers have a greater need for warm temperature, and are more conformity compared with the students. The students have more need for structure, are more group-oriented, are more tactile, need more intake and movements and are more alert in the afternoon, compared with the teachers. The four student groups show some statistically significant differences between them. The vocational students differ more from teachers than their academic peers. The results are of value for people involved in the planning of teacher education, practicing teachers and students themselves. It is a critical skill for teachers to understand their own teaching style and students' learning styles in the mission ² a school for all². The results indicate the need for expanded educational strategies and an in-depth didactic discussion of the practical activities.

  • 42.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    How do teacher students for compulsory schools learn compared to music teacher students in Sweden?: A comparative study of wo different student teacher groups in Sweden2011In: The Quality of Higher Education, Vol. 8, 158-178 p.Article in journal (Refereed)
    Abstract [en]

    The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods.  The teacher education systems are currently undergoing reforms in Sweden. Hence, it is importance for educational institutions to be aware of the different ways that their student teachers learn and it is importance for prospective teachers to become aware of their own learning styles. The purpose of this research was to explore the learning styles preferences for two groups of prospective teachers:  music teachers and regular compulsory classroom teachers and to analyze their differences in the light of international research on learning styles. If these groups of prospective teachers differ, this would have an impact on higher education, students´ learning strategies and teachers´ teaching strategies. The study involved 65 randomly- selected student teachers. Thirty-three were student teachers for compulsory school and 32 were music student teachers.  Twenty subscales of the Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn, &Price, 1984, 1991, 2000) were used to identify the learning-styles preferences of the participants. The results showed statistically significant differences between the two teacher student groups. Based on the results, it can be concluded that in comparison to music teacher students, compulsory teacher students differed in their choice of more formal designs, routine, and the times of the day when they would prefer to learn. The findings suggested the need for widely diverse teaching approaches in higher education for teachers

  • 43.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Hur lär sig ditt barn?: Ett arbetshäfte för föräldrar2009Other (Other (popular science, discussion, etc.))
  • 44.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Learning and Method; Research concerning  the effects of learning style responsive versus approaches  on grammar  achievement2005Conference paper (Refereed)
  • 45.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Læringens stil. Om Dunn og Dunns stilteori.2006In: Læringens og tænkningens stil / [ed] Peter Andersen, Vaerlöse: Billsesø & Baltzer , 2006, 1, 70-87 p.Chapter in book (Refereed)
  • 46.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Lærinsstil i praksis.2006In: Læringens og tænkningens stil / [ed] Peter Andersen, Værløse:: Billsesø & Baltzer , 2006, 1, 123-139 p.Chapter in book (Refereed)
  • 47.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Pedagogik för erfarna2009Other (Other (popular science, discussion, etc.))
  • 48.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Students ' learning styles compared with their teachers' learning styles.: A comparative study of students and teachers of secondary schools in Denmark.2012Conference paper (Other academic)
    Abstract [en]

    This article compares teachers' and students´ learning styles profiles at the two major orientations (vocational and academic programs) in secondary high school in Denmark, to explore differences and similarities. The study involved 30 secondary school teachers and 152 high school student. The learning styles assessment PEPS was used to identify 20 different traits. Five groups were compared and analyzed by using F-test and analysis of variance, ANOVA. The research questions were as follows: to what extent are differences in learning styles between teachers and students and between the two study areas? The statistical analysis showed that the teachers have a greater need for warm temperature, and are more conformity compared with the students. The students have more need for structure, are more group-oriented, are more tactile, need more intake and movements and are more alert in the afternoon, compared with the teachers.. The four student groups show some statistically significant differences between them. The vocational students differ more from teachers than their academic peers. The results are of value for people involved in the planning of teacher education, practicing teachers and students themselves. It is a critical skill for teachers to understand their own teaching style and students' learning styles in the mission  a school for all. The results indicate the need for expanded educational strategies and an in-depth didactic discussion of the practical activities.

  • 49.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Students’ learning styles compared with their teachers’ learning styles in upper secondary school – a mismatched combination.2011In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, no 3, 475-495 p.Article in journal (Refereed)
    Abstract [en]

    The background to this study is the large number of students who fail to finish upper secondary school with passing grades. The overall aim of this study was to examine one parameter in the didactic interaction between teachers and students, namely the differences and similarities in learning styles. This study compares therefore teachers' and students´ learning styles profiles at the two major orientations in upper secondary school. The study involved 53 secondary school teachers and 101 high school students randomly selected. The learning styles assessment PEPS was used to identify 20 different traits. Three groups were compared and analyzed by using F-test and analysis of variance, ANOVA. The statistical analysis showed that the teachers have a greater need for light and temperature, are more motivated, more confirmative, have less need for structure and authority and are more alert in the morning and less in the afternoon compared with the students. The two student groups showed no statistically significant differences between them. The results are of value for people involved in the planning of teacher education, practicing teachers and students themselves. The results indicate the need for expanded educational strategies and an in-depth didactic discussion of the practical activities.

  • 50.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Augustsson, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    A theoretical framework about leadership perspectives and leadership styles in the didactic room2012In: Proceedings of WCLTA 2012 Conference, 2012Conference paper (Other academic)
    Abstract [en]

    This paper presents leadership perspectives and leadership styles in the didactic room. The paper problematizes and develops new knowledge concerning the complex and often paradoxical circumstances that characterize teachers’ leadership. The aim is to develop new knowledge about teachers’ leadership perspectives and styles in the didactic room. Our literature review demonstrates a lack of an explicit and unifying concept that encompasses teachers’ various perspectives and behavioral styles in the didactic room. The meaning of the concept “perspective” precedes the implementation of an individual style of leadership by promoting alternative overviews that the teacher can use, depending on the context, situated activity/task, and student. Any style of leadership will then refer to a specific social behavior. Our result shows that using conscious didactic action skills, teachers can act more effectively and qualitatively better approach new and unpredictable problem situations.

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