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  • 1. Erickson, Gudrun
    et al.
    Åberg-bengtsson, Lisbeth
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    A collaborative approach to national test development2007In: Fourth Annual Conference of European Association for Language Testing and Assessment EALTA, Sitges, Spain, 15 - 17 June, 2007, 2007Conference paper (Refereed)
  • 2. Gustafsson, Jan Erik
    et al.
    Åberg-Bengtsson, Lisbeth
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Unidimensionality and interpretability of psychological instruments: Invited paper presenterat vid konferensen New Directions in Psychological Measurement with Model-Based Approaches, 17-18 februari. Georgia Institute of Technology, Georgia, USA.2006Conference paper (Other scientific)
  • 3.
    Gustafsson, Jan-Eric
    et al.
    IPD, Göteborgs universitet.
    Åberg-Bengtsson, Lisbeth
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Unidimensionality and interpretability of psychological instruments2006In: New Directions in Measuring Psychological Constructs with Model-Based Approaches, Washington, DC: American Psychological Association (APA), 2006Chapter in book (Other academic)
  • 4.
    Sträng, Monica H.
    et al.
    IPD, Göteborgs universitet.
    Åberg-Bengtsson, Lisbeth
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    "Where do you think the water comes from?" Teacher-pupil dialogues about water as an environmental phenomenon2010In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 54, no 4, p. 313-333Article in journal (Refereed)
    Abstract [en]

    This article presents results from a study of 36 pupils (8-10 years of age) in face-to-face conversations with their teachers about water as an environmental phenomenon based on a photograph of a rainforest. The teachers' rather vague goal was to have the pupils talk about the water cycle. The sessions were audio-recorded and analyzed with respect to: (1) scaffolding strategies used by the teachers, (2) possible implications of these strategies on the pupils' sense-making, and (3) what accounts of the water cycle as a school-science learning-content were made. Three different patterns of scaffolding strategies were found. Some pupils did not even come close to talking about the water cycle, whereas others arrived at a rather fragmented picture. © 2010 Scandinavian Journal of Educational Research.

  • 5.
    Sträng, Monica
    et al.
    Göteborgs universitet, Institutionen för pedagogik och didaktik.
    Åberg-Bengtsson, Lisbeth
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    From the mountain and then?: Five-year-olds visiting the ‘Way of the water’ exhibition at a science centre.2009In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 41, no 1, p. 13-31Article in journal (Refereed)
    Abstract [en]

    The focus of this article is on ten 5-year-old children and their teacher visiting a ‘Way of the water’ exhibition (a large scale model showing the flow of water from the mountains to the sea) at a science centre and a later follow up discussion at a circle-time back at pre-school. The aims of the study were to analyse, describe and discuss (a) what learning-content was focussed upon, (b) what communicative strategies were adopted by the adults (i.e. the teacher and a museum guide) when talking with the children about the natural phenomena met at the ‘Way of the water’, and (c) how different contexts framed the interaction between the adults and the children. The results show that both the guide and the teacher focussed mainly on single facts about nature and cultural phenomena and only to a lesser degree on environmental processes. The adults adopted three different strategies with respect to how the learning-content was approached, namely providing facts, directing attention by posing questions, and asking for accounts. We argue that each of these communicative strategies was related to a particular contextual framing. The children were, at times, very spontaneous and followed rules for everyday social interaction, whereas, when prompted by the teacher to arrive at ‘correct’ answers, they adapted to the well known ‘inquiry-response-evaluation’ [IRE] pattern. There are no instances in the data where the children express the idea of a large-scale coherent model. On the contrary, they talked only about individual parts of the exhibition — that is to say, things they actually saw, heard or felt. This may, to a large extent, be due to the fact that the adults did not on any occasion attempt to explain the model. Possible reasons for this are suggested in the concluding discussion.

     

  • 6.
    Åberg-Bengtsson, Lisbeth
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Patterns in English Language Proficiency: Some Differences and Similarities between Seven European Countries2008Conference paper (Refereed)
  • 7.
    Åberg-Bengtsson, Lisbeth
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    The smaller the better?: A review of research on small rural schools in Sweden2009In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 48, no 2, p. 100-108Article in journal (Refereed)
    Abstract [en]

    This review of 30 years of research in small rural schools in Sweden includes projects focusing directly upon rural education and rural schools, reports from national agencies, and official statistics. Two main foci were found: (i) the quality of education and pupils’ academic performance, and (ii) the economics of running schools in different types of demographic areas. A concordant picture stands out: (a) there are no indications that small rural schools do not provide an equally good education as other schools, but (b) the higher expenditure per pupil and decreasing population in sparsely populated areas increases the risk of school closures. The importance of the small rural school to the community receives peripheral attention at best in this body of research.

  • 8.
    Åberg-Bengtsson, Lisbeth
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    "Then you can take half ... almost ...:": Elementary students learning bar graphs and pie charts in a computer-based context2006In: The Journal of Mathematical Behavior, ISSN 0732-3123, Vol. 25, no 5, p. 116-135Article in journal (Refereed)
  • 9.
    Åberg-Bengtsson, Lisbeth
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Erickson, Gudrun
    Dimensions of national test performance:: A two-level approach2006In: Educational Research and Evaluation, ISSN 1744-4187, Vol. 12, no 5, p. 469-488Article in journal (Refereed)
  • 10.
    Åberg-Bengtsson, Lisbeth
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Erickson, Gudrun
    IPD, Göteborgs universitet.
    Gustafsson, Jan-Eric
    IPD, Göteborg universitet.
    Ohlander, Sölve
    IPD, Göteborgs universitet.
    Velling Pedersen, Dorte
    IPD, Göteborgs universitet.
    Similarities and differences in EFL proficiency : a multifaceted analytic approach: Poster presenterad vid the Fifth Annual EALTA (European Association for Language Testing and Assessment) Conference, Aten, Grekland2008Conference paper (Refereed)
  • 11.
    Åberg-Bengtsson, Lisbeth
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Folkestad, Lena
    Granström, Gösta
    Recovery from orbital floor fractures:: A prospective study of patients’ and doctors’ experiences2006In: International Journal of Oral and Maxillofacial Surgery, ISSN 0901-5027, E-ISSN 1399-0020, Vol. 35, no 6, p. 499-505Article in journal (Refereed)
  • 12.
    Åberg-Bengtsson, Lisbeth
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Ottosson, Torgny
    What lies behind graphicacy?: Relating student's results on a test of graphically represented quantitative information to formal academic achievement2006In: Journal of Research in Science Teaching, ISSN 0022-4308, Vol. 43, no 1, p. 43-62Article in journal (Refereed)
1 - 12 of 12
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