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  • 1.
    Augustsson, Gunnar
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    A theoretical Framework about Leadership perspectives and Leadership styles in the Didactic Room2012Ingår i: International Journal of Human Resource Studies, ISSN 2162-3058, Vol. 2, nr 4, s. 166-186Artikel i tidskrift (Refereegranskat)
    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.

  • 2.
    Augustsson, Gunnar
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Att vara lärare är att vara ledare2014Ingår i: Sundsvalls Tidning, Vol. 8 janArtikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 3.
    Augustsson, Gunnar
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Teachers’ Leadership in the Didactic Room: A Systematic Literature Review of International Research2016Ingår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 10, nr 3, artikel-id 7Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study deepens our knowledge about research on leadership in the didactic room, i.e., the framing of the current teaching situation, regardless of its location. The objective was to (a) identify and classify patterns and trends concerning teachers’ leadership in the didactic room from 1980 to 2013, (b) compare and discuss the findings, and (c) point to a future research agenda. The method is a systematic literature review (SLR) with a quantitative and qualitative content analysis. The results revealed that half of the research on this topic was performed from 2006 to 2013. The results also show that teachers’ leadership appears to be a Western phenomenon that is becoming increasingly relevant in our time. Two issues could be linked to this leadership: the unclear boundaries between different types of leadership and confusion about teachers’ personalities and leadership styles. This underlines the importance of contextual and situated didactic strategies and flexible leadership styles in the didactic room. Even if this study shows that an awareness of different didactic aspects exists concerning teachers’ leadership, a comprehensive approach to designing studies that incorporate the didactic complexities is lacking. 

  • 4.
    Bolander, Ingrid
    et al.
    Piteå kommun.
    Boström, Lena
    Specialpedagogiska Institutet, Umeå.
    Lärstilar och läsning : så lär du barn läsa utifrån dera styrkor och behov: En praktisk bok för läsundervisning2008 (uppl. 1)Bok (Övrig (populärvetenskap, debatt, mm))
  • 5.
    Bostedt, Göran
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Motivation to study: Upper secondary school teachers´and students´views on students´motivation to study2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Students’ motivation to study in upper secondary schools

     

     

     

     

    Lena Boström (Professor in Education)

    lena.bostrom@miun..se

    Göran Bostedt (Associate Professor in Political science)

    goran.bostedt@miun.se

     

    Department of Education

    Mid Sweden University

    Sidsjövägen 5

    S- 851 70 Sundsvall

     

                                                        

     

     

     

     

     

     

     

     

    Keywords: study motivation, extrinsic motivation, intrinsic motivation, upper secondary school

    Abstract

    In order to increase the number of student who successfully complete upper secondary school, Sweden reformed its upper secondary school system in year 2011. Despite the new system "the throughput is in principle unchanged, which means that approxima­tely every fourth student interrupts his upper secondary studies" (Sveriges elevkårer & Lärarnas Riksförbund, 2015, p 6). The main explanation for this was stated to be a lack of study motivation among students. Some 53 percent of the upper secondary school students reported low study motivation.

    The most important factors for improving students’ motivation are, according to Sveriges elevkårer & Lärarnas Riksförbund, a) the supportive interaction between teacher and student and b) access to student health. This means that both internal and external motivational factors are viewed as important for reaching better study results. Research often highlights internal factors as particularly interesting when focusing students’ study motivation (Wery & Thomson, 2013). However some researchers (Blomberg, 2016: Hugo 2011; Håkansson & Sundberg, 2012) also argue for a broader perspective on the issue of motivation. In order to analyze the lack of motivation to study as the cause of low throughput in upper secondary school, a perspective is thus chosen which not only focuses the individual student but also takes into account both the classroom situation as well as the entire school. International research on student motivation is extensive.  While international research on student motivation is extensive, it is not as prominent in the Swedish educational context (Giota, 2013).

     

    The results of this study are based on empirical data from one of Sweden’s 20 largest municipalities. The municipality was chosen as a result of a decision taken by local politicians to focus raising the students’ motivation to study as a highly prioritized activity for the upper secondary school programs. In 2015, the chosen municipality was, compared to both Swedish municipalities of the same size as well as other municipalities in Sweden, in a troublesome situation in terms of student completion (Skolverket, 2015).

     

    The aim of the study is to describe and analyze what determines student motivation or lack of motivation to study. The research questions are:

    a)      What determines upper secondary school students’ motivation/lack of motivation to study?

    b)      What are teachers’ and students’ perceptions on how to increase students’ study motivation in upper secondary school and reasons/explanations for low study motivation? 

    c)      To what extent is motivation linked to specific course content? 

    d)     To what extent is motivation related to the conditions for the implementation of the course/didactical approaches? 

    e)      How can we understand and describe students’ ambitions or lack of ambitions in relation to acquire the knowledge and skills the programs and its courses are in line with the intentions? 

     

    Students’ study motivation will be analyzed from a perspective where motivation is more about transaction than interaction (Perry, Turner and Meyer, 2006). Motivation should not only be understood as an individual aspects, but also as negotiating meaning in social interaction. Motivation is seen as a process integrated into a larger whole, impossible to separate from learning, individual differences, and the nature of tasks or social context. For these reasons, it is important to analyze and discuss the results in relation to learning and perspectives on knowledge. According to Perry et al. there are strong links between motivation and a) communicated expectations b) clear feedback on results, c) interaction between teacher and pupil and between students, d) positive climate and e) teacher leadership. Students` study motivation will thereby be discussed based on individual characteristics, group dynamics, didactics and learning environments. In other words, we will analyze how both internal and external motivational factors can affect the results.

     

    Since the study focuses on organizational conditions, perceptions of inter-human processes and individual properties, the study has been designed as a case study with an ethnographically inspired approach (Hammersley & Atkinson, 2007). The empirical data is based on 207 students’ responses in a web-survey containing 20 questions about motivation and six semi-structured group interviews with 12 students and 20 teachers. The students and teachers represent four different study programs (Social Science, Social Care, Individual choice and Vehicles and Transport programs). The programs were selected according to the principle of a) constituting a variation in what is theoretically versus practical oriented programs, b) ensuring a reasonable distribution between boys and girls, c) representing a possible variation in pupils with regard to learning strategies and d) representing student groups with different challenges in learning. All participants were informed about the project's objectives and applicable research ethics rules.

    The study is divided into two sub-studies. Sub-study one is based on a quantitative approach. The responses to the different questions in the questionnaire are presented by descriptive statistics with the four study programs divided into separate groups. The data were also analyzed with the help of other statistical methods, such as analysis of variance (ANOVA) and Kruskal-Vallis. The statistical calculations were conducting using SPSS.

    Sub-study two is based on s a qualitative research design, which ca be characterized as a hybrid content analysis (Fereday & Muir-Cochrane 2006), which started initially with deductive analysis, switched to inductive analysis and finally linked with deductive analysis and then switched to an inductive analysis and finally linking the theoretical starting points in the result. Here deductive analysis (theory-driven) means that themes have been determined in advance before the interview material is analyzed, which can be described as themes based on existing theories and research results (Mayring, 2000). The four themes we build the analysis on are the concepts of motivation, motivational strategies, learning environments and other environment. In order to analyze the content of the interviews, an inductive content analysis was used which was based on the interview responses. In other words, the analysis switched to an inductive approach. With the four themes as a basic structure, a categorization matrix was developed and all data were sorted into relevant theme. Based on the results from the two sub-studies, the research questions will be addressed and discussed.

    The statistical data show differences between study programs in terms of positive/negative attitude towards schoolwork, absence from school, expectations on teachers and on results, competitiveness in realizing personal ambitions, support in terms of personal feedback and attitudes towards learning (i.e. learning for exams or learning for knowledge). There are also differences in self-esteem and self-confidence that affect motivation among the students. On the other hand, students tend to appreciate school as an institution, they feel safe being at school and the teachers have legitimacy in the eyes of the students.  

    The results from the interviews indicate that both teachers and students view the complex interplay between results and motivation as an important part of the concept of motivation. Study results affect motivation and vice versa in both a positive and a negative way. Teachers and teachers' leadership are also of great importance for students’ study motivation. Teachers focus their leadership tasks on the importance of knowledge. Students relate to teacher leadership in relation to personal qualities such as being understood and getting support.

    A difference between the two samples, is that teachers emphasize "life skills" in learning such as strategies for purposes, intermediate goals and sense of belonging, whiles students do not ll mention these strategies at all. A category where the perceptions between teachers and students coincide is the importance of well-being and safety in the learning environment and that the class/group/peers represents a motivational source for them. The teachers pointed to the importance of adaptations and smaller groups in the learning environment. The students believed that the external learning environment also played an important role. Regarding the surrounding environment, the two groups mentioned the importance of peers as a motivational factor, either helping to increase or reduce study motivation.

     

    References

    Blomgren, J. (2016). Den svårfångade motivationen: elever i en digitaliserad lärmiljö. (Diss) Gothenburg studies in educational sciences 393

     

    Giota, J. (2013). Individualisering i skolan – vilken, varför och hur? En

    forskningsöversikt. Vetenskapsrådets rapportserie, 3, Stockholm:

     

    Fereday, J. & Muir-Cochrane, E. (2006). Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development. International Journal of Qualitative Methods, pp 80-92.

    Hammersley, M. & Atkinson, P. (2007).  Ethnography: Principles in practice. New York Routledge,

    Håkansson J. & Sundberg, D. (2012), Utmärkt undervisning: framgångsfaktorer i svensk och internationell belysning. Stockholm: Natur och kultur,

    Illeris, (2015) Lärande. Lund: Studentlitteratur

     

    Mayring,P. (2000). Qualitative Content Analysis. Qualitative Social Research, Vol. 1, No. 2, Art. 20

     

    Perry, N., Turner,J.C.,  & Meyer, D.K  (2006) Student Engagement in the classroom. In Alexander, P., Winne, P. (Eds) Handbook of Edcucational Psychology. Erlbaum

     

    Sveriges elevkårer & Lärarnas Riksförbund, (2015). Från avhopp till examen- så vill skolan utveckla skolan. Retrieved from www.lr.se/download/18.682f72ec14e16f2ff5c7b1ba/1435316342104/Fr%C3%A5n%20avhopp%20till%20examen%20Web.pdf

     

    Wery, J. & Thomson, M. (2013). Motivational strategies to enhance effective learning in teaching struggling students. Support for learning, Vol. 28, pp. 103-108

     

  • 6.
    Bostedt, Göran
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Studiemotivation: En studie av fyra utbildningsprogram vid Sundsvalls gymnasium2019Rapport (Övrigt vetenskapligt)
  • 7.
    Bostedt, Göran
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Särskilda insatser på skolområdet (SIS): Reflektioner om arbetsprocesser och resultat avseende utvecklingsprojekt2013Rapport (Övrig (populärvetenskap, debatt, mm))
  • 8. Boström, Lena
    A pedagogical model for partnership for sustainable development of staff-training for an inclusive curriculum: A spider making a cobweb2007Konferensbidrag (Refereegranskat)
  • 9. Boström, Lena
    A pedagogical model for partnership for sustainable development of staff-training for an inclusive curriculum: A spider making a cobweb2007Konferensbidrag (Refereegranskat)
  • 10.
    Boström, Lena
    Specialpedagogiska skolmyndigheten.
    Begåvningsstöd och begåvningshjälpmedel: en beskrivning från särskolan2008Rapport (Övrigt vetenskapligt)
  • 11.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    De skandinaviska grannspråken: Om läroplanens skrivningar om grannspråksundervisning och språkpolitiska intentioner2016Ingår i: Kognition & pædagogik, ISSN 0906-6225, Vol. 99, nr 26, s. 14-31Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    De skandinaviska språken har ansetts viktiga i skola och utbildning och är ett prioriterat område i gemensamma den nordiska språkpolitiken, men hur ser det ut egentligen i läroplanerna? Vad ska elever i de skandinaviska länderna lära sig om De skandinaviska grannspråkensina grannspråk? Vad föreskrivs och hur i respektive lands läroplan? Finns skillnader och likheter och hur stämmer läroplanstexterna med de nordiska språkpolitiska intentionerna? Den här studien analyserar skrivningar i ländernas nu gällande läroplaner kopplat till de nordiska språkpolitiska intentionerna. Resultatet visar en diskrepans mellan de gemensamma språkpolitiska intentionerna oh läroplanerna. De politiska skrivningarna betonar förståelse i den muntliga kommunikationen och läroplanerna mera den textuella förståelsen. Ska grannspråkens betydelse främjas behövs en didaktisk förnyelse undervisningen, en pragmatisk debatt om läroplansmålen samt en dialog och synkronisering mellan de språkpolitiska och de utbildningspolitiska intentionerna.

  • 12.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    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 Preferences2012Ingår i: International Education Studies, ISSN 1913-9020, E-ISSN 1913-9039, Vol. 5, nr 6, s. 11-23Artikel i tidskrift (Refereegranskat)
    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.

  • 13.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    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 preferences2012Ingår i: 17 International ELSIN- conference, Cardiff: University of Cardiff , 2012Konferensbidrag (Refereegranskat)
  • 14.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Effects of  learning styles responsive approaches. Effects of Learning-Style Responsive Versus Traditional  Approaches on Grammar Achievement2011Ingår i: Institute for Learning Styles Journal, Vol. 1, nr Spring 2011, s. 17-38Artikel i tidskrift (Refereegranskat)
    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.

  • 15.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för hälsovetenskap.
    Elevers lärstilar i jämförelse med deras lärares lärstilar. En jämförande studie av elever och lärare i gymnasieskola2010Konferensbidrag (Refereegranskat)
  • 16.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Elevers lärstilar i jämförelse med deras lärares lärstilar. En jämförande studie av elever och lärare i ungdomsskolan i Danmark.2011Ingår i: Pædagogisk Psykologisk Tidsskrift, ISSN 1903-0002, Vol. 48, nr 6, s. 560-580Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Denna artikel jämför lärares och elevers lärstilsprofiler på de två gymnasieinriktningarna (yrkesskolor och teoretiska inriktningar) i Danmark, för att undersöka skillnader och likheter. I studien ingick 30 gymnasielärare och 152 elever. Lärstilstestet PEPS användes för att identifiera 20 olika lärstilsdrag. Fem grupper jämfördes och analyserades med hjälp av F-test och variansanalys, ANOVA. Frågeställningarna var följande: i vilken utsträckning föreligger skillnader i lärstilspreferenser dels mellan lärare och elever, dels mellan de två studieinriktningarna? Den statistiska analysen visade att lärarna har ett större behov av värme och är mer anpassningsbara jämfört med eleverna. Studenterna däremot, har mer behov av struktur, är mer grupporienterade, är mer taktila, behöver mer intag och rörelser och är mer alert på eftermiddagen, jämfört med lärarna. De fyra elevgrupper visar några statistiskt signifikanta skillnader dem mellan Yrkeselever skiljer sig mer från lärare än sina jämnåriga i den teoretiska klassen. Resultaten har värde för personer involverade i planering av lärarutbildningar, verksamma lärare samt eleverna själva Det är en avgörande kompetens för lärare att förstå sin egen undervisningsstil och elevers lärstilar i uppdraget ² en skola för alla ². Resultaten pekar på behovet av breddade undervisningsstrategier samt en fördjupad didaktisk diskussion om den praktiska verksamheten.

  • 17.
    Boström, Lena
    Specialpedagogiska Institutet, Umeå.
    Goda lärmiljöer: en spindel spinner ett nät2007Rapport (Övrigt vetenskapligt)
  • 18.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    How Do Students in Vocational Programs Learn?: A Study of Similarities and Differences in Learning Strategies.2013Ingår i: Journal of Education and Learning, ISSN 1927-5250, Vol. 02, nr AugArtikel i tidskrift (Refereegranskat)
    Abstract [en]

    Vocational programs are facing educational challenges. Many students leave secondary school in Sweden without graduating, and this is problematic in terms of equivalence, skill segregation, and lifelong learning for the students. This study has tried to see learning through students’ eyes, and it has examined learning strategies in six different vocational programs. The research questions have addressed which general learning strategies dominate and which differentiate. The study involved 244 students. The Productivity Environmental Preference Survey (PEPS) learning styles assessment was used to identify 20 different student traits. Sex groups were compared with descriptive statistics and analyzed by using the F-test and analysis of variance (ANOVA). The tendencies were low motivation, conformity, a high need for structure and routine, multimodal dominance, and a need for intake and movements. The most productive time of day was in the afternoon. The statistical analysis revealed that six of the 20 elements differed, but there were more similarities than differences. This study highlights the importance of finding a pedagogical model that is suitable for vocational education, expanded educational strategies, and in-depth didactic discussions. The results are valuable for people involved in the planning of vocational education and for the students themselves.

  • 19.
    Boström, Lena
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    How do teacher students for compulsory school learn compared to music teacher students in Sweden? A Comparative Study of Two Different Student Teacher Groups in Sweden: Paper presented at the ELSIN-conference, july 2010, Aviero, Portugal2010Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The profession of teaching is continuously debated in the light of the students’ results and learning. The teaching education system is also currently undergoing reforms in Sweden. Hence it is of importance for educational institutions to be aware of the different ways student groups learn, as well as of importance for every prospective teacher to be aware of his/her own learning styles. The purpose of this research was to uncover the learning styles preferences in higher education for two groups of prospective teachers and analyze the differences compared to international research. The study involved 65 prospective teacher student randomly selected; 33 teacher students for compulsory school and 32 prospective music teacher students. The Productivity Environmental Preference Survey (PEPS) was used to identify the learning-styles preferences of the participants for 20 areas. Inferential statistics were established by t-tests to determine differences in learning-styles preferences among prospective teachers compared to prospective music teachers for compulsory school. The research shows significant differences between the two teacher student groups. Based on the results it can be concluded that prospective teacher students tend to need more sound, soft lights and routine, they needed less structure and they are less auditory and tactile compared to prospective music teachers. The findings suggested the need for widely diverse teaching approaches in higher education for teachers.

  • 20.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    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 Sweden2011Ingår i: The Quality of Higher Education, Vol. 8, s. 158-178Artikel i tidskrift (Refereegranskat)
    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

  • 21.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Hur lär sig ditt barn?: Ett arbetshäfte för föräldrar2009Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 22.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Hur lär sig elever på sex olika yrkesprogram?: En studie om skillnader och likheter i lärstilar.2013Ingår i: Utbildning & Lärande, ISSN 2001-4554, Vol. 7, nr 1, s. 48-60Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Vocational programs are facing educational challenges. Many students leave secondary school in Sweden without completed grades, and this is problematic in many ways, e.g. in terms of equivalence and skill segregation. This study tries to see learning through students’ eyes and examined learning styles in six different vocational programs.  The research questions have addressed which general learning styles traits dominates and which differentiates. The study involved 244 students. The Productivity Environmental Preference Survey (PEPS) learning styles assessment was used to identify 17 different traits. Sex groups were compared with descriptive statistics and analyzed by using F-test and analysis of variance, ANOVA. The tendencies were low motivation and conformity, a high need for structure and routine, multimodal dominance, and a need for intake and movements. The most productive time of day was in the afternoon. The statistical analysis revealed that six of 17 elements differed; light, temperature, conformity, persistence, intake, time-of –day (early morning and morning). This study shows similarities and differences concerning learning styles preferences in vocational program, which can be a basis for further insights in didactics issues. This study highlights the importance of finding pedagogical model that is suitable for vocational education, expanded educational strategies and in-depth didactic discussions. The results are valuable for people involved in the planning of vocational education and for the students themselves.

  • 23.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Learning and Method; Research concerning  the effects of learning style responsive versus approaches  on grammar  achievement2005Konferensbidrag (Refereegranskat)
  • 24.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Learning Styles Educational Research in the Scandinavian context. Does It Really Matter?2016Ingår i: Leading Education: The Distinct Contributions of Educational Research and Researchers, 2016Konferensbidrag (Refereegranskat)
  • 25.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Learning Styles Educational Research in the Scandinavian Contexts: Does It Really Matter?2016Ingår i: Learning Styles and Strategies: Assessment, Performance and Effectiveness / [ed] Noah Preston, New York: Nova Science Publishers, Inc., 2016, s. 88-102Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Since learning styles theory is widely used in the Scandinavian educational context, much because of regulations on individualization in curricula and because of this educational focus being questioned now and then, this is a reanalysis of existing educational research on the most comprehensive learning styles model, namely The Dunn and Dunn Learning Style  Model and its results and contribution to international research. The research concerning methodological approaches and study objects, unlike the international research, shows a wide variety. This causes different ontological and epistemological starting points, which entails problematization and development of the theory. The themes most focused are different populations’ learning styles from preschool to university students, with the aim of providing implications for teachers’ teaching and students’ metacognition. This seems to be more important than ever, partly in view of emphasizing individualization, partly the change from elite to mass education. Another research is the confirmation of the international findings regarding instructional methods, but also emphasizing that a large majority of students need high structure. This has implications for development of inclusive didactics, for example. Further, there is in the Scandinavian research a conceptualization of concepts related to learning styles, in relation to the learning process and its impact on personal development. In summary, this reanalysis shows that learning styles are important in the Scandinavian context and that the research has used a broader methodological repertoire than the international research, and thus has caught some further important aspects of the theory in depth.

  • 26.
    Boström, Lena
    Högskolan för lärande och kommunikation, Jönköping.
    Lärande & Metod: Lärstilsanpassad undervisning jämfört med traditionell undervisning i grammatik2004Doktorsavhandling, monografi (Övrigt vetenskapligt)
  • 27.
    Boström, Lena
    Högskolan för lärande och kommunikation, Jönköping.
    Lärande och strategier2004Ingår i: Didacta Varia, ISSN 1239-4963, Vol. 9, nr 2, s. 73-79Artikel i tidskrift (Refereegranskat)
  • 28. Boström, Lena
    Lärstilar, undervisning och handledning2008Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 29. Boström, Lena
    Lärstilar, undervisning och handledning2008 (uppl. 1)Bok (Övrig (populärvetenskap, debatt, mm))
  • 30.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Læringens stil. Om Dunn og Dunns stilteori.2006Ingår i: Læringens og tænkningens stil / [ed] Peter Andersen, Vaerlöse: Billsesø & Baltzer , 2006, 1, s. 70-87Kapitel i bok, del av antologi (Refereegranskat)
  • 31.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Lærinsstil i praksis.2006Ingår i: Læringens og tænkningens stil / [ed] Peter Andersen, Værløse:: Billsesø & Baltzer , 2006, 1, s. 123-139Kapitel i bok, del av antologi (Refereegranskat)
  • 32.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Pedagogik för erfarna2009Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 33.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Regional educational development research2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    In order to examine regional educational development in combination with school development in Sweden during the last 40 years, this paper presents the results of an integrative, systematic literature review. The study shows a sprawling result: a dozen regional projects mostly directed to higher education, little debate, mostly descriptive studies, weakly evaluated governmental educational initiatives, and hardly any research or debates ranging from preschool through the whole school system. However, the most important implication is the need for reanalysis of the values ​​that permeate the entire school system and the community of life values ​​in rural areas.

  • 34.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Regional Educational Development Research and School Improvement: A Systematic Literature Review of Research2015Ingår i: International Journal of Learning, Teaching and Educational Research,, ISSN 1694-2116, Vol. 11, nr 1, s. 200--211Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    With the background of regional educational problems in some counties in Sweden, in the form of lower educational level and school achievements an integrative and systematic literature review (SLR) has been implemented in order to examine regional educational development in combination with school development worldwide during the last 50 years. The literature review shows an internationally sprawling view of the content and object of the study as well as a few international studies on the relationship between regional development and school improvement in mainstream school. Different regions, countries, and continents show various problems within this focus. The study shows different aspects; networks and knowledge-based clusters as guidelines; political decentralization and its repercussions on student learning; technical solutions; the importance of vocational schools in rural areas; tax reduction to compensate rural areas; the importance of a majority/national language and rural versus urban values. Regional development policies aimed at stimulating regional industrial competitiveness and innovativeness, educational attainment, and creative occupations emphasize that creative professionals are strongly related to regional income. The most important implication common worldwide, are concerns pertaining to urbanization, depopulation of rural areas, the need to highlight regional development factors, and a belief in education, especially involving mainstream schools.

  • 35.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Regional Educational Development Research in Sweden of Forty Years.2015Ingår i: Journal of Studies in Education, ISSN 2162-6952, Vol. 5, nr 2, s. 1-20Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In order to examine regional educational development in combination with school development in Sweden during the last 40 years, this paper presents the results of an integrative, systematic literature review. The study shows a sprawling result: a dozen regional projects mostly directed to higher education, little debate, mostly descriptive studies, weakly evaluated governmental educational initiatives, and hardly any research or debates ranging from preschool through the whole school system. However, the most important implication is the need for reanalysis of the values that permeate the entire school system and the community of life values in rural areas.

  • 36.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Regional Educational Development Research in Sweden of Forty Years2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    In order to examine regional educational development in combination with school development in Sweden during the last 40 years, this paper presents the results of an integrative, systematic literature review. The study shows a sprawling result: a dozen regional projects mostly directed to higher education, little debate, mostly descriptive studies, weakly evaluated governmental educational initiatives, and hardly any research or debates ranging from preschool through the whole school system. However, the most important implication is the need for reanalysis of the values ​​that permeate the entire school system and the community of life values ​​in rural areas.

  • 37.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Students ' learning styles compared with their teachers' learning styles.: A comparative study of students and teachers of secondary schools in Denmark.2012Konferensbidrag (Övrigt vetenskapligt)
    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.

  • 38. Boström, Lena
    Students´ Learning Styles Compared with their Teachers´ Learning Styles in Secondary Schools2011Ingår i: Institute for Learning Styles Research Journal, Vol. 1, nr Spring 11, s. 17-38Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article compares teachers' and students´ learning styles profiles at the two major orientations (vocational and academic programs) in upper secondary school, to explore differences and similarities. 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 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 light and temperature, are more motivated, more adaptable, 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 vocational students differed more from teachers than their academic peers. The results indicate the need for expanded educational strategies and an in-depth didactic discussion of the practical activities.

  • 39.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Students’ learning styles compared with their teachers’ learning styles in upper secondary school – a mismatched combination.2011Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, nr 3, s. 475-495Artikel i tidskrift (Refereegranskat)
    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.

  • 40.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Teachers’ Perceptions of the Educational Platform.: Is there a Connection Between School Improvement and Regional Educational Development?2016Ingår i: Education Abstracts: Eighteenth Annual International Conference on Education 16-19 May 2016, Athens, Greece, 2016Konferensbidrag (Refereegranskat)
  • 41. Boström, Lena
    To be conformative or not – a question of style or education? A Comparative Study of Teacher Students in Sweden and Community Education Students in Scotland.2011Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Education systems in Sweden and Scotland are currently undergoing reforms which have shifted curricula from content driven to student focused approaches.  In Higher Education, the shift from elite to more accessible mass education may bring direct implications for teaching and learning. Institutions continually seek evidence of the effectiveness of methods used to facilitate student learning and it is important for teachers in Higher Education to be aware of the different ways that students learn.  This article examines the learning styles preferences for 70 students in Sweden and Scotland to consider whether, in light of international research on learning styles, these groups differed.  Findings were used to explore why and how this might impact on higher education in terms of students´ learning strategies. The findings suggested the need for diverse teaching approaches and concluded that community education and teacher students differed in their preferences towards sound, design and conformity. The article considers how these differences might be explained and so, might be of interest to those engaged in teaching and learning in Higher Education and those working in discrete professional practice communities.

  • 42.
    Boström, Lena
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Tänk om...2009Ingår i: En skola för alla stilar: Ett lärstilsprojekt på fem av Göteborgs Stads gymnasieskolor / [ed] Karin Asplund, Peter Mägi, Göteborg: Göteborgs Stad Utbildning , 2009, 1, s. 22-35Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 43.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Ungdomarnas röster i Mittregionen: Om studieresultat, kompetensflykt och bevekelsegrunder för att flytta eller stanna kvar2016Rapport (Övrigt vetenskapligt)
  • 44.
    Boström, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Young people´s voices in a rural region in Sweden;about the future, norms and choices.2016Ingår i: NERA 2016. Social Justice, Equality and Solidarity in Education?, 2016Konferensbidrag (Refereegranskat)
  • 45.
    Boström, Lena
    Högskolan för lärande och kommunikation, Jönköping.
    Ögat, örat eller handen?2006Ingår i: Pedagogiska Magasinet, ISSN 1401-3320, nr 3, s. 45-67Artikel i tidskrift (Övrigt vetenskapligt)
  • 46.
    Boström, Lena
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Augustsson, Gunnar
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    A theoretical framework about leadership perspectives and leadership styles in the didactic room2012Ingår i: Proceedings of WCLTA 2012 Conference, 2012Konferensbidrag (Övrigt vetenskapligt)
    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.

  • 47.
    Boström, Lena
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Augustsson, Gunnar
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Learning Environments in Swedish Leisure-time Centres: (In)equality , “Schooling”, and Lack of Independence2016Ingår i: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 4, nr 1, s. 125-145Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this study is to describe and analyse how teachers perceive the internal learning environment at Swedish leisure-time centres and set it in relation to steering documents. The empirical data is based on a comprehensive web-survey of 4,043 leisure-time teachers in Sweden. The methodological approach is a qualitative directed content analysis. The results show large differences and inequalities in the quality of leisure-time centres’ premises, an educational form characterized by integration with school and therefore to some extent lost autonomy. Activities in leisure-time centres combine individuality and social community in creative forms of play and social relationships. Because of this there are complex requirements for premises and dysfunctional premises reduce the opportunities to create good learning environments. The existing conditions for the majority of leisure-time centres do not correspond to the intentions in the steering documents concerning good learning environments. Leisure time centres have started to reproduce the (environmental) logic of ‘traditional teaching premises’ and to ignore their own (environmental) potential, which is even prescribed in specific steering documents. These results have implications for policy decisions and educational development.

  • 48.
    Boström, Lena
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Augustsson, Gunnar
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Learning Environments in Swedish Leisure-time Centres: (In)equality, ‘Schooling’, and Lack of Independence2015Ingår i: Proceedings NFPF/NERA´s 43th Congress, 2015Konferensbidrag (Refereegranskat)
  • 49.
    Boström, Lena
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Augustsson, Gunnar
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Teachers’ Leadership in the Didactic Room: A Systematic Literature Review of International Research2014Konferensbidrag (Refereegranskat)
  • 50.
    Boström, Lena
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Augustsson, GunnarMittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.Evans, CarolUniversity of Exeter, UK.Charlesworth, ZarinaScool of Business and Engineering, HEIG-VD.Cools, EvaVlerick Leuven Gent Management School, Belgium.
    Building Learning Capacity for Life2013Samlingsverk (redaktörskap) (Refereegranskat)
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