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  • 151. Boström, Lena
    A pedagogical model for partnership for sustainable development of staff-training for an inclusive curriculum: A spider making a cobweb2007Conference paper (Refereed)
  • 152.
    Boström, Lena
    Specialpedagogiska skolmyndigheten.
    Begåvningsstöd och begåvningshjälpmedel: en beskrivning från särskolan2008Report (Other academic)
  • 153.
    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, E-ISSN 1913-9039, Vol. 5, no 6, p. 11-23Article 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.

  • 154.
    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)
  • 155.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Elevers lärstilar i jämförelse med deras lärares lärstilar. En jämförande studie av elever och lärare i gymnasieskola2010Conference paper (Refereed)
  • 156.
    Boström, Lena
    Specialpedagogiska Institutet, Umeå.
    Goda lärmiljöer: en spindel spinner ett nät2007Report (Other academic)
  • 157.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    How Do Students in Vocational Programs Learn?: A Study of Similarities and Differences in Learning Strategies.2013In: Journal of Education and Learning, ISSN 1927-5250, Vol. 02, no AugArticle in journal (Refereed)
    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.

  • 158.
    Boström, Lena
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    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, Portugal2010Conference paper (Other academic)
    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.

  • 159.
    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.))
  • 160.
    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)
  • 161.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Learning Styles Educational Research in the Scandinavian context. Does It Really Matter?2016In: Leading Education: The Distinct Contributions of Educational Research and Researchers, 2016Conference paper (Refereed)
  • 162.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Learning Styles Educational Research in the Scandinavian Contexts: Does It Really Matter?2016In: Learning Styles and Strategies: Assessment, Performance and Effectiveness / [ed] Noah Preston, New York: Nova Science Publishers, Inc., 2016, p. 88-102Chapter in book (Other academic)
    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.

  • 163.
    Boström, Lena
    Högskolan för lärande och kommunikation, Jönköping.
    Lärande & Metod: Lärstilsanpassad undervisning jämfört med traditionell undervisning i grammatik2004Doctoral thesis, monograph (Other academic)
  • 164.
    Boström, Lena
    Högskolan för lärande och kommunikation, Jönköping.
    Lärande och strategier2004In: Didacta Varia, ISSN 1239-4963, Vol. 9, no 2, p. 73-79Article in journal (Refereed)
  • 165. Boström, Lena
    Lärstilar, undervisning och handledning2008Other (Other (popular science, discussion, etc.))
  • 166.
    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, p. 70-87Chapter in book (Refereed)
  • 167.
    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, p. 123-139Chapter in book (Refereed)
  • 168.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Pedagogik för erfarna2009Other (Other (popular science, discussion, etc.))
  • 169.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Regional Educational Development Research in Sweden of Forty Years2014Conference paper (Refereed)
    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.

  • 170.
    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.

  • 171.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Teachers’ Perceptions of the Educational Platform.: Is there a Connection Between School Improvement and Regional Educational Development?2016In: Education Abstracts: Eighteenth Annual International Conference on Education 16-19 May 2016, Athens, Greece, 2016Conference paper (Refereed)
  • 172.
    Boström, Lena
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Tänk om...2009In: En skola för alla stilar: Ett lärstilsprojekt på fem av Göteborgs Stads gymnasieskolor / [ed] Karin Asplund, Peter Mägi, Göteborg: Göteborgs Stad Utbildning , 2009, 1, p. 22-35Chapter in book (Other academic)
  • 173.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Young people´s voices in a rural region in Sweden;about the future, norms and choices.2016In: NERA 2016. Social Justice, Equality and Solidarity in Education?, 2016Conference paper (Refereed)
  • 174.
    Boström, Lena
    Högskolan för lärande och kommunikation, Jönköping.
    Ögat, örat eller handen?2006In: Pedagogiska Magasinet, ISSN 1401-3320, no 3, p. 45-67Article in journal (Other academic)
  • 175.
    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.

  • 176.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Augustsson, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Learning Environments in Swedish Leisure-time Centres: (In)equality , “Schooling”, and Lack of Independence2016In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 4, no 1, p. 125-145Article in journal (Refereed)
    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.

  • 177.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Augustsson, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Learning Environments in Swedish Leisure-time Centres: (In)equality, ‘Schooling’, and Lack of Independence2015In: Proceedings NFPF/NERA´s 43th Congress, 2015Conference paper (Refereed)
  • 178.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Augustsson, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Teachers’ Leadership in the Didactic Room: A Systematic Literature Review of International Research2014Conference paper (Refereed)
  • 179.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Augustsson, GunnarMid Sweden University, Faculty of Human Sciences, Department of Education.Evans, CarolUniversity of Exeter, UK.Charlesworth, ZarinaScool of Business and Engineering, HEIG-VD.Cools, EvaVlerick Leuven Gent Management School, Belgium.
    Building Learning Capacity for Life2013Collection (editor) (Refereed)
  • 180.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Berg, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Läroplansimplementering och korstryck i fritidshemmets arbete2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 107-132Article in journal (Refereed)
    Abstract [en]

    In Swedish leisure-time-centers, there is a daily activity for about half a million children. It is characterized by a complexity including, for example, changes in steering documents, lack of an accentuated pedagogy and a changing profession. Against this background, this study focuses on leisure-time-teachers' perceptions of curriculum implementation and possible impact in the leisure-time-center education practice. The empirical data consists of individual interviews, focus groups and field studies. In the study, theories of curriculum didactics and organizational theory are combined. As an analytical concept, curriculum implementation and cross pressures are used. The result shows that the values ​​and tasks that the leisure-time-teachers emphasize in relation to the steering documents are social skills, professional ambivalence and the status of leisure-time-centers. Strategies personnel use is high leadership structure, reactive confirmation of steering documents and traditional leisure-time activities. Restrictions in the professional practice are the low status of activities in leisure-time-centers compared with traditional school activities, lack of time for implementation, "schooling" and unclearness in the steering documents' descriptions. This means that several stressful cross pressure are experienced in different ways at work, which complicates the realization of the curriculum's intentions.

  • 181.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Calissendorff, Maria
    Kungliga Musikhögskolan, Stockholm.
    Lärstilar i nordisk forskning; teoretiska utgångspunkter och empiriska iakttagelser om grammatik och musik2010In: Pædagogisk Psykologisk Tidsskrift, ISSN 1903-0002, Vol. 47, no 4, p. 337-350Article in journal (Refereed)
    Abstract [en]

    The term Learning Styles as become widely recognised over the past two decades, and its application is extensive throughout Scandinavia in both schools and the business sector. There are increasing calls to culturally validate, contextualize, review and critically examine this pedagogical theory. This article reports, examines and compares the two existing dissertations in Scandinavia on Dunn's Learning Styles model. As the two theses are very different in character and approach, the research-related designs are also analyzed in the light of the achieved results. This article is based on an exploratory analysis and is reanalytical; in other words, the results are based on past research and our own analytical contributions. The findings in this article have emerged in the encounter between past research and our understanding of Learning Styles theory and its practical application, after a couple of years' distance from our basic research. With the help of a linguistic and discursive perspective, the distinction between the common approaches, qualitatively and qualitatively, can be minimized and an integrative approach to Learning Styles theory can be identified. Against this background there is a discussion on challenges and opportunities to using the Learning Styles theory in Scandinavia for development and review as well as in a cultural context. The findings in this article are that Dunn's Learning Styles model can be used practically and methodically in our school culture in relation to the individualization our governing documents stipulate. The model can furthermore be modified to incorporate in its definition both theoretical knowledge and practical skills that are difficult and new. A continuous review of the model, however, demands a broad, single methodological perspective.

     

  • 182.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Coburn, Annette
    University of Strathclyde, Scotland.
    To be conformative or not – a question of style or education?: A Comparative Study of Teacher Students in Sweden and Community Education Students in Scotland2013In: Scottish Educational Review, ISSN 0141-9072, Vol. 45, no 2, p. 64-77Article in journal (Refereed)
    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 students 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.

  • 183.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Dalin, Rolf
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Young people's opinion on rural Sweden2018In: International Education Studies, ISSN 1913-9020, E-ISSN 1913-9039, Vol. 11, no 6, p. 45-58Article in journal (Refereed)
    Abstract [en]

    This study focus on adolescents motivations about remaining in rural areas in the Mid Sweden Region, a part of Sweden with decreasing school performance scores and high out-migration. The study is based on 1,500 young people’s responses to a Web-based survey within the framework of a regional school development project. The research questions focused on: whether youths were going to stay there or move the future in urban or rural areas, influences, and the future choices and differences among genders, regions, and age groups. The empirical data are processed with statistical analysis. The study confirms previous research on young people’s relocations from rural areas; jobs and education are important motives, and the most prone to move are women. What is new knowledge is that lessons about the region’s importance have a positive, significant effect on individuals’ plans to remain in their home municipality. This can and should be highlighted in local, regional, and national politics, but more importantly in school discourses. Since school plays a role in students’ thinking and future choices, a larger formation effort could be of great value for norms and regional political standpoints. The study has relevance to the international terms of similar geographical areas.

  • 184.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Gidlund, Ulrika
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    LESYR: Programvara för taktila läromedel2009Other (Other (popular science, discussion, etc.))
  • 185.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Gidlund, Ulrika
    Parkskolan, Örnsköldsvik.
    Læringsstile som pædagogisk plaform2007In: Læring og læringsstile: om unikke og fælles veje i pædagogikken / [ed] Liv M Lassen,lena Boström, Hans Henrik Knoop, Köpenhamn: Dansk psykologisk Forlag, 2007, 1, p. 45-66Chapter in book (Other academic)
  • 186.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Gidlund, Ulrika
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Students’ Need for Structure: The Forgotten Learning Styles Preference2016In: Learning Styles and Strategies: Assessment, Performance and Effectiveness / [ed] Noah Preston, New York: Nova Science Publishers, Inc., 2016, p. 12-20Chapter in book (Other academic)
  • 187. Boström, Lena
    et al.
    Gidlund, Ulrika
    Parkskolan, Örnsköldsvik.
    Forsgren, Joakim
    Websystem .
    Jonsson, Jonas
    Websystem.
    Wiklund, Kristoffer
    Websystem.
    LESYRE: programvara för lärstilsmetodik2009Other (Other (popular science, discussion, etc.))
  • 188.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Gidlund, Ulrika
    Parskskolan, Örnsköldsvik.
    Nordin, Bia
    Parkskolan, Örnsköldsvik.
    Metodik for læringsstile2007In: Læring og læringsstile: Om unikke og felles veje i pædagogikken / [ed] Liv M. Lassen, Lena Boström, Hans Henrik Knoop, Köpenhamn: Dansk psykologisk Forlag, 2007, 1, p. 67-85Chapter in book (Other academic)
  • 189. Boström, Lena
    et al.
    Gidlund, Ulrika
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Nordin, Britt-Marie
    Methodology for every Learning Style2006Conference paper (Refereed)
  • 190.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Hallin, Karin
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Learning Style Differences between Nursing and Teacher Students in Sweden: A Comparative Study2013Conference paper (Refereed)
    Abstract [en]

    The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods. Teacher education as well as nursing education  are currently undergoing reforms in Sweden Hence, it is important for educational institutions to be aware of the different ways that their students learn and it is importance for prospective teachers and nurses to become aware of their own learning styles. The purpose of this research was to explore the learning styles preferences for two student groups: teachers and nurses to analyze their differences in the light of international research on learning styles. The study involved 78 teacher students and 78 nursing students. 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 student groups. Based on the results, it can be concluded that in comparison to teacher students, nursing students differed in need for light, motivation, kinesthetic preferences, and need for authorities  More teacher students than nursing students preferred intake, morning work and were more persistent. The findings suggested the need for widely diverse teaching approaches and conscious didactic action skills in higher education as well as implementation of learning strategies for students.

  • 191.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Hörnell, Assar
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Frykland, Marie
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Learning Environments at Leisure-time Centres in Sweden: A Comprehensive Survey of Staff Perceptions2014Conference paper (Refereed)
    Abstract [en]

    The purpose of this study is to describe and analyse how leisure-time teachers perceive learning environments in general and especially the premises at Swedish leisure-time centres. Data are based on a comprehensive survey of all leisure-time teachers’ attitudes in Sweden. The theoretical framework is based on research on leisure-time centres, and learning environments. The methodological approach is descriptive statistical analysis and qualitative content analysis. The results show a fragmented and paradoxical picture in terms of learning environments at leisure-time centres. On one hand, the physical environment is characterized by small rooms, in some cases outdated and not suited for the purpose, to large groups of pupils and in many cases shared premises with the school. On the other hand, a majority of the staff say that learning environments are actively used to teach children social skills, how to establish good relations, friendship and equality. Parents’ and children's opportunities to influence learning environments are not regarded as high priority. The staff does not see Information and communications technology (ICT) as a key part of the learning environment. For Nordic educational research, this is an extremely important knowledge supplement since the field lacks research. For activities at leisure-time centres, these results have implications for policy decisions and educational development.

  • 192.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Ivarsson, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Good reading Enviroments for Individual Reading2013In: Pædagogisk Psykologisk Tidsskrift, ISSN 1903-0002, Vol. 50, no 5, p. 66-80Article in journal (Refereed)
    Abstract [en]

    The reading ability among today’s children and youth is highly discussed both nationally and internationally. The results for Swedish students, in both PIRLS and PISA, show a decrease in reading ability. There are different explanations to the decrease, for example deficiency in teaching and a reduction in the use of reading strategies. While a lot of research is being devoted to reading development, there is a lack on research showing overall constructive ways to build and maintain favorable reading environments for each individual. Our aim with this paper is to discuss what will work on an individual basis. Our research question is: Which are the key-factors that create good reading environments and maintain a sustainable reading interest on an individual level? The overall purpose of this paper is therefore to explore the field of research on early reading, with a special focus on good reading environments, individual conditions, reading styles and teaching strategies. The aim is to identify how good reading environments can be developed through children’s individual reading styles and strategies, and teacher’s awareness of teaching strategies that create an optimal platform for lifelong reading.   This paper is a conceptual paper in which a theoretical framework built on international empirical research was identified, by connecting and systematizing different parts of reading, learning and teaching.  This area is complex and complicated because it involves interactions and different learning and teaching perspectives. In this paper we present research showing that teaching reading based on individual reading styles and strategies is an effective way to ensure children’s´ achievement, interest, self-confidence, and motivation. Children’s awareness of reading strategies supported by favorable reading environments influence meta-cognition and also the ability and interest to become a skilled reader. It is also clear that teachers’ pedagogical knowledge is of great importance as well as their ability to use a variety of teaching strategies to meet the needs of every individual. This paper provides useful information unraveling concepts, methods and effects which can aid children, parents, teachers and researchers in understanding, evaluating and monitoring reading, thus having practical implications for promoting lifelong reading.

  • 193.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Kroksmark, Tomas
    Högskolan för lärande och kommunikation, Jönköping.
    Learning and Strategies2005In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 12, no 4, p. 39-49Article in journal (Refereed)
  • 194. Boström, Lena
    et al.
    Lassen, Liv
    University of Oslo.
    Learning, Learning Styles, Strategies and Metacognition2005Conference paper (Refereed)
  • 195.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Lassen, Liv
    Institutionen för specialpedagogik, Oslo Universitet.
    Læringsstil og læringsstrategier: Skitse til udredning af begreber, metoder og effekter2005In: Kognition og pædagogik - tidsskift om tænkning og læring, ISSN 0906-6225, Vol. 15, no 56, p. 44-65Article in journal (Refereed)
  • 196.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Lassen, Liv
    Institutionen för specialpedagogikk, Oslo Universitet.
    Unraveling learning, learning styles, learning strategies and meta-cognition2006In: Education + Training, ISSN 0040-0912, E-ISSN 1758-6127, Vol. 48, no 2/3, p. 178-189Article in journal (Refereed)
  • 197.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Lassen, LivOslo Universitet, Institut for Specialpædagogik.Knoop, Hans HenrikDanmarks pædagogiska Universitet.
    Læring og læringsstile: Om unikke og felles veje i pædagogiken2007Collection (editor) (Refereed)
  • 198. Boström, Lena
    et al.
    Lassen, LivUniversity of Oslo.Rayner, StevenUniversity of Gloucestershire.Armstrong, SteveHull University Business School, UK.Evans, CarolUniversity of Exeter.
    Enabling Lifelong Learning in Education, Training and Development2006Conference proceedings (editor) (Refereed)
  • 199.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Löfquist, Staffan
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Students Study Results, A question of Styles, Strategies, or (mis) Matching?2012In: Journal of Studies in Education, ISSN 2162-6952, Vol. 2, no 4, p. 79-97Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to gain a better understanding of the factors that influence students' academic performance and also to improve teaching.  The background to the study is the transition from elite to mass education in universities. It is based on the academic performance of 21 students during the first year of a teacher education. Based on academic performance, the study examines what distinguishes a high-performing, middle and a low-performing group with respect to learning styles preferences and approaches to learning.  Using descriptive statistics and phenomenographic methodology, the study shows that those who are most successful use deep strategies and have auditory / visual dominant perceptual preferences.  The low-achievers use surface strategies, have tactile or kinesthetic dominance and display a lack of confidence in their studies as a result of the earlier failure.  This article discusses how the results can be explained and why they may be of interest to today´s university education and teacher education.

  • 200.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Löfquist, Staffan
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Students Study Results, A Question of Styles, Strategies, or (mis) Matching?2012Conference paper (Other academic)
    Abstract [en]

    The purpose of this study is to gain a better understanding of the factors that influence students' academic performance. The background to the study is the transition from elite to mass education in universities. The study is based on the academic performance among 21 students during the first year of a teacher education in Sweden. Based on academic performance, the study examines what distinguishes a high-performing, middle and a low-performing group with respect to learning styles preferences and approaches to learning. Using descriptive statistics and phenomenographic methodology, the study shows that those who are most successful use deep strategies and have auditory / visual dominant perceptual preferences. The low-achievers use surface strategies, have tactile or kinesthetic perceptual dominance and display a lack of confidence in their studies as a result of the earlier failure. The conclusion is that the study results depend on students' learning styles and strategies but

    it is also a question of how well the university education can meet all students. This article discusses how the results can be explained and why it may be of interest to today´s university education and teacher education.

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