miun.sePublications
Change search
Refine search result
31323334353637 1651 - 1700 of 1968
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1651.
    Snyder, K. J.
    et al.
    University of South Florida.
    Acker-Hocevar, M.
    University of South Florida.
    Snyder, Kristen M.
    university of south florida.
    Organizational development in transition: The Schooling perspective1994In: ERIC EA 026 086Article in journal (Refereed)
  • 1652.
    Snyder, K J.
    et al.
    University of South Florida.
    Acker-Hocevar, M.
    University of South Florida.
    Snyder, Kristen M.
    university of south florida.
    Principals speak out on changing school work cultures1996In: Journal of Staff Development, Vol. 17, no 1Article in journal (Refereed)
  • 1653.
    Snyder, K. J.
    et al.
    University of South Florida.
    Acker-Hocevar, M.
    University of South Florida.
    Snyder, Kristen M.
    university of south florida.
    Reframing school work cultures over time: The Principal's perspective1995In: National Forum of Applied Educational Research Journal, Vol. 9, no 1, p. 3-14Article in journal (Refereed)
  • 1654.
    Snyder, K. M.
    university of south florida.
    A Construct validation and reliability estimation of the education quality benchmark system1997Doctoral thesis, monograph (Other academic)
  • 1655.
    Snyder, K. M.
    University of South Florida.
    Reliability of the educational quality benchmark system1998Conference paper (Refereed)
  • 1656.
    Snyder, K. M.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Wingspan: Journal for School Leadership, Development and Learning in a Global Age2005Collection (editor) (Other academic)
  • 1657.
    Snyder, K. M.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Wingspan: Journal of School Leadership, Development and Learning in a Global Age2006Collection (editor) (Other academic)
  • 1658.
    Snyder, K. M.
    et al.
    university of south florida.
    Acker-Hocevar, M.
    University of South Florida.
    Snyder, K. J.
    University of South Florida.
    Changing school work cultures: Issues and dilemnas1995In: Journal of the British Educational Management SocietyArticle in journal (Refereed)
  • 1659.
    Snyder, Karolyn
    et al.
    University of South Florida.
    Acker-Hocevar, Michele
    Florida Atlantic University.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Living on the edge of chaos: Leading schools into the global age2008 (ed. 2nd)Book (Other academic)
    Abstract [en]

    Life today is global on many levels and the 21st century will be earmarked as the first age of global living for the masses. Educators need a new mindset to lead them to a new paradigm of schooling, with a new curriculum called life. as in the first edition of this book, the authors argue that schools can adapt better to emergin global working and living conditions when they are set free of bureaucratic thinking and instead hold systemic thinking as a mindset. In this second edition, the authors have now added how a much sharper focus is needed: developing schools as global learning centers that prepare students now to be competent and caring global citizens.It is within the global context of living that the mission of schools needs to change course so that students, at every age, can become citizens who are both knowledgeable and skillful and who care about the human community and its sustainability.

  • 1660. Snyder, Karolyn J
    et al.
    Acker-Hocevar, Michele
    Snyder, Kristen M
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Living on the Edge of Chaos: Leading Schools into the Global Age. Second edition2000Book (Other scientific)
  • 1661.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Breaking ground across cultures: how visual communication is used to support peer-to-peer learning in an international project2010Conference paper (Refereed)
  • 1662.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Building a responsive future through educaiton: cultural contributions to a global challenge2006In: EEERA/ECER Annual Conference Geneva, Switzerland, from the 13th to 16th September 2006: Network 7: European Education Research Association, 2006Conference paper (Other scientific)
  • 1663.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Building cultures of synergy for cross cultural mentoring online2003Conference paper (Other academic)
    Abstract [en]

    This paper talks about the different types of co-mentoring that developed in an international learning environment among school leaders. This study examined the ways in which participants were able to adapt a co-mentoring model to an online environment and how it facilated a collaborative learning model. This study was able to extend the research by looking at the development of groups online over a three year period, rather than the traditional semester or single-year studies.

  • 1664.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Distance Education: Different Perspectives of Pedagogy and Technology for Degree and Non-Degreee Participants in an International Context: European Education Research Association. Sept 11-14.2002, Lisbon, Portugal.2002Conference paper (Refereed)
  • 1665.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Education, communicaiton and culture: developing human in a technological age2006In: EEERA/ECER Annual Conference Geneva, Switzerland, from the 13th to 16th September 2006: Session 4: European Education Research Association, 2006Conference paper (Other scientific)
  • 1666.
    Snyder, Kristen
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Quality Technology and Management, Mechanical Engineering and Mathematics.
    Engaged leaders develop schools as quality organisations2015In: International Journal of Quality and Service Sciences, ISSN 1756-669X, E-ISSN 1756-6703, Vol. 7, no 2-3, p. 217-229Article in journal (Refereed)
    Abstract [en]

    Purpose – This paper explores the question, “what does it mean to be an engaged school leader in an educational context that promotes standards-based accountability as a model of quality development?” Specifically, what drives educational leaders? What do they do to lead schools as quality organisations? and How do they lead schools as quality organisations? Design/methodology/approach – An ethnographically grounded theory case study was conducted with 16 principles in Sweden, USA and Finland, who participated in a three-year project to lead schools as global learning centers. Findings – Findings showed that school leaders used a variety of leadership styles as they developed worked cultures grounded in a value system, to support student learning and development. Also, work cultures that engaged members of the school and community were critical for leading schools as learning organisations. Research limitations/implications – The small sample may not be generalizable to all educational systems. Practical implications – This study provides evidence about the complexities for school leadership today that are not currently addressed in most principal preparation programs. The findings can serve to help inform further development of principal preparation. Originality/value – The experiences shared in this study provide an alternative perspective about what it is that school leaders do and think about amidst a high-stakes testing context of school development. The grounded theory nature of this study, combined with an ethnographic approach, provides deep insights into the daily working life of engaged school leaders to learn first hand from their dialogue about what it takes to lead schools as quality organisations. © Emerald Group Publishing Limited.

  • 1667.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Global emancipation through educational social networks: Shaping a new dialogue of action through community.2007In: Linköping Electronic Conference Proceedings, ISSN 1650-3740, Vol. 21, p. 1-6Article in journal (Other scientific)
    Abstract [en]

    This paper underscores the importance of social networks to give voice and action to the role of education in shaping a global ethic of care for humanity and the environment. The flattening of the world with developments in digital technologies, gives rise to a new opportunity for educators to develop a pedagogy that engages youth in social learning networks, and uses global trends and conditions as the classroom. With the devastating consequences of globalization on the environment, humanity, and world peace, education as the practice of freedom and social development is ever more important for global transformation.

  • 1668.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    II nuovo compito dei leader: A new task for school leaders2009In: Dirigenti scuola, ISSN 0392-2812, no 3, p. 86-90Article in journal (Refereed)
  • 1669.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Is dialogue possible online?: Findings from an international study of educators engaged in professional mentoring groups in a web-based environment2005In: Creating successful telementoring programs, Greenwich: Information Age Publishing, 2005, p. 273-294Chapter in book (Other academic)
  • 1670.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Living other becoming me: is it "lagom" yet?2009Conference paper (Refereed)
  • 1671.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Living other becoming me: is it lagom yet?2010In: Race Equality Teaching, ISSN 1478-8551, E-ISSN 1743-7717, Vol. 28, no 3Article in journal (Refereed)
  • 1672.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Stimulating dialogue online in cross cultural learning communities2003Conference paper (Other academic)
    Abstract [en]

    This paper focuses on the application and development of dialogue techniques in online learning communities. The study found that while many of the principles of dialogue work online, there are additional factors to consider that stimulate a different kind of dialogue in a virtual environment.

  • 1673.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    The digital Culture and Communication: More than just classroom learning2005In: Seminar.net : media, technology and lifelong learning, 2005, Vol. 1, no 2Conference paper (Refereed)
  • 1674.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    The digital culture and communication: more than just classroom learning2005In: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 1, no 2, p. 1-9Article in journal (Refereed)
    Abstract [en]

    This paper presents a conceptual model of the digital culture that reflects the multi-dimensionality of ICT in education: pedagogy, communication, technology and organizational systems. The model grew out of a three-year study of an online professional development program for educators in seven countries. The focus of the paper is to explore the relationship between human dynamics and technological systems for advancing the school as an organization. Considering the digital culture of schools from an organizational communication culture perspective awakens us to the importance of looking at the subculture that emerges through human exchange reflecting core values and beliefs. When we consider the digital world in which students already live, and match it against the challenge of schools for human citizen development, we begin to see that a digital culture is more than technological. It is organizational, it is communicative, and it is cultural. Through the creation of cultural webs, motivated by humans, and assisted by technology, online communication has the possibility to shape a collective space for cross cultural connections that support a shared democracy.

  • 1675.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    The digital culture and peda-socio transformation2008In: Beyond Distance Research Alliance Learning Futures conference 'The Campus and Beyond' . Leicester, England. 8-9 January 2008, 2008Conference paper (Refereed)
    Abstract [en]

    Kristen Snyder explores the growing complexity of technology in human communication and its impact on learning and sense making. Snyder presents a theoretical model called the Digital Culture that emerged from five years of empirical study about online social development and communication practices in a professional development program. Combining elements of communication and cultural theory with a social constructivist view of knowledge, Snyder suggest that the integration of technology in our human communication is altering the ways in which we make sense out of situations and information, which impacts learning. Snyder is a senior researcher at Mid Sweden University in Härnösand Sweden.

  • 1676.
    Snyder, Kristen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    The european quality benchmark system: Helping teachers work with information to sustain change2007In: European Journal of Education, ISSN 0141-8211, E-ISSN 1465-3435, Vol. 42, no 3, p. 425-435Article in journal (Refereed)
    Abstract [en]

    Applying the concept of ‘quality’ to education has been controversial, making it difficult for educators to develop systems for sustainable quality development in schools that meet the needs of governmental accountability and pedagogical practice. The varying perspectives reflect conflicting views about what is quality and, morevoer, how quality can and should be measured. Over the last several decades, numerous programmes and strategies have been developed at the European level to assist schools in developing quality in education, as well as giving perspective to the underlying questions. In 2003, the European Education Quality Benchmark System (2EQBS) was designed with the intent to bridge the paradigmatic camps regarding quality in education, providing educators with a holistic framework to examine their practices in relation to the needs of their community, national curricula, pedagogical principles, and European partners. A formal content validation and usability study were conducted of the quality development tool to examine the degree to which the 2EQBS provides educators with a framework to facilitate school development through cross-cultural partnerships in an age of accountability. Findings from this study are presented in this article and contribute insight into the possibilities for creating a framework that facilitates school development through cross-cultural partnerships and provides teachers with a system for helping to sustain change. [ABSTRACT FROM AUTHOR

  • 1677.
    Snyder, Kristen
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Acker-Hocevar, Michele
    Building International Cultures of Synergy through online social networks2003In: Global perspectives on mentoring :: Transforming contexts, communities, and cultures, Greenwich, Conn.: Information Age Publishing, 2003, p. 436-Chapter in book (Other academic)
    Abstract [en]

    This book chapter focuses on the use of co-mentoring in an international online learning context for school administrators. The research study shows the power of co-mentoring as a model to foster professional development among school leaders across cultures. Included is a discussion of the cultural and international influences on mentoring, as well as the technological context as a platform for co-mentoring

  • 1678.
    Snyder, Kristen
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Acker-Hocevar, Michele
    International school connections: Opening the door for different possibilities and new types of informal mentoringManuscript (Other academic)
  • 1679.
    Snyder, Kristen
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Cooper, Karen
    'What’s going on here'?: A frame analysis of a pilot project to examine why the use of appreciative inquiry, storytelling, and painting is difficult to integrate into the culture of schooling2012Report (Other academic)
  • 1680.
    Snyder, Kristen
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    james, waynne
    University of South Florida.
    Global citizenship: what does it mean for schools and social roles in the 21st century2008Conference paper (Refereed)
    Abstract [en]

    Out ongoing research regarding school development internationally,  as well as other research suggest that there is little match between the existing theories about what is global citizenship and what schools focus on to prepare youth for life and work in the 21st century. In this exploratory study we are interested in examining the concept in relation to school development. more specifdically we are interested in understanding how the concept is used in the school to inform pedagogical developmentand to expand the purpose and application of interational partnerships for youth preparation. Specifically we examine what is is a global citizen for educators and students and to what extent are the definintions similar and different across nations. similarly, in what ways are schools working with the concept of the global citizen to inform the schools pedagogical and curriculum development.

  • 1681.
    Snyder, Kristen M
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    International communities of practice: Educational leaders in dialogue about leading schools in complex timesManuscript (Other academic)
  • 1682.
    snyder, Kristen M.
    university of south florida.
    Reliability and validity of the school work culture profile instrument hungarian version.2000Report (Other academic)
  • 1683.
    Snyder, Kristen M
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    The Digital culture and "Peda-Socio" transformation.2007In: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 3, no 1, p. 1-15Article in journal (Refereed)
    Abstract [en]

    This paper presents a concept called the digital culture, which emerged during a five-year research project of online professional development networks for educators. Turning first to a discussion about the digital culture model, I suggest that technology is no longer solely a separate, objective entity in society. The integration of technology in human communication engages technology as a part of the communication act and therefore a part of the process of creating meaning. Developing an awareness of the implications for behavior, norms and values, and meaning making is integral to understanding the digital culture. Following a conceptual explanation of the digital culture model, I explore the implications for education, both in relation to opportunities and points of concern. My intent in this paper is to raise awareness and stimulate dialogue among educators about the need to see technology integrated with pedagogy, communication, and organizational systems. While considerable research has addressed dimensions of technology in learning and societal development educational systems have yet to develop a holistic model that integrates all four. I suggest that this is a missed opportunity not only for schools, but also for engaging youth in life long learning and social transformation.

  • 1684.
    Snyder, Kristen M
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    The use of ICT for building international social learning networks for educators: European Education Research Association. Lisbon, Portugal.Sept 11-14, 20022002Conference paper (Refereed)
  • 1685.
    Snyder, Kristen M
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Fredriksson, Ulf
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Taube, Karin
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Measuring quality, learning, and knowledge in the knowledge society: Paper presentation at the Nordic European Research Association, March. Reykjavik, Iceland2004Conference paper (Refereed)
    Abstract [en]

    The quality movement has stimulated changes in teaching, learning, and school development. Changes in policy and pedagogy have occurred at the local, national, and international levels, focusing on �quality indicators� for measuring student learning, and new methods and paradigms in assessment. Recent data collected from the PISA study has stimulated further discussion about quality in education across countries, while the EU Commission has supported the development of a benchmarking process to facilitate quality development in European schools. This fundamental emphasis on quality and self-assessment, in a context of globalization and citizenship education, has stimulated an ideological debate about what it means to measure quality, learning and knowledge in the knowledge society. Set within the context of the discussion about quality within the EU and OECD, and the potential ideological paradox, this presentation focuses on the use of comparison data from PISA and the European Education Quality Benchmark System (2EQBS) to provide educators with tools for addressing quality in schools. Specifically we will show ways in which schools can adapt the principles and philosophies of quality to serve as a guide for building learning environments that support youth development in the knowledge age, rather than merely addressing inspection standards

  • 1686.
    Snyder, Kristen M
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Snyder, Karolin J
    Leadership for learning in the knowledge society: An international experience.: Paper presentation at the Nordic European Research Association, March. Reykjavik, Iceland2004Conference paper (Refereed)
  • 1687.
    Snyder, Kristen
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Karlsson, H
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Holmgren, C
    From, Jörgen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Entrepreneurship Education: A Model for Stimulating Learning and School Development in the Knowledge Age?2003Conference paper (Refereed)
  • 1688.
    Snyder, Kristen
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Karlsson, Håkan
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Schools and communities in partnership to foster entrepreneurship education.: European Educational Research Conference 20042004Conference paper (Other scientific)
  • 1689.
    snyder, kristen
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Panichi, Luisa
    University of Pisa.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    On the issue of quality of experience in technology supported learning2010In: Designs for Learning, ISSN 1654-7608, Vol. 3, no 1-2, p. 42-53Article in journal (Refereed)
  • 1690.
    Snyder, Kristen
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Panichi, Luisa
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Quality of experience: a missing piece in the equation for assessing learning in a digital age2010In: DIVERSE conference, 6-8 july 2010, Maine, USA, 2010Conference paper (Refereed)
  • 1691.
    snyder, kristen
    et al.
    university of south florida.
    Snyder, K. J.
    University of South Florida.
    Developing integrated work cultures: findings from a study of school change1996In: NASSP Bulletin, Vol. 80, no 576Article in journal (Refereed)
  • 1692.
    Snyder, Kristen
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Wagenius, Martin
    Building International education networks through ICT: Possibilities and Challenges2002In: Internationalisation in a shrinking world :: Contributions of the ITE-conference held at Dalarna University Falun - Campus May : 1-4 2002, Eisenstadt: Stiftung Pädagogische Akademie Burgenland , 2002, p. 240-Chapter in book (Other academic)
    Abstract [en]

    This chapter focuses on the use of a social network model for shaping professional development among educators in an international learning context. Findings from a three-year study show that the social network is a powerful model for professional development, and that the ICT context and international relations add important dimensions to teacher and leader development in the global age.

  • 1693.
    Snyder, Kristen
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Wagenius, Martin
    International Connections through ICT: Expanding the training and development of teachers and school leaders2002In: Internationalisation in a shrinking world :: Contributions of the ITE-conference held at Dalarna University Falun - Campus May : 1-4 2002, Eisenstadt: Stiftung Pädagogische Akademie Burgenland , 2002, p. 240-Chapter in book (Other academic)
    Abstract [en]

    This chapter discusses the use of ICT in an international learning environment for educators as a tool for facilitating cross-cultural collaborative learning. Examined are aspects of ICT in this international professional development context, including time, language, decision making, group dynamics, and communication.

  • 1694.
    Snyder, Kristen
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Wagenius, Martin
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    International Connections through ICT: Expanding the Training and Development of Teachers.: Conference:ITE Internationalisation and Innovations in Teacher Education. Dalarna, Sweden. April 30-May 4,.2002Conference paper (Refereed)
  • 1695.
    Snyder, Kristen
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Åhl, Hans
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Cooper, Karen
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Idéskolor 2007-2008 flerspråkighet i den öppna och medvetna skolan: utvärdering2008Report (Other academic)
  • 1696.
    Spante, Maria
    et al.
    Högskolan Väst, Trollhättan.
    Johansson, Kristina
    Högskolan Väst, Trollhättan.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    MakerSpaces in schools: Networked learning among teachers to support curriculum-driven pupil learning in programming2019In: Networked professional learning: Emerging and equitable discourses for professional development / [ed] Littlejohn, Allison; Jaldemark, Jimmy; Vrieling-Teunter, Emmy and Nijland, Femke, Springer, 2019, p. 223-237Chapter in book (Refereed)
    Abstract [en]

    In recent years, many countries have introduced programming as content in their national educational strategies. This study focused on how teachers from various K-6 schools met regularly in learning groups to discuss their experiences integrating programming in MakerSpace settings, places equipped with various materials that can be used to construct things to enhance creativity and cross-disciplinary collaboration. The project focussed on studying the activities in an established network in a Swedish municipality (i.e., how teachers experienced the value of network meetings and how they incorporated lessons learned from other participants in the teacher learning group [TLG]). The study addressed the following research question: What are the learning experiences of teachers in K-6 schools that participate in a top-down networked professional development project that focuses on integrating computer programming into the curriculum? A narrative written method was applied to collect data from seven teachers in the network. The results indicated that teachers found it useful to participate in a top-down networked professional development project. They experienced that participating in the TLG helped them develop their professional attitudes, knowledge and practices. 

  • 1697.
    Sparrman, Linn
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Häggblad, Anna
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    En svenskundervisning för alla elever: Observation och Intervjustudie om lärstilens påvekan på elevens läsutveckling2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 1698.
    Sperring, Ida
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Salthammer, Sara
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    ”Andas lite frisk luft för att sedan komma in och få ny ork”: En studie om förskollärares erfarenheter av utomhusvistelsen på förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här kvalitativa intervjustudien har varit att undersöka hur sex förskollärare från sex olika förskoleverksamheter beskriver sina erfarenheter om utevistelsen. Tidigare forskning på området har visat på att det finns flera hälsoaspekter med att vistas utomhus, samtidigt som annan forskning visar på att pedagogernas inställning till utevistelse har en stor inverkan på om de väljer att gå ut eller inte. I vårt resultat har vi använt oss av en empiristyrd, tematisk analys. Där framkommer det att förskollärarna i studien har olika erfarenheter med utevistelsens syfte och innehåll i förskolornas verksamheter. Vi såg det även intressant att se om erfarenheterna kunde påverkas beroende på hur förskolorna låg placerade och hur deras förutsättningar för utevistelse såg ut. Genom intervjuerna kunde vi tolka att förskolornas placering hade en påverkan av förskollärarnas erfarenheter. Detta belyses i resultatet om olika hinder i samband med att vistas utomhus. Ett exempel var att vandaliseringar i förskolorna i bostadsområdena gjorde så att pedagogerna fick städa gården innan barnen fick gå ut och vistas där. I resultatet framkommer det att miljön utomhus erbjöd fler möjligheter till rörelse vilket också speglas som syfte hos många av respondenterna i studien. Miljön användes till både fri lek och planerade aktiviteter. Även inställningarna till utevistelsen hade en påverkan på både syftet till att vistas utomhus men också innehållet, vad som skulle ske när de vistades utomhus.

  • 1699.
    Spikol, Daniel
    et al.
    Malmö university.
    Bergström, Peter
    Umeå University.
    Eliasson, Johan
    Stockholm University.
    Nouri, Jalal
    Stockholm University.
    Olofsson, Anders D.
    Umeå University.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Bridging the distance from research to practice: Designing for technology enhanced learning2012In: NGL 2012: Next Generation Learning Conference: Conference proceedings, Falun: Dalarna University , 2012, p. 1-9Conference paper (Refereed)
    Abstract [en]

    A grand challenge for educational research isto remove its weak link to practice. One of thestrategies to confront these challenges can bethrough the use of Design-Based Research(DBR). A DBR approach includes workingiterations of design, implementation andevaluation in real world learning contexts,making it especially suitable for research inTechnology Enhanced Learning (TEL).This paper describes and contextualizes aworkshop that points out the need to examinedifferent design approaches and digitaltechnology tools to explore TEL in educationalpractices. Since the goal of the workshop is touse multidiscipline perspectives of educationand didactics (ED), computer science (CS),interaction design (ID), to show the complexityfor supporting next generation learning, theseperspectives will in the paper be described andput in relation to each other. What researchquestions within and in between the threeperspectives should be included in a DBRapproachin order to inform and facilitate TELpractices.In the end, of the paper amultidisciplinary DBR-approach allowing amore holistic understanding of educationalpractices usin g TEL will be argued for.

  • 1700.
    Spjutsvik, Anette
    Mid Sweden University, Faculty of Educational Sciences. Mid Sweden University, Faculty of Educational Sciences, Department of Education. Mid Sweden University.
    Åtgärdsprogram så formuleras de: Skrivs målen så att de kan utvärderas?2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

    Syftet med denna dokumentstudie av sjutton åtgärdsprogram var att granska hur det som formuleras i åtgärdsprogram kan tolkas med hjälp av diskursanalys. De övergripande frågorna i rapporten var att få en uppfattning om inom vilken diskurs elevernas problem beskriv, om de uppsatta målen var utvärderingsbara, och hur utvärderingar skrivs.  Det visade sig att några enstaka uppsatta mål, kan klara de krav på konkretion och exakthet som krävs för att en utvärdering ska vara möjlig. De flesta mål är formulerade som regler eller förhoppningar och beskriver inte vad eleven kan eller har lärt sig då målet är nått och kan därför inte utvärderas. Det som oftast utvärderas i åtgärdsprogrammen är, med några få undantag, eleven och inte de åtgärder som satts in för att göra det möjligt för eleven att nå de uppsatta målen. I de flesta fall beskrivs elevens problem i diskurserna egenskaper och utveckling. I ett åtgärdsprogram beskrivs elevens problem i en kontextuell diskurs, i det programmet fanns också ett utvärderingsbart mål.

31323334353637 1651 - 1700 of 1968
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf