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  • 201.
    Blom, Isabell
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Andersson, Malin
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Lärande utomhus: En kvaltativ studie bland pedagoger i förskolan2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

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

  • 202.
    BLOM, JENNY
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    FRODE, ELLEN
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Självrannsakan i arbetslivet: En studie om hur vårdare skapar strategier i våldssituationer2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 203.
    Blom, Sofia
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Källström, Linda
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    "Kom hit, vi vill ha dig här": En kvalitativ studie om manliga pedagogers upplevelser av förskoleyrket2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det arbetar väldigt få män i förskolan idag och det har det alltid gjort, vilket medför att de är i minoritet bland alla kvinnor som arbetar inom yrket. Detta gjorde oss intresserade av att ta reda på hur manliga pedagoger tänker om sitt yrke i förskolan och metoden vi använde oss av blev intervjuer. Syftet med vår studie är att undersöka hur sex män som arbetar i förskolan upplever sitt yrke. I bakgrunden har vi utgått ifrån tidigare forskning om manliga pedagogers yrkesval, yrkesroll samt bemötande från omgivningen. Dessa delar var även utgångspunkten för vår undersökning. Detta kopplas sedan ihop i vår diskussion. Utifrån svaren vi fick av pedagogerna kunde vi utforma tre olika kategorier: Valet mot ett yrke i förskolan, Barnen är viktigast och Omgivningens bemötande. Resultatet visar att alla pedagoger i vår studie hade ett tydligt motiv när de valde att arbeta i förskolan, nämligen ett tidigt intresse för att arbeta med människor. Vi har även kommit fram till att pedagogerna alltid har blivit positivt bemötta av omgivningen från att de trädde in i yrket fram till idag. Pedagogerna anser att barnen är det viktigaste i deras arbete och att barnen ska stå i centrum. Pedagogernas fritidsintressen är något som utövas i stor utsträckning i deras arbete.

  • 204.
    Blomqvist, Annika
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Svensson, Charlotta
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Skolornas stöd till dem mobbade: Kvalitativ studie av vilket direkt samt uppföljningsstöd de mobbade erbjuds av skolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår uppsats var att undersöka vilka bearbetningsinsatser samt uppföljningserbjudanden mobbade offer erbjuds av skolan. Uppsatsen genomfördes med en hermeneutisk ansats och datamaterialet samlades in via mailenkäter, innehållande både slutna och öppna frågor. Respondenterna var rektorer inom grundskolan i kommunal regi. Resultatet tolkades bland annat genom vår bakgrund, vilket innefattade områden som var av stor betydelse för att stödja en mobbad individ. Tidigare forskning visade innebörden av stödinsatser samt att konsekvenserna av mobbning hade en omfattande inverkan på den enskilde individen. Fortsättningsvis användes även vår teori för att tolka resultatet och genom det sociokulturella perspektivet sökte vi vilka verktyg skolorna erbjöd de mobbade för att uppnå kognitiv utveckling. Analysen visade att de mobbade offren erbjöds till största delen stöd i form av samtal, vilket gällde genomgående i både den direkta insatsen samt vid uppföljningsarbetet.

  • 205.
    Boije, Annica
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Demokrati i förskolan: Kommunikation mellan barn och förskollärare2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 206.
    Bolander, Linnéa
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Det egna utrymmet: -Barns möjlighet att skapa egna rum i förskolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 207.
    Boman, Kerstin
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    "Det här var en bänk som vi kunde fika på": En fallstudie i hur en förskolas arbete kring barns inflytande i inomhusmiljö och material kan ta sig uttryck2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här uppsatsen handlar om barns inflytande i förskolans inomhusmiljö och fysiska erbjudanden. Det är en fallstudie i hur en förskolas arbete kring barns inflytande i inomhusmiljö och material kan ta sig uttryck. Syftet med uppsatsen är att synliggöra och försöka förstå hur miljö och material kan skapa förutsättningar och/eller begränsningar för barns inflytande i förskolans verksamhet. Jag har studerat en förskola i Norrland som medvetet arbetar med inflytande. Det är en privat förskola med tre åldersanpassade avdelningar. För att få syn på och synliggöra hur förskolan arbetar med inflytande kopplat till miljö och material har jag valt att samla in data genom observationer, iakttagelser, intervjuer och bilder. Jag har observerat miljöer för lek, konstruktion, hall och sanitetsutrymmen. Genom att jämföra mitt resultat med tidigare forskning kan jag förstå att den här förskolan i det stora hela verkar ligga i framkant när det gäller att arbeta med miljö och material för barns inflytande i förskolan, men jag har både sett hinder och möjligheter för barns inflytande. Det här upplever jag gör min studie intressant. Det jag kom fram till som skapar möjligheter i miljö och material för barns inflytande var tillgänglighet till rum, miljö och material. Att få möjlighet att ändra sin miljö genom laborativt svagt kodat material men även genom möjlighet att flytta material och möbler. Att planera för det oplanerade både i tid, och material. Tillgång till sammanhållen tid ger barnen möjlighet att själv planera sin dag. Att erbjuda barnen en miljö och ett material som präglas av ett svagt kodat, laborativt material erbjuder barnen flexibilitet i både lek och konstruktion. Det här skapar möjlighet till handlingserbjudanden som ger barnen möjlighet att påverka sin lek och still skapande efter eget intresse. För att barn ska få samförstånd i leken med ett svagt kodat material krävs förhandlingar mellan barnen. Det här förutsätter förmåga till kommunikation. Därför är det även viktigt att barn erbjuds ett figurativt material. Framförallt för de minsta barnen. De minsta barnen behöver även tidigt få möjlighet att skapa erfarenheter av ett varierat material på samma sätt som de större barnen. Ett varierat material skapar fler möjligheter till utforskande och experimenterande. En barnsyn där barn inte är, utan blir i förhållande till miljö och omgivning skapar också förutsättningar för självständighet och inflytande för alla barn. Det här sammanlagt upplever jag skapar goda förutsättningar för barns inflytande på förskolan och en demokratisk praktik.

  • 208.
    Borell, Klas
    Mid Sweden University, Faculty of Human Sciences, Department of Social Work.
    Kognitiva matriser för utvärdering och uppföljning: Högskoleverkets konferens Kvalitet och förnyelsearbete, Uppsala 9 - 10 januari1997Conference paper (Other scientific)
  • 209.
    Borell, Klas
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Social Work.
    Lindblom, Jonas
    På var sida av Cannon River: En fallstudie av Liberal Arts2003Report (Other scientific)
  • 210.
    Borglund, Erik
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Technology and Media.
    Kan poliser gissa rätt?: En studie om begreppet underrättelser i en operativ poliskontext2004Other (Other academic)
  • 211.
    Borin, Lars
    Department of Linguistics, Uppsala university.
    Finding the princes in the pond: Evaluating web-based language learning resources - a literature roadmap2003In: The LingoNet project: Language learning supported by the Internet, Härnösand: Mid Sweden University , 2003, p. 22-33Chapter in book (Other academic)
  • 212.
    Borin, Lars
    et al.
    Department of Linguistics, Uppsala university.
    Gustavsson, Sara
    Mid Sweden University.
    Separating the chaff from the wheat: Creating evaluation standards for web-based language training resources2003In: The LingoNet project: Language learning supported by the Internet, Härnösand: Mid Sweden University , 2003, p. 9-21Chapter in book (Other academic)
  • 213.
    Bornström, Caroline
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Gustavsson, Malin
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    ”När det regnar,tränar jag tummarna”: En studie om en grupp barns motivation och upplevelser av fysisk aktivitet.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att beskriva vad en grupp barn har talat om gällande fysiska aktiviteter i skolan, på fritidshemmet samt på fritiden. Denna studie är av kvalitativ forskningsart och tar stöd ur den hermeneutiska teorin. Studiens empiriska material baseras på tre fokusgruppsdiskussioner som genomförts tillsammans med barn i åldrarna 8–11 år, från tre olika skolor i Sverige. Det empiriska materialet analyserades i flera steg och mynnade sedan ut i ett resultat, som visar på att barnens aktivitetsnivå utifrån deras upplevelser ofta handlar om att de har någon att röra sig tillsammans med, såsom kompisar, familjen eller en hund. En annan komponent var vikten av att få vara ute, gärna länge på kvällarna samt att få leka fritt sina egna lekar. Många av barnen påtalade om skolgårdens betydelse för hur mycket de rörde sig under skoldagen och önskade fler platser där de kunde springa fritt, utan rädslan för att göra illa sig. Även vikten av att ha en lärare som inspirerade till rörelse genom glädje och som lyckades skapa roliga och spännande miljöer framkom under våra fokusgruppsdiskussioner. Barnen önskade sig överlag mer rörelse under skoldagen och såg rörelsepauser som något positivt, även ett praktiskt lärande verkade ligga barnen varmt om hjärtat. Där de såg sin chans till att få utlopp för sin rörelse. Vidare i diskussionen lyfter vi och för ett resonemang kring vad vi kan bidra med i vår yrkesroll som fritidshemslärare i förhållande till barnens behov av fysik aktivitet.

  • 214.
    Bostedt, Göran
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Motivation to study: Upper secondary school teachers´and students´views on students´motivation to study2019Conference paper (Refereed)
    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

     

  • 215.
    Bostedt, Göran
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Studiemotivation: En studie av fyra utbildningsprogram vid Sundsvalls gymnasium2019Report (Other academic)
  • 216.
    Bostedt, Göran
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Eriksson, Linda
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Elevinflytande och ledarskap i skolan2012In: Lärare som ledare.: I och utanför klassrummet. / [ed] Berg G, Sundh F, Wede C, Lund: Studentlitteratur, 2012, 1, p. 271-290Chapter in book (Other academic)
  • 217.
    Bostedt, Göran
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Eriksson, Linda
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Elevinflytande som didaktisk strategi2018Conference paper (Other academic)
    Abstract [sv]

    Elevinflytande som didaktisk strategi

    Samhällskunskapsämnet i svensk skola har sin bakgrund i erfarenheterna av de totalitära staternas framväxt på 1930-talet och sedemera nederlag i andra världskriget. Erfarenheterna av europeisk fascism och, i synnerhet, nationalsocialism motiverade ett starkare fokus på demokratifostran. I 1940 års skolutredning, som åtföljdes av 1946 års skolkommission, betonades att samhällsundervisningen behövde förstärkas.”Uppgiften är så pass betydelsefull för elevernas fostran till samhällsmedborgare, att ett särskilt skolämne härför bör inrättas, samhällskunskap ..” (SOU1948:27, s.7). I skolkommissionens rapport föreslogs inrättandet av ett nytt ämne och vikten av det innehåll (samhällsfostran) ämnet skulle förmedla diskuterades. Därutöver kommenterades även formerna för undervisning. ”Lika viktigt är det, att ämnet lägges upp så, att det fångar elevernas intresse.” (a.a., s. 165) Skolans samhälls- och demokratifostrande roll har återfunnits i de läroplaner som därefter gällt. Samtidigt har elevernas delaktighet i genomförandet av undervisningen betonats. I den nu gällande läroplanen för gymnasieskolan står t ex att ”Det är inte tillräckligt att i undervisningen förmedla kunskap om grundläggande demokratiska värden. Utbildningen skall dessutom bedrivas i demokratiska arbetsformer och utveckla elevernas förmåga och vilja att ta personligt ansvar och aktivt delta i samhällslivet.” (Skolverket 2011, s.6). I den svenska skollagen konstateras att ”Barn och elever ska ges inflytande över utbildningen” (SFS 2010:800). Skolans uppdrag att ge de unga en förståelse för det demokratiska samhällets arbetsformer och värderingar omfattar således att både ’leva’ som ’lära’ demokrati. I vår presentation kommer vi diskutera elevinflytande som möjlig didaktiskt orienterad handlingsstrategi i undervisningspraktik. Detta kommer ske såväl i ljuset av de förändringar som införts i den senaste svenska läroplanen gällande elevinflytande, som empiriska resultat från ett antal skolors arbete med elevinflytande. Resultaten kommer analyseras utifrån perspektiv på makt.

    Källor: SFS 2010:800. Skollag, Stockholm

    Skolverket (2011). Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011, Stockholm:

    Skolverket SOU 1948:27. 1946 års skolkommissions betänkande med förslag till riktlinjer för det svenska skolväsendets utveckling. Stockholm

  • 218.
    Bostrand, Karin
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Elvstål, Sandra
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Pedagogisk dokumentation med olika syften i förskolan: En studie om pedagogers uppfattningar av pedagogisk dokumentation2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 219.
    Bostrand, Susanne
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Sahlin, Peter
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Pedagogers uppfattningar om skapandet av lärmiljöer som kan främja ett entreprenöriellt lärande: - Betydelsebärande faktorer.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie har varit att undersöka vad pedagoger vid Reggio Emiliainspireradeförskolor har för uppfattningar kring skapandet av lärmiljöer för att ur dettamaterial kunna urskilja betydelsebärande faktorer för detta skapande. En diskussion förssedan kring huruvida dessa betydelsebärande faktorer är möjliga att koppla ihop medskapandet av lärmiljöer som främjar ett entreprenöriellt lärande. Studiens empiri bygger pååtta kvalitativa intervjuer som har genomförts med pedagoger och förskolechefer vid treolika förskolor där intervjupersonerna med hjälp av öppna frågor fått berätta hur de tänkerkring skapandet av lärmiljöer i förskolan. Resultatet av denna studie visar att det kan finnaskopplingar mellan hur pedagogerna på dessa Reggio Emilia-inspirerade förskolor uppfattaratt de tänker och går till väga vid skapandet av lärmiljöer och hur pedagoger skulle kunnatänka kring skapande av lärmiljöer som kan gynna ett entreprenöriellt lärande. Ett flertalbetydelsebärande faktorer kring skapande av lärmiljöer som kan tänkas gynna deegenskaper som viss forskning hävdar att entreprenöriellt lärande utvecklar harframkommit.

  • 220.
    Boström DiSanto, Susanne
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Söderberg, Emelie
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Vadå galonvantar?: En studie om förskollärares upplevelser av integrering med nyanlända barn och familjer i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien har varit att ta del av förskollärares upplevelser av integrationen med nyanlända barn och familjer i förskolan. Studien är kvalitativ och inspirerad av en hermeneutisk metod. Genom att ta del av förskollärares upplevelser har vi med hjälp av en tolkande ansats belyst en del av de förutsättningar som förskollärare upplever sig behöva vid integrering. Som insamlingsmetod användes semistrukturerade intervjuer som har analyserats och tolkats. Intervjuerna har skett med sju olika förskollärare på fem olika förskolor i två kommuner. Genom de tolkningar som vi har gjort av förskollärarnas upplevelser visar studiens resultat att förskollärarna upplever arbetet med integreringen som komplext. Detta har synliggjorts med hjälp av fyra olika kategorier som vuxit fram genom våra tolkningar av det som förskollärarna har delgett. Dessa fyra kategorier är Integrering i förskolan, Demokratisk värdegrund, Kommunikationssätt och Stöd och kompetens utveckling. I dessa kategorier beskrivs förskollärarnas upplevelser om vad integreringen av nyanlända barn och familjer i förskolan kan innebära och de förutsättningar förskollärarna anser sig behöva.

  • 221.
    Boström, Frida
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Henning, My
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Förskollärarens pedagogiska uppdrag: En studie som undersöker pedagogers uppfattning om deras möjlighet att utföra sitt pedagogiska uppdrag2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 222. Boström, Lena
    A pedagogical model for partnership for sustainable development of staff-training for an inclusive curriculum: A spider making a cobweb2007Conference paper (Refereed)
  • 223. Boström, Lena
    A pedagogical model for partnership for sustainable development of staff-training for an inclusive curriculum: A spider making a cobweb2007Conference paper (Refereed)
  • 224.
    Boström, Lena
    Specialpedagogiska skolmyndigheten.
    Begåvningsstöd och begåvningshjälpmedel: en beskrivning från särskolan2008Report (Other academic)
  • 225.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    De skandinaviska grannspråken: Om läroplanens skrivningar om grannspråksundervisning och språkpolitiska intentioner2016In: Kognition & pædagogik, ISSN 0906-6225, Vol. 99, no 26, p. 14-31Article in journal (Refereed)
    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.

  • 226.
    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.

  • 227.
    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)
  • 228.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Effects of  learning styles responsive approaches. Effects of Learning-Style Responsive Versus Traditional  Approaches on Grammar Achievement2011In: Institute for Learning Styles Journal, Vol. 1, no Spring 2011, p. 17-38Article in journal (Refereed)
    Abstract [en]

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

  • 229.
    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)
  • 230.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Elevers lärstilar i jämförelse med deras lärares lärstilar. En jämförande studie av elever och lärare i ungdomsskolan i Danmark.2011In: Pædagogisk Psykologisk Tidsskrift, ISSN 1903-0002, Vol. 48, no 6, p. 560-580Article in journal (Refereed)
    Abstract [en]

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

  • 231.
    Boström, Lena
    Specialpedagogiska Institutet, Umeå.
    Goda lärmiljöer: en spindel spinner ett nät2007Report (Other academic)
  • 232.
    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.

  • 233.
    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.

  • 234.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    How do teacher students for compulsory schools learn compared to music teacher students in Sweden?: A comparative study of wo different student teacher groups in Sweden2011In: The Quality of Higher Education, Vol. 8, p. 158-178Article in journal (Refereed)
    Abstract [en]

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

  • 235.
    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.))
  • 236.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Hur lär sig elever på sex olika yrkesprogram?: En studie om skillnader och likheter i lärstilar.2013In: Utbildning & Lärande, ISSN 2001-4554, Vol. 7, no 1, p. 48-60Article in journal (Refereed)
    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.

  • 237.
    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)
  • 238.
    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)
  • 239.
    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.

  • 240.
    Boström, Lena
    Högskolan för lärande och kommunikation, Jönköping.
    Lärande & Metod: Lärstilsanpassad undervisning jämfört med traditionell undervisning i grammatik2004Doctoral thesis, monograph (Other academic)
  • 241.
    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)
  • 242. Boström, Lena
    Lärstilar, undervisning och handledning2008Other (Other (popular science, discussion, etc.))
  • 243.
    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)
  • 244.
    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)
  • 245.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Pedagogik för erfarna2009Other (Other (popular science, discussion, etc.))
  • 246.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Regional educational development research2014Conference 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.

  • 247.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Regional Educational Development Research and School Improvement: A Systematic Literature Review of Research2015In: International Journal of Learning, Teaching and Educational Research,, ISSN 1694-2116, Vol. 11, no 1, p. 200--211Article in journal (Refereed)
    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.

  • 248.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Regional Educational Development Research in Sweden of Forty Years.2015In: Journal of Studies in Education, ISSN 2162-6952, Vol. 5, no 2, p. 1-20Article in journal (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.

  • 249.
    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.

  • 250.
    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.

2345678 201 - 250 of 1956
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