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  • 251. Boström, Lena
    Students´ Learning Styles Compared with their Teachers´ Learning Styles in Secondary Schools2011In: Institute for Learning Styles Research Journal, Vol. 1, no Spring 11, p. 17-38Article in journal (Refereed)
    Abstract [en]

    This article compares teachers' and students´ learning styles profiles at the two major orientations (vocational and academic programs) in upper secondary school, to explore differences and similarities. The study involved 53 secondary school teachers and 101 high school students randomly selected. The learning styles assessment PEPS was used to identify 20 different traits. Three groups were compared and analyzed by using F-test and analysis of variance, ANOVA. The research questions were as follows: to what extent are differences in learning styles between teachers and students and between the two study areas? The statistical analysis showed that the teachers have a greater need for light and temperature, are more motivated, more adaptable, have less need for structure and authority and are more alert in the morning and less in the afternoon compared with the students. The two student groups showed no statistically significant differences between them. The vocational students differed more from teachers than their academic peers. The results indicate the need for expanded educational strategies and an in-depth didactic discussion of the practical activities.

  • 252.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Teachers’ Perceptions of the Educational Platform.: Is there a Connection Between School Improvement and Regional Educational Development?2016In: Education Abstracts: Eighteenth Annual International Conference on Education 16-19 May 2016, Athens, Greece, 2016Conference paper (Refereed)
  • 253. Boström, Lena
    To be conformative or not – a question of style or education? A Comparative Study of Teacher Students in Sweden and Community Education Students in Scotland.2011Conference paper (Other academic)
    Abstract [en]

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

  • 254.
    Boström, Lena
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Tänk om...2009In: En skola för alla stilar: Ett lärstilsprojekt på fem av Göteborgs Stads gymnasieskolor / [ed] Karin Asplund, Peter Mägi, Göteborg: Göteborgs Stad Utbildning , 2009, 1, p. 22-35Chapter in book (Other academic)
  • 255.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Ungdomarnas röster i Mittregionen: Om studieresultat, kompetensflykt och bevekelsegrunder för att flytta eller stanna kvar2016Report (Other academic)
  • 256.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Young people´s voices in a rural region in Sweden;about the future, norms and choices.2016In: NERA 2016. Social Justice, Equality and Solidarity in Education?, 2016Conference paper (Refereed)
  • 257.
    Boström, Lena
    Högskolan för lärande och kommunikation, Jönköping.
    Ögat, örat eller handen?2006In: Pedagogiska Magasinet, ISSN 1401-3320, no 3, p. 45-67Article in journal (Other academic)
  • 258.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Augustsson, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    A theoretical framework about leadership perspectives and leadership styles in the didactic room2012In: Proceedings of WCLTA 2012 Conference, 2012Conference paper (Other academic)
    Abstract [en]

    This paper presents leadership perspectives and leadership styles in the didactic room. The paper problematizes and develops new knowledge concerning the complex and often paradoxical circumstances that characterize teachers’ leadership. The aim is to develop new knowledge about teachers’ leadership perspectives and styles in the didactic room. Our literature review demonstrates a lack of an explicit and unifying concept that encompasses teachers’ various perspectives and behavioral styles in the didactic room. The meaning of the concept “perspective” precedes the implementation of an individual style of leadership by promoting alternative overviews that the teacher can use, depending on the context, situated activity/task, and student. Any style of leadership will then refer to a specific social behavior. Our result shows that using conscious didactic action skills, teachers can act more effectively and qualitatively better approach new and unpredictable problem situations.

  • 259.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Augustsson, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Learning Environments in Swedish Leisure-time Centres: (In)equality , “Schooling”, and Lack of Independence2016In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 4, no 1, p. 125-145Article in journal (Refereed)
    Abstract [en]

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

  • 260.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Augustsson, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Learning Environments in Swedish Leisure-time Centres: (In)equality, ‘Schooling’, and Lack of Independence2015In: Proceedings NFPF/NERA´s 43th Congress, 2015Conference paper (Refereed)
  • 261.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Augustsson, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Teachers’ Leadership in the Didactic Room: A Systematic Literature Review of International Research2014Conference paper (Refereed)
  • 262.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Augustsson, GunnarMid Sweden University, Faculty of Human Sciences, Department of Education.Evans, CarolUniversity of Exeter, UK.Charlesworth, ZarinaScool of Business and Engineering, HEIG-VD.Cools, EvaVlerick Leuven Gent Management School, Belgium.
    Building Learning Capacity for Life2013Collection (editor) (Refereed)
  • 263.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Berg, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Läroplansimplementering och korstryck i fritidshemmets arbete2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 107-132Article in journal (Refereed)
    Abstract [en]

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

  • 264.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Calissendorff, Maria
    Kungliga Musikhögskolan, Stockholm.
    Lärstilar i nordisk forskning; teoretiska utgångspunkter och empiriska iakttagelser om grammatik och musik2010In: Pædagogisk Psykologisk Tidsskrift, ISSN 1903-0002, Vol. 47, no 4, p. 337-350Article in journal (Refereed)
    Abstract [en]

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

     

  • 265.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Coburn, Annette
    University of Strathclyde, Scotland.
    To be conformative or not – a question of style or education?: A Comparative Study of Teacher Students in Sweden and Community Education Students in Scotland2013In: Scottish Educational Review, ISSN 0141-9072, Vol. 45, no 2, p. 64-77Article in journal (Refereed)
    Abstract [en]

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

  • 266.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Dalin, Rolf
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Teachers' perceptions of the educational platform: Is there a connection between school improvement and regional educational development?2016In: Journal of Education and Training studies, ISSN 2324-805X, E-ISSN 2324-8068, Vol. 04, no 02, p. 10-20, article id E-ISSN: 2324-8068Article in journal (Refereed)
    Abstract [en]

    This research examined teachers’ attitudes in a school development project, The best regional educational system in the world which focuses on regional development and school improvement. The project was performed in counties in Mid Sweden, which have a lower educational level and school achievements and a competence escape compare with other parts of Sweden. Project schools were compared to references schools concerning staffs perception of the pedagogical platform. This study is based on a web-based survey. The quantitative results show that two of the factors in the survey distinguished themselves with statistical significance; namely, the pedagogical platform was 0.44 (p=0.036) and leadership factor, which was 0.25 (p=0.052) was lower for the project schools. The directed content analysis showed differences regarding awareness of the pedagogical platform concerning understanding vs. ambiguity and specifically targeting vs. general descriptions. The reference schools described an understanding of the school’s overall educational platform and described more clearly the school’s focus. The study points to the importance of teachers are aware of their own school platform to develop leadership and teams, which in turn influences student learning and achievement. If schools in the two counties are to be successful, in terms of students’ school performance and the competitiveness of the region, the pedagogical platform should be made clear to staff and be anchored in the teachers’ team work, probably even more than in other schools.

  • 267.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Dalin, Rolf
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Young people's opinion on rural Sweden2018In: International Education Studies, ISSN 1913-9020, E-ISSN 1913-9039, Vol. 11, no 6, p. 45-58Article in journal (Refereed)
    Abstract [en]

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

  • 268.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Damber, Ulla
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Ivarsson, Lena
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Ämnesdidaktisk forskning med relevans för språkdidaktik; teoretiska utgångspunkter, empiriska iakttagelser samt didaktiska konsekvenser: Vad har vi fått veta, hur, varför och hur kan vi använda oss av kunskaperna?2010In: Språk för framtiden. Rapport från ASLA:s höstsymposium, Falun 12-13 november 2010. Language for the Future.: Papers from the ASLA symposium in Falun 7-8 November 2010 / [ed] Antti Ylikliiskilä & Maria Westman, Svenska föreningen för tillämpad språkvetenskap , 2010, p. 44-60Conference paper (Other academic)
    Abstract [sv]

    Ämnesdidaktik är ett centralt kompetensområde för skolors praktiska verksamheter. Studier utförs inom skilda discipliner, men vilken konkret, ny kunskap genereras och hur synliggörs den?  I denna studie sammanförs olika teoretiska synsätt och metodologiska ansatser inom ämnesdidaktik och vissa didaktiska aspekter reanalyseras för att tillvarata och konkretisera kunskaper utifrån tre empiriska studier med relevans för språkdidaktik. Vi exemplifierar hur de sammantaget kan ligga till grund för didaktisk verksamhet i allmänhet och språkdidaktik i synnerhet. Studien grundas på en explorativ design. Med en språklig och diskursiv analys jämför vi egenskaper och resultat i avhandlingarna samt analyserar samband och skillnader mellan de skilda sociala praktikerna. Slutsatserna är att språkdidaktik rymmer liknande komplexitet som framskymtar inom allmändidaktik. Följande gemensamma faktorer av avgörande betydelse kan skönjas; multimodalitet, medvetna metodiska val, kognitiva utmaningar, metakognitiv utveckling i interaktionen språk och tanke, motivation och intresse utifrån elevernas verkligheter, individualisering och samspel, funktionalitet och retorisk flexibilitet i språkkunskaper samt vikten av lärares reflekterande färdigheter. Studien a) pekar på möjligheter med ett multi- och transdisciplinärt, forskande förhållningssätt inom ämnesdidaktik, b) bidrar till integrering av forskning och skolpraktik samt c) sätter språkdidaktik i förgrunden i ett pragmatiskt perspektiv samt d) betonar samspelet mellan olika ämnesdidaktiska perspektiv.

  • 269.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Dunn, Rita
    St John´s University, NY.
    Honigsfeld, Andrea
    Molloy College, NY.
    Schering, Marjorie
    Molloy College, NY.
    Doolan, Laura Shee
    Molloy College, NY.
    Tenedero, Henry
    The Phillipines Learning Styles Center.
    Russo, Karen
    St John´s University.
    Impact of Learning-Style Instructional Strategies and Student´s Achievement and Attitudes: Perceptions of Educators in Diverse Institutions.2009In: Clearing House, Vol. 82, no 3, p. 35-39Article in journal (Refereed)
  • 270.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Gidlund, Ulrika
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Interactions that Support Children’s Social and Emotional Learning in Preschool.2015Conference paper (Refereed)
    Abstract [en]

    Preschool lays the foundations for the first part of a child’s development and learning, should be enjoyable and secure, and should provide pedagogical activities for all children attending. In preschool there are also children with behavioral difficulties who, too often, risk a lack of understanding, stress, and condemnation from preschool teachers as well as peers and parents and thus risk exclusion (Johannesson, 1997). A better adapted approach and activities for these children can create a preschool that includes everyone. Developing abilities in preschool that strongly and robustly support broad control processes, enabling behavioral regulation across cognitive and emotional domains, are described in different scientific disciplines: psychology, psychiatry, sociology, and education (e.g., Collins, 2013, Elsby et al., 2011; Rosenthal & Gatt, 2010; Stier et al., 2012).

    The purpose of this study, as a preschool development project, was to examine an approach and an educational platform in which children’s thoughts, ideas, and opinions play a crucial role in every situation contributing to preschool becoming more open and inclusive for all children. The approach and the educational platform were built on empathetic leadership in preschool, confirmation of all children’s feelings, interaction with children with behavioral difficulties, and solving conflict without scapegoats (Algozzine & Algozzine, 2014).

    The research questions were as follows:

    1. What impact do alternative responses that are engaging and empathetic rather than critical, questioning, designating, and uncomprehending have on the children?

    2. How can preschool teachers act preventively and find solutions to difficult situations that arise in the child’s everyday life at preschool instead of waiting until the conflict arises and only then act?

    3. Which solutions to children’s individual problems could be found through cooperation and dialogue with the actual child in need instead of through “packaged solutions”?

    The theoretical framework ofthis study was the communicative relational perspective (Ahlberg, 2013), which is closely linked tosocio-cultural theory (Säljö, 2000). Withinthe communicative relational perspective, participation,communication, andlearning are viewed as an interlacedtriad that is central to the study ofcommunicative contexts (linguistic and socialcontexts thatsupportand shapeinstitutional activities). How individualsinteract, create meaning, and experience andunderstandtheir situation was also studied.The study hasthereforejoinedan individual perspective witha structuralperspective by assessing schools as social institutions, social practice,the needs of individuals,and conditions.

                          This theoretical framework provides an opportunity to study communication and relationships at different levels and contexts of the activities in preschool. School activities are studied in relation to school organization as well as the individual child. This perspective provides the opportunity to examine a child’s difficulties in relation to the whole school, as well as to the situation in which the difficulty arises. The starting point is the interactions that occur between the child and the surroundings to create knowledge of various communication processes in the school and the school’s meeting with the individual child.

    Other researchers have also claimed that special educational needs are no longer focused on curing or amelioration of the child by interventions based on medicine and educational psychology. Special educational needs are instead viewed as social constructions (Ainscow, 1998; Clark et al., 1998; Skrtic, 1991) rather than as individual shortcomings. These perspectives are characterized mainly in that they move the problem from the individual and focus instead on the product of social processes (Clark et al., 1998; Nilholm, 2006). The communicative relational perspective also focuses on social processes but also relations and interactions (Ahlberg, 2013) that make it possible to view it as an antireductionist theoretical framework (Skidmore 1996).

    Methods and Methodology

    The empirical data for this study comes from a video-ethnographic study in a preschool with 18 children between 1 and 5 years old in which different everyday situations of interactions are studied. Participants were recorded in their natural settings to allow interactional practices to be contextually explored. Video documentation as an ethnographic study of interaction and communication has proven to be particularly valuable for research on interactions with children in schools and preschools (Alexandersson, 2009).

    During the spring semester of 2014, field notes and observations in the form of writing and filming were conducted. Interactions between child and child and between preschool teacher and child were observed to visualize and analyze different approaches. The observations were carried out throughout the whole day at the preschool, both in planned activities as well as in spontaneous play, at routine situations, at meals, during drop-off and pick-up, and indoors and outdoors. The observations were processed in the form of reflection, analysis, and written documentation, and they were also linked to the curriculum and to previous research.

    This has resulted in extensive material consisting of 45 videos and 57 sets of field notes of different interactions, which made possible a return to the empirical basis after new questions were raised as well as reflexivity in the analysis—which is central to ethnographic studies characterized by not being controlled by a specific analytical interest but an openness to what is happening “in situ” (Baszanger & Dodier, 1997). The way this study approaches the field can be described as using the ethnographical methods of video-recording and observations to study interactions in preschool (Silverman, 2006). The videos were analyzed ethnographically (i.e., qualitatively) to generate a set of insights. The video data was coded to provide a detailed second-by-second analysis of the behaviors and results. To gain a deeper understanding of the content of the videos, the field notes also underwent content analysis. This involves quantity contained and examined methodically, with texts interpreted incrementally and data classification for easier identification of patterns and themes. The content analytical model allows finding clear distinctive categories, narrowing them, and making them specific (Ahuvia, 2008). Overall, these empirical materials are the basis of our results.

    Expected Outcomes and Results

    The purpose of this study was to gain more knowledge about how to approach and interact with children with behavior problems in preschools in order to ensure the children’s inclusion, security, self-esteem, and development. The analysis shows that the way in which preschool teachers respond to children in every situation of interaction has an impact on children. An empathetic leader asks the children and makes use of their competencies and experiences in order to develop relationships and interactions within the group. When leadership and empathy go hand in hand, conditions for both group and individual to develop their social skills are created. This is the ability to ‘Learn to LiveTogether’ (Rosenthal & Gatt, 2010).

    Another conclusion is that those preschool teachersgive childrengood opportunitiesto learnabout themselves, interact with others,and gain insightabout their own and others’feelings, needs, and limits in anopen and respectfulclimate (Stier et al., 2012). They becomeengaged andinvolved ineach other and canreflect onwhy theyfeel and reactas they do.Children’swillingness and abilityto cooperate witheach other and withpreschool teachersdeveloped powerfully.Even in interactionindifficult andcontroversial situations, the children oftenswitchedfromdifficult emotionsand resistancetopositive feelings andconstructive action.

    The analysis also shows the impact for children whose surroundingsoften areat odds with, for example,activechildrenreactingwith unexpectedlystrong feelings.To respond to thesechildren’s behaviorwithirritation, criticism, and condemnationwillmake the childfeeloffended, insulted,andleft out.One solution is not toput the blame onthe child,but tofind other ways to deal with the situation. It is alwaysthe preschool teacherwho has theresponsibility for how aconflictdevelops, and their task is togently andrespectfullyguide childrenthrough the conflictso that no oneisoffended. This study is important for teachers in preschool and gives examples of constructive action, particularly for children with behavioral problems.

    Intent of publication: 1. International journal of Inclusive Eduaction,  or 2) International journal of Early Childhood

     

     

    References

    Ahlberg, A. (2013). Specialpedagogik i ideologi, teori och praktik—att bygga broar. Stockholm: Liber.

    Ainscow, M. (1998). Would it work in theory? Arguments for practitioner research and theorising in the special needs field. In C. Clark, A. Dyson, and A. Millward (Eds.), Theorising special education (pp. 123–137). London: Routledge.

    Alexandersson, U. (2009). Sofias situationer för samspel. In A. Ahlberg (Ed.), Specialpedagogisk forskning. En mångfasetterad utmaning (pp. 167–183). Lund: Studentlitteratur.

    Algozzine, K. & Algozzine, B. (2014). Schoolwide prevention and proactive behavior interventions that work. In P. Gardner, J. M. Kauffman, and J. Elliott (Eds.), The Sage handbook of emotional and behavioral difficulties (pp. 55-72). Thousand Oaks: Sage Publications Ltd.

    Ahuvia, A. (2008). Traditional, interpretative and reception based content analyses: Improving the ability of content analysis to address issues of pragmatic and theoretical concern. In R. Franzosi (Ed.), Content analysis, Vol. 1 (pp. 183–202). London: Sage.

    Baszanger, I., & Dodier, N. (1997). Ethnography. Relating the part to the whole. In D. Silverman (Ed.), Qualitative research: Theory, method and practice (pp. 8–23). London: Sage.

    Clark, C., Dyson, A., & Millward, A. (1998). Theorising special education? Time to move on? In C. Clark, A. Dyson, & A. Millward, (Eds.), Theorising special education (pp. 156–173). London: Routledge.

    Collins, B. (2013). Empowerment of children through circle time: Myth or reality? Irish Educational Studies, 2013, 32(4), 421–436. Retrieved from http://dx.doi.org/10.1080/03323315.2013.854459

    Espy, K. A., Sheffield, T., Wiebe, S., Clark, C., & Moehr, M. (2011). Executive control and dimensions of problem behaviors in preschool children. Journal of Child Psychology and Psychiatry, 52(1), 33–46.

    Nilholm, C. (2006). Special education, inclusion and democracy. European Journal of Special Needs Education, 21(4), 431–445.

    Rosenthal, M., & Gatt, L. (2010). “Learning to Live Together”: Training early childhood educators to promote socio-emotional competence of toddlers and preschool

    children. European Early Childhood Education Research Journal, 18(3), 373–390.

    Skidmore, D. (1996). Towards an integrated theoretical framework for research into special educational needs. European Journal of Special Education, 11(1), 33–47.

    Sandberg, A. (2014). Med sikte på förskolan—barn i behov av stöd. Lund: Studentlitteratur.

    Silverman, D. (2006). Interpretation qualitative data. London: Sage Publications Ltd.

    Skrtic, T. (1991). Behind special education. Denver: Love Publishing Company.

    Stier, J., Tryggvason, M.-T., Sandstrom, M., & Sandberg, A. (2012). Diversity management in preschools using a critical incident approach. Intercultural Education, 34(4), 285–296.

    Säljö, R. (2000). Lärande i praktiken. Ett sociokulturellt perspektiv. Stockholm: Prisma.

  • 271.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Gidlund, Ulrika
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    LESYR: Programvara för taktila läromedel2009Other (Other (popular science, discussion, etc.))
  • 272.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Gidlund, Ulrika
    Parkskolan, Örnsköldsvik.
    Læringsstile som pædagogisk plaform2007In: Læring og læringsstile: om unikke og fælles veje i pædagogikken / [ed] Liv M Lassen,lena Boström, Hans Henrik Knoop, Köpenhamn: Dansk psykologisk Forlag, 2007, 1, p. 45-66Chapter in book (Other academic)
  • 273.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Gidlund, Ulrika
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Students’ Need for Structure: The Forgotten Learning Styles Preference2016In: Learning Styles and Strategies: Assessment, Performance and Effectiveness / [ed] Noah Preston, New York: Nova Science Publishers, Inc., 2016, p. 12-20Chapter in book (Other academic)
  • 274.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Gidlund, Ulrika
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Students’ Need for Structure—the Forgotten Learning Styles Preference2015Conference paper (Refereed)
    Abstract [en]

    The need for structure has not been analyzed to any great extent even though previous research has shown its importance for students. The purpose of this study was therefore to identify, describe, and examine the need for structure among teachers and students as well as to understand students’ perceptions of this need. The theoretical framework is based on Dunns´ Learning Styles Model. Data were collected using the learning styles test, Productivity Environmental Preference Survey (PEPS), (n=525) and students’) essays (n=35) on study strategies wherein the concept of need for structure was analyzed. The study found that a) there is a great need for structure among students (54%–68%), b) there is a statistically significant difference between students and teachers (p = 0.001), and c) there are qualitative changes in students’ perceptions of the content concept high preferences for structure. They were divided into the five following categories: need from outside, personality traits, ask for help, make own structure, and consequences. The results indicate the need for enhanced educational strategies and in-depth didactic discussion on the practical educational activities relating to structure and the importance of students themselves to create awareness of the need for structure to become more autonomous.

  • 275. Boström, Lena
    et al.
    Gidlund, Ulrika
    Parkskolan, Örnsköldsvik.
    Forsgren, Joakim
    Websystem .
    Jonsson, Jonas
    Websystem.
    Wiklund, Kristoffer
    Websystem.
    LESYRE: programvara för lärstilsmetodik2009Other (Other (popular science, discussion, etc.))
  • 276.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Gidlund, Ulrika
    Parskskolan, Örnsköldsvik.
    Nordin, Bia
    Parkskolan, Örnsköldsvik.
    Metodik for læringsstile2007In: Læring og læringsstile: Om unikke og felles veje i pædagogikken / [ed] Liv M. Lassen, Lena Boström, Hans Henrik Knoop, Köpenhamn: Dansk psykologisk Forlag, 2007, 1, p. 67-85Chapter in book (Other academic)
  • 277. Boström, Lena
    et al.
    Gidlund, Ulrika
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Nordin, Britt-Marie
    Methodology for every Learning Style2006Conference paper (Refereed)
  • 278.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Hallin, Karin
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Learning Style Differences between Nursing and Teacher Students in Sweden: A Comparative Study2013Conference paper (Refereed)
    Abstract [en]

    The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods. Teacher education as well as nursing education  are currently undergoing reforms in Sweden Hence, it is important for educational institutions to be aware of the different ways that their students learn and it is importance for prospective teachers and nurses to become aware of their own learning styles. The purpose of this research was to explore the learning styles preferences for two student groups: teachers and nurses to analyze their differences in the light of international research on learning styles. The study involved 78 teacher students and 78 nursing students. Twenty subscales of the Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn, & Price, 1984; 1991; 2000) were used to identify the learning-styles preferences of the participants. The results showed statistically significant differences between the two student groups. Based on the results, it can be concluded that in comparison to teacher students, nursing students differed in need for light, motivation, kinesthetic preferences, and need for authorities  More teacher students than nursing students preferred intake, morning work and were more persistent. The findings suggested the need for widely diverse teaching approaches and conscious didactic action skills in higher education as well as implementation of learning strategies for students.

  • 279.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Hörnell, Assar
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Frykland, Marie
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Learning Environments at Leisure-time Centres in Sweden: A Comprehensive Survey of Staff Perceptions2014Conference paper (Refereed)
    Abstract [en]

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

  • 280.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Hörnell, Assar
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Frykland, Marie
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Learning Environments at Leisure-time Centres in Sweden: A Comprehensive Survey of Staff Perceptions2015In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 3, no 1, p. 5-18Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to describe and analyse how leisure-time teachers perceive learning environments in general and especially the premises at Swedish leisure-time centres. Data are based on a national, comprehensive survey of all leisure-time teachers’ perceptions. The theoretical framework is based on research on leisure-time centres and learning environments. The methodological approach involves both a descriptive statistical analysis and a qualitative content analysis. The results show a fragmented and paradoxical picture in terms of learning environments at leisure-time centres. On the one hand, the physical environment is characterised by small rooms, in some cases outdated and not suited for the purpose, to large groups of students and, in many cases, shared premises with the school. On the other hand, a majority of the staff say that learning environments are actively used to teach children social skills, how to establish good relations, friendship and equality. Parents’ and children’s opportunities to influence these learning environments are not regarded as a high priority. The main conclusion of the study is that activities housed in the school context and on its terms face congestion and many of these physical learning environments are in need of major improvements, especially considering all the policy documents and research on good learning environments. For Nordic educational research, this is an extremely important knowledge supplement since this field lacks ample research. For activities at leisure-time centres, these results have implications for policy decisions and educational development.

  • 281.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Ivarsson, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Good reading Enviroments for Individual Reading2013In: Pædagogisk Psykologisk Tidsskrift, ISSN 1903-0002, Vol. 50, no 5, p. 66-80Article in journal (Refereed)
    Abstract [en]

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

  • 282.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Josefsson, Gunlög
    Nordiska språk, Lunds universitet.
    Vägar till grammatik2006 (ed. 1:1)Book (Other academic)
  • 283.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Kroksmark, Tomas
    Högskolan för lärande och kommunikation, Jönköping.
    Learning and Strategies2005In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 12, no 4, p. 39-49Article in journal (Refereed)
  • 284. Boström, Lena
    et al.
    Lassen, Liv
    University of Oslo.
    Learning, Learning Styles, Strategies and Metacognition2005Conference paper (Refereed)
  • 285.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Lassen, Liv
    Institutionen för specialpedagogik, Oslo Universitet.
    Læringsstil og læringsstrategier: Skitse til udredning af begreber, metoder og effekter2005In: Kognition og pædagogik - tidsskift om tænkning og læring, ISSN 0906-6225, Vol. 15, no 56, p. 44-65Article in journal (Refereed)
  • 286.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Lassen, Liv
    Institutionen för specialpedagogikk, Oslo Universitet.
    Unraveling learning, learning styles, learning strategies and meta-cognition2006In: Education + Training, ISSN 0040-0912, E-ISSN 1758-6127, Vol. 48, no 2/3, p. 178-189Article in journal (Refereed)
  • 287.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Lassen, LivOslo Universitet, Institut for Specialpædagogik.Knoop, Hans HenrikDanmarks pædagogiska Universitet.
    Læring og læringsstile: Om unikke og felles veje i pædagogiken2007Collection (editor) (Refereed)
  • 288. Boström, Lena
    et al.
    Lassen, LivUniversity of Oslo.Rayner, StevenUniversity of Gloucestershire.Armstrong, SteveHull University Business School, UK.Evans, CarolUniversity of Exeter.
    Enabling Lifelong Learning in Education, Training and Development2006Conference proceedings (editor) (Refereed)
  • 289.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Löfquist, Staffan
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Students Study Results, A question of Styles, Strategies, or (mis) Matching?2012In: Journal of Studies in Education, ISSN 2162-6952, Vol. 2, no 4, p. 79-97Article in journal (Refereed)
    Abstract [en]

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

  • 290.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Löfquist, Staffan
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Students Study Results, A Question of Styles, Strategies, or (mis) Matching?2012Conference paper (Other academic)
    Abstract [en]

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

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

  • 291. Boström, Lena
    et al.
    Redmond, JamesTrinity College, University of Dublin.Parkinson, AlanMoore, CarlEvans, CarolPeterson, ElisabethLassen, LivAshwin, Arthur
    Exploring Style: Enhancing the Capacity to Learn?2007Conference proceedings (editor) (Refereed)
  • 292.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Schmidt, Svend Eric
    Laeringsstile2011Book (Other (popular science, discussion, etc.))
  • 293.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Schmidt, Svend Erik
    Billunds kommun.
    Lärstilsappen: Ett digitalt verktyg att utvärdera lär- och studiestrategier2013Other (Other (popular science, discussion, etc.))
  • 294.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Sjöström, Mårten
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Systems and Technology.
    Karlsson, Håkan
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Andersson, Mattias
    Olsson, Roger
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Systems and Technology.
    Åhlander, Jimmy
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Systems and Technology.
    Digital visualisering i skolan: Mittuniversitetets slutrapport från förstudien2018Report (Other academic)
    Abstract [sv]

    Den här studiens syfte har varit tvåfaldigt, nämligen att testa alternativa lärmetoder via ett digitalt läromedel i matematik i en kvasiexperimentell studie samt att tillämpa metoder av användarupplevelser för interaktiva visualiseringar, och därigenom öka kunskapen kring hur upplevd kvalitet beror på använd teknik. Pilotstudien sätter också fokus på flera angelägna områden inom skolutveckling både regionalt och nationellt samt viktiga aspekter när det gäller kopplingen teknik, pedagogik och utvärderingsmetoder inom “den tekniska delen”. Det förra handlar om sjunkande matematikresultat i skolan, praktiknära skolforskning, stärkt digital kompetens, visualisering och lärande samt forskning om visualisering och utvärdering. Den senare svarar på frågor om vilka tekniska lösningar som tidigare använts och med vilket syfte har de skapats samt hur visualiseringar har utvärderats enligt läroböcker och i forskningslitteratur.

     

    När det gäller elevernas resultat, en av de stora forskningsfrågorna i studien, så fann vi inga signifikanta skillnader mellan traditionell undervisning och undervisning med visualiseringsläromedlet (3D). Beträffande elevers attityder till matematikmomentet kan konstateras att i kontrollgruppen för årskurs 6 förbättrades attityden signifikans, men inte i klass 8. Gällande flickors och pojkars resultat och attityder kan vi konstatera att flickorna i båda klasserna hade bättre förkunskaper än pojkarna samt att i årskurs 6 var flickorna mer positiva till matematikmomentet än pojkarna i kontrollgruppen. Därutöver kan vi inte skönja några signifikanta skillnader. Andra viktiga rön i studien var att provkonstruktionen inte var optimal samt att tiden för provgenomförande har stor betydelse när på dagen det genomfördes. Andra resultat resultaten i den kvalitativa analysen pekar på positiva attityder och beteenden från eleverna vid arbetet med det visuella läromedlet. Elevernas samarbete och kommunikation förbättrades under lektionerna. Vidare pekade lärarna på att med 3D-läromedlet gavs större möjligheter till att stimulera flera sinnen under lärprocessen. En tydlig slutsats är att 3D-läromedlet är ett viktigt komplement i undervisningen, men kan inte användas helt självt.

     

    Vi kan varken sälla oss till de forskare som anser att 3D-visualisering är överlägset som läromedel för elevers resultat eller till de forskare som varnar för dess effekter för elevers kognitiva överbelastning.  Våra resultat ligger mer i linje med de slutsatser Skolforskningsinstitutet (2017) drar, nämligen att undervisning med digitala läromedel i matematik kan ha positiva effekter, men en lika effektiv undervisning kan möjligen designas på andra sätt. Däremot pekar resultaten i vår studie på ett flertal störningsmoment som kan ha påverkat möjliga resultat och behovet av god teknologin och välutvecklade programvaror.

     

    I studien har vi analyserat resultaten med hjälp av två övergripande ramverk för integrering av teknikstöd i lärande, SAMR och TPACK. Det förra ramverket bidrog med en taxonomi vid diskussionen av hur väl teknikens möjligheter tagits tillvara av läromedel och i läraktiviteter, det senare för en diskussion om de didaktiska frågeställningarna med fokus på teknikens roll. Båda aspekterna är högaktuella med tanke på den ökande digitaliseringen i skolan.

     

    Utifrån tidigare forskning och denna pilotstudie förstår vi att det är viktigt att designa forskningsmetoderna noggrant. En randomisering av grupper vore önskvärt. Prestandamått kan också vara svåra att välja. Tester där personer får utvärdera användbarhet (usability) och användarupplevelse (user experience, UX) baserade på både kvalitativa och kvantitativa metoder blir viktiga för själva användandet av tekniken, men det måste till ytterligare utvärderingar för att koppla tekniken och visualiseringen till kvaliteten i lärandet och undervisningen. Flera metoder behövs således och det blir viktigt med samarbete mellan olika ämnen och discipliner.

  • 295.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Strzelecka, Elzbieta
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Lärares undervisningsstrategier i grammatik.2013Conference paper (Other academic)
    Abstract [sv]

    Grammatik har alltid varit en del av svenskämnets innehåll, och dess omfång, ställning och nytta har diskuterats, stundom livligt, av såväl lärare som forskare. De didaktiska frågorna ”vad” och ”varför” tycks har dominerat debatten och skymt frågan ”hur”. För att få en helhetsbild över grammatikdidaktiken bör man studera alla tre variablerna i den didaktiska triangeln: elev(erna), läraren och ämnet. Syftet med studien som vi tänker presentera på konferensen är att få veta mer om lärares uppfattning om sin egen grammatikundervisning. Ämnesvalet är viktigt inte bara därför att grammatik anses vara både svårt att lära sig och svårt att undervisa om, utan också därför att krav på kunskaper i grammatik numera uttrycks explicit i våra styrdokument i form av tydliga mål för olika årskurser.

    Studien handlar om 140 lärares uppfattningar om deras undervisning i grammatik och bygger på en webbenkät med både öppna frågor och skattningsskalor. De lärare som besvarat enkäten undervisar övervägande enspråkiga elever inom grundskolan, gymnasiet och Komvux. Forskningsfrågorna är:

    a) hur anser lärare att de undervisar i grammatik

    b) vad utgår de ifrån sin undervisning

    c) vilka pedagogiska överväganden ligger bakom deras val.

    För att uppnå syftet med studien valdes en fler-metod-design: beskrivande statistik samt fenomenografisk analys av de öppna svaren. Först granskades lärarnas skattning av vad som har störst betydelse för den egna grammatikundervisningen och därefter analyserades de skriftliga utsagorna om undervisningsstrategier, val av material/läromedel samt pedagogiska överväganden.

    De statistiska resultaten visar att det som lärare skattar som de viktigaste faktorerna för sin egen undervisning var klassen/gruppen, läroplanen och lärarens eget intresse. Läroböcker, kollegers idéer och skolans kultur skattas som mindre viktiga. Materialet som lärare utgår ifrån kan indelas i följande kategorier: läroboken, eget material, olika typer av texter, Internet och annat. Vad gäller pedagogiska överväganden återfinns sju teman, varav språkriktighet och förståelse/sammanhang är de största kategorierna.

    Resultatet av studien är spretigt. Det visar en diskrepans i lärarnas skattningar och deras beskrivningar. Även om lärarna skattar att klassen/gruppen har störst betydelse för hur de undervisar, framkommer detta inte i deras öppna svar. Denna paradox framskymtar även i lärarnas låga skattning av läroböckernas betydelse och deras skildring av det underlag som styr undervisningen, där läroböckerna utgör den största kategorin. Analysen visar också att traditionell undervisning, där grammatiken utgör ett eget moment, tycks dominera i klassrummet.

  • 296.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Strzelecka, Elzbieta
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Min grammatikhistoria. Roliga och sorgliga berättelser ur verkligheten.: En fenomenografisk analys av 300 studenters berättelser.2012Conference paper (Other academic)
    Abstract [sv]

    Grammatiska kunskaper framskrivs i de nya läroplanerna (LGR 11, LGY 11) tydligare än någonsin. Dock finns det mycket få studier i grammatikdidaktik. De fåtal studier som genom-förs om individers uppfattningar om momentet går isär; från att vara viktigt och svårt, till ointressant och oviktigt. Den förhärskande bilden av grammatik i skolan är att den skapar rädsla och blockeringar. Denna studie syftar till att ta reda på hur individer minns gram-matiken i skolan. Den baseras på 313 studenters upplevelser av grammatiken. Resultatet bygger på deskriptiv statistik och fenomenografisk analys. Resultatet visar att ungefär hälften av alla studenter har neutrala minnen av momentet, 22 % har negativa minnen, 11 % positiva och de övriga har förändrade sådana. De dominerande kategorierna, oberoende av minne, visar sig vara lärarens betydelse samt grammatikens relevans. Slutsatserna blir därför följande; a) ryktet om grammatikens avskräckande påverkan är tämligen uppförstorad, b) grammatiken bör få en anständig motivering, c) grammatikdidaktik handlar mera om undervisningssvårigheter än inlärningssvårigheter. Studien visar också på ett behov av multidisciplinära forskningsansatser inom området.

  • 297.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Strzelecka, Elzbieta
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Renässans för grammatiken: grammatik2013In: Svenskläraren. Tidskrift för svenskundervisning, ISSN 0346-2412, Vol. 57, no 1, p. 8-10Article in journal (Other (popular science, discussion, etc.))
  • 298.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Strzelecka, Elzbieta
    Mid Sweden University, Faculty of Human Sciences, Department of Humanities.
    Vuxna minns sin grammatikhistoria: grammatik2013In: Svenskläraren. Tidskrift för svenskundervisning, ISSN 0346-2412, Vol. 57, no 1, p. 14-17Article in journal (Other (popular science, discussion, etc.))
  • 299.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Digital Visualization Compared toTraditional Teaching in Geometry: -about Students' Results and Attitudes2019Conference paper (Refereed)
  • 300. Boström, Lena
    et al.
    Svantesson, Ingemar
    Specialpedagogiska Institutet.
    Så arbetar du med lärstilar - nyckeln till kunskap och individualisering2007 (ed. 1)Book (Other (popular science, discussion, etc.))
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